Forum for Linguistic Studies

The Role of Collocations in Teaching German as a Foreign Language to Albanian Students and Their Methodical and Didactical Importance

2025-06-23T16:30:14+08:00

The acquisition of collocations—fixed or semi-fixed word combinations—plays a pivotal role in achieving fluency and naturalness in a foreign language. This article explores the significance of collocations in teaching German as a foreign language (DaF) to Albanian students aiming to support their ability to use collocations in the most accurate and effective way. Using appropriate collocations help the Albanian learners sound more natural and fluent ultimately enhancing their ability to speak like native speakers. The study also aims to identify the most common difficulties Albanian learners face when dealing with German collocations. Drawing on contrastive linguistic analysis between German and Albanian, as well as second language acquisition (SLA) theories, it investigates the challenges Albanian learners face in mastering German collocations. The research is based on some different analysis of student language samples and class observation. Following the identification of these challenges through contrastive linguistic analysis, this study proposes a variety of pedagogical and methodical strategies to address them. It also presents some effective teaching strategies and techniques for collocation that are designed to be accessible and practical for learners to understand and use. The findings, underscore the importance of explicit collocation instruction, contextual learning, and cross-linguistic awareness in improving vocabulary competence and communicative proficiency in German language.

Kazakh and Arabic-Persian Vocabulary in Radlov's Turkic Dialects Dictionary: A Structural-Semantic Comparison

2025-07-01T10:42:13+08:00

V.V. Radlov's An Attempt at a Dictionary of Turkic Dialects is a monumental lexicographic source for the study of 19th-century Turkic languages, including Kazakh. This article investigates the structural-semantic characteristics of native Kazakh words and Arabic-Persian borrowings in Radlov's dictionary. The primary aim is to analyze how these lexemes were categorized,defined, and semantically represented, and to identify how their forms and meanings have evolved into modern usage. The methodology integrates structural linguistics, comparative-historical analysis, and statistical evaluation of lexical data. Lexical units were thematically classified (e.g., human, society, nature), and their grammatical, morphological, and semantic features were examined. Special focus was given to Arabic-Persian words, including their phonetic adaptation and degree of integration into the Kazakh lexical system. The findings show that many lexemes labeled by Radlov as archaisms or historicisms remain relevant in contemporary Kazakh, particularly in terminological or professional contexts. The study also reveals how certain loanwords acquired new meanings, underwent semantic shifts, or were reanalyzed through native suffixes. A linguostatistical analysis confirms the dominance of native Kazakh words in the dictionary corpus, while also highlighting the systematic treatment of loanwords. The research contributes to historical lexicography, Turkic studies, and the documentation of language contact phenomena, and offers a foundation for developing multilingual and diachronic dictionaries.

Pragmatic Features of the Use of Emotionally Coloured Expressions in Modern English

2025-04-28T17:07:36+08:00

The relevance of the research is determined by the growing role of emotional communication in the digital space, which shapes new approaches to the study of speech practices. The study aims to determine the main types of emotionally coloured statements, their pragmatic functions, and а questionnaire survey, correlation, variance, factor analyses, and their impact on communication. The study employs sampling methods, pragmatic analysis of the text content of social networks, and statistical methods for classifying statements by types, as well as quantitative research of their distribution. The results showed that 60% of emotionally coloured expressions on social media serve for emotional self-expression, and 40% serve for emotional impact on the audience. Only 37.7% of respondents were able to accurately identify the speaker's emotional image, which indicates a significant influence of cognitive factors on the interpretation of messages in the digital environment. The academic novelty lies in the systematic study of the pragmatic functions of emotionally coloured expressions in social networks in English, which reveals the features of their impact on the interaction between authors and their audience, as well as the specifics of their use on different platforms. Further research may include studying the influence of multimedia elements on the emotional colouring of communication in social networks, as well as analysing emotionally coloured expressions in other languages to compare pragmatic features in an interlingual context.

Metaphors in Translation: A Study of Figurative Language in Badriah Albeshr's Hend and the Soldiers

2025-04-16T11:42:42+08:00

The study aims to examine the translation of metaphors in the Arabic novel "Hend wa Alasker"and its English translation, Hend and the Soldiers. It employs the Metaphor Identification Procedure (MIP) and Cognitive Metaphor Theory. Using a mixed-method approach, the quantitative analysis applies MIP to identify metaphors and measure their frequency. The qualitative analysis explores how conceptual patterns are formed and how translation strategies such as adaptation, preservation, alteration, and omission are employed to convey metaphorical meaning across languages. The findings reveal that ontological metaphors are the most frequently used. Structural metaphors follow, while orientational metaphors are the least common. The findings also show that the most frequent category involves different mappings and lexical choices. Metaphors with similar mappings but different lexical choices come next, while metaphors with similar mappings but different lexical choices are the least frequent. The study concludes with a discussion of the translation strategies employed within each category. It identifies adaptation as the most frequently utilized strategy, followed by preservation. Alteration and omission are used less frequently. The study offers theoretical insights and practical strategies beneficial to translators, scholars, institutions, and non-Arabic-speaking readers.

Study Protocol: STarting AGe and Extramural English: Learning English in and Outside of School in Norway and Flanders (STAGE)

2025-08-18T15:36:22+08:00

This Study Protocol article outlines the aims, theory, and methodology of a 4-year project that primarily seeks to enhance our understanding of the role of starting age and Extramural English. The project unravels the language proficiency of individuals studying English as a foreign or second language (L2) who encounter substantial exposure to English outside school (extramural English, EE), but begin formal English instruction at varying ages. The focus is on two regions: Norway, where formal English education commences early (grade 1, ages 6–7), and Flanders, where it begins later (grades 7 or 8, ages12–14). The overarching project aim is to evaluate whether an early introduction to formal English instruction influences learners'language proficiency and development within contexts abundant in EE exposure, hence the chosen regions. The article is structured into four sections. First, the introduction presents the main objective, provides a theoretical background and previous research, and ends by suggesting that the project will make a substantial and innovative contribution to theories of L2 proficiency, and also contribute with scientific knowledge that will have societal impact. The second section provides an account of the research questions and our predictions, the material and methods, and the measures connected with each of the five research questions that guide the project. Section three offers a discussion that addresses the cross-sectional design and sample size (aim: N = 900), as well as potential limitations. Section four addresses ethics and project dissemination.The article ends with information about funding and acknowledgments.

Early Language Behavior in a Diglossic Context: Code-Switching Between Standard Arabic and Najdi Arabic in Preschool Children

2025-06-20T14:49:52+08:00

This study investigated diglossic code-switching among 30 Najdi Arabic-speaking preschool children aged 4 to 6 years, focusing on gender differences in the direction and frequency of switching between Standard Arabic (SA) and Najdi Arabic (NA). Data were collected through an individual storytelling task in which each child listened to and retold three short stories in SA. The analysis focused on intra-sentential code-switching within verbal clauses, particularly switching from SA or NA verbs to SA or NA nouns to examine structural constraints. The results showed that both male and female children were capable of understanding and using SA despite limited formal exposure. Quantitative analysis revealed systematic switching, with a higher frequency of switches occurring from NA verbs to SA nouns, consistent with Eid's (1988) directionality constraints and Petersen's (1988) dominant language hypothesis. While switching from SA verbs to NA nouns was also observed, it occurred less frequently. Female participants showed a slightly higher overall use of SA,whereas male participants exhibited a stronger tendency to switch from SA verbs to NA nouns; however, the difference between the two groups is negligible. The study concludes by recommending further research into diglossic code-switching across different Arabic dialects, linguistic structures, and broader populations to deepen understanding of early bilingual development in diglossic contexts.

Enhancing Narrative Writing Skills among BTech ESL Learners through Digital Storytelling: A Quasi-Experimental Study

2025-06-26T14:32:36+08:00

Technology integration in English language instruction has become essential in the digital age for the development of effective communication skills, particularly in writing. The effect of Digital Storytelling (DST) on improving the narrative writing abilities of BTech students learning English as a second language (ESL) is examined in this study. Based on metacognitive theory, which stresses learners'awareness and control of cognitive processes, the study investigates how DST promotes linguistic proficiency, creativity, and structured thinking. Two BTech student groups—the control and experimental groups—were evaluated during an eight-week intervention using a quasi-experimental design. The control group received traditional writing instruction, while the experimental group used multimodal tools like voiceovers, visuals, and narration scripts to complete DST tasks. Pre- and post-tests were given to evaluate students'progress in narrative writing using rubrics that emphasized vocabulary, grammar, coherence, organization, and creativity. The experimental group's narrative writing performance significantly improved, according to the findings, highlighting the contribution of DST to improving language proficiency, deeper engagement, and reflective thinking. By giving students a feeling of purpose and ownership, the incorporation of digital storytelling not only enhanced the writing process but also inspired students. This study confirms that DST can be a transformative pedagogical tool in ESL contexts, especially for improving tertiary-level learners'narrative competencies. In order to improve student outcomes and encourage greater engagement with writing assignments, future implications recommend integrating DST into regular curricula.

Disseminating Fake News Through Translation: Critical and Ethical Concerns

2025-05-22T11:48:11+08:00

Misinformation has been a global challenge for information and news exchange. Recognizing such a challenge, the UN has expressed concerns about the consequences of misinformation. Unfortunately, the problem is exacerbated when international news is subjected to deliberate modification or interference during translation culminating in reproducing fake news into the target language. The phenomenon has developed more with the spread of fake news in recent years. It is worth noting that the Arabic translation of some foreign news is significantly modified though widely spread especially in social networks. Such a situation requires serious attention to help control misleading news translation. This study addressed the spread of fake news through translation from a critical and ethical perspective. To this end, a set of original news stories and their corresponding manipulated or modified versions in Arabic were collected and examined. The modification strategies were investigated in light of Bielsa and Bassnett’s (2009) news translation strategies, followed by a critical discourse analysis using the sociocognitive approach proposed by van Dijk (2014, 2015). The results uncovered manipulation strategies such as Hyperbolization, negative other-presentation, framing, and blame transfer. The relevant ethical issues were stressed to raise awareness of translation ethics as a core principle in translation. The study outcomes are useful for researchers and the concerned public and private organizations as a first step toward developing tools to counter the proliferation of fake news through translation.

Integration of Applied Linguistics, Neuro-Linguistic Programming and AI: Interactional Competence in ESL Group Discussions

2025-07-03T15:15:46+08:00

Integration of multimodal strategies has emerged as a dynamic approach in advancing group discussion skills (GDS) of English language learners, job seekers, and professionals in today's globalised and technology-driven world. This study tested the impact of an integrated multimodal approach of forty hours to advance ESL learners'proficiency in GD skills. The program included ten-hour sessions each of Neuro-Linguistic Programming (NLP) integrated classroom activities, Artificial Intelligence (AI) assisted training, multimedia-assisted sessions, and practical sessions. This study was initiated with the training of two different experimental groups of thirty-seven learners who were chosen, trained and analysed as two groups using a single experimental group design. Post-test questionnaires were used to assess the framework's efficacy after the study and pre-test quantitative questions were used to gauge the learners'baseline GD ability level. Subsequently,qualitative questionnaires were administered to the learners to collect feedback on their learning experiences following the study period. To compare group discussion skills’ scores before and after the test, paired t-tests were used. The learners'test performance after the study showed a substantial statistical difference compared to their learning experiences before the study. They excelled in their final employability viva exams. Two-sample t-tests were conducted to check the impact of the multimodal intervention. The findings demonstrated that the chosen learners'experiences with this model regarding learning GDS were significant. The research confirms that this model can be effectively employed among ESL learners to enhance their GD skills, thereby making them more employable individuals.

Visualizing Sacred Identity: An Ethno-Linguistic and Semiotic Analysis of the Single Pillar Ornament of the Saka Tunggal Mosque in Banyumas

2025-06-13T16:03:31+08:00

This study examines the construction of sacred identity through ethnolinguistic and semiotic analysis of ornamental elements on the pillars of the 736-year-old Saka Tunggal Mosque in Cikakak, Banyumas. Using qualitative descriptive narrative methods, this study combines participatory observation, semi-structured interviews, linguistic text analysis, and visual semiotics to interpret the symbolic elements embedded in the decorative motifs found on the pillars of the Saka Tunggal Mosque. The results of the study indicate that mosque ornaments are not merely decorative elements, but rather visual representations of theological and cosmological concepts that reflect ethnic identity and past cultural myths spanning various eras. The results of the study indicate the relationship and influence of the Hindu-Buddhist kingdom on the ornaments of the pillars of the Saka Tunggal Mosque so that the creation of local and religious-cultural cohesion is reflected in the form of symbolic structures that reflect the integration of local cultural linguistic expressions and religious narratives semiotically and contribute to symbolic forms so that cultural and historical heritage preservation arises in the sacred identity of the mosque. The results of this study contribute to cross-disciplinary studies in cultural science, religious architecture, and visual semiotics, while emphasizing the importance of maintaining cultural and linguistic diversity in the heritage of historical cultural buildings.

Multilingual Family Language Policies: The Role of Translanguaging in Kazakhstan

2025-07-01T11:58:42+08:00

This study explores the translanguaging phenomenon, delving into the language repertoire of bilingual and multilingual children in Kazakh families, specifically within the context of family discourse. The primary objective is to investigate the everyday translanguaging practices embedded in family communication. The research is grounded in the theoretical framework of Family Language Policy, as proposed by Spolsky, focusing on key concepts such as language ideology, language management, and language practice, while also exploring the influence of cultural identity, bilingualism, and multilingualism on the language use of children from Kazakh families. This study investigates translanguaging behaviors in family interactions through three components. Language ideology looks at family members' beliefs about language use and how these beliefs shape interactions and language choices. Language management examines family decisions on language use in daily communication, education, and recreation. Language practices explore how translanguaging manifests in these contexts, especially in daily interactions. The research sample consisted of 16 children, ranging from six to fourteen years old, from families linked to Kazakhstan's "Bolashak" international scholarship program, which facilitates higher studies and professional development overseas, emphasizing English proficiency. The results demonstrate that children utilize language in a variety of ways, but parents use their mother tongue to preserve cultural continuity. Children automatically translanguage in family relationships, changing languages according to the situation. By improving knowledge of the variables influencing bilingualism and multilingualism, this study aids researchers in reaching more accurate results. In summary, the study provides a thorough analysis of translanguaging in family discourse.

Ethnolinguistic Features of Kazakh Mourning Etiquette and Expressions of Condolence

2025-05-28T17:50:23+08:00

This study presents a comprehensive linguistic analysis of Kazakh speech acts of condolence as a culturally specific communicative system reflecting unique perceptions of death, grief, and social solidarity. The research employs a mixed-methods approach, combining primary field data from 46 participants across four regions of Kazakhstan with analysis of 118 written condolence texts and supplementary ethnographic sources. The methodological foundation,integrates speech act theory with Hymes'ethnography of communication framework, utilizing the SPEAKING model to reveal complex interrelationships between various parameters of condolence communication. Results demonstrate significant variability in linguistic means depending on spatiotemporal context, social characteristics of participants, and communicative goals. The analysis reveals the syncretic nature of Kazakh condolences, combining pre-Islamic beliefs with Islamic traditions. Substantial gender differentiation manifests in greater emotionality of female condolences through rhythmically organized laments (zhoktau) compared to more pragmatic, philosophically-oriented male expressions. The study identifies distinct temporal organization of mourning rituals, creating a distributed system of condolence expressions across key stages: initial grief (first three days), formal commemoration (seventh day), spiritual transition (fortieth day), and memorial completion (anniversary). Social conditioning significantly influences linguistic choice, with elders employing philosophical maxims, religious figures using Quranic formulas, and younger speakers adopting more restrained expressions. The research documents rich lexical diversity including religious formulas (87.2% frequency), grief expressions (75.5%), and posthumous wishes (68.1%). These findings contribute to understanding culturally-determined communicative practices while demonstrating the necessity of culturally-sensitive approaches in speech act analysis.

Improving College Students'Listening Comprehension Performance During Off-Class Time and their Self-Regulation of Learning Using Rain Classroom

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

English listening ability is essential yet remains a challenge for many learners at Lijiang Normal University,partly due to limited in-class listening practice. Listening assignments without structured environment bring unsatisfied learning result and no instant feedback to teachers. While self-regulated learning (SRL) positively influences language performance, its role in improving listening skills through technology outside the classroom has been underexplored. To address this gap, this study investigated the use of Rain Classroom technology to improve students'English listening comprehension and SRL during off-class time. Thirty-three Applied English majors at Lijiang Normal University participated in a three-week listening practice using news materials, following a quasi-experimental one-group pretest and posttest design. Instruments included a listening lesson plan, listening tests, and the Motivated Strategies for Learning Questionnaire (MSLQ). Results reveal a slight but not statistically significant improvement in listening comprehension, and a minimal rise in students'SRL scores. However, the Pearson correlation coefficient indicated that there is no meaningful association between SRL levels and listening comprehension. Findings suggest that while Rain Classroom offers a promising platform for extending listening practice beyond the classroom, technology alone is insufficient to significantly improve listening skills. To maximize the benefits of digital listening interventions, explicit training in self-regulated learning strategies is essential.

Perspectives on Superiority Humor towards Grammatical Errors

2025-01-15T14:04:40+08:00

Superiority humor has its primary intent—to highlight a sense of dominance or intellectual superiority over others. It shows implicit or explicit effort to enhance one's status by drawing attention to the perceived flaws, errors, or inadequacies of the target, thereby establishing a hierarchy and power dynamics. This is characterized by its function to elicit humor through highlighting disparities in knowledge, competence, or social standing, ultimately presenting a sense of superiority for both the perpetrator and the audience. This study explored the use of superiority humor in classrooms to address grammatical errors among college students. College students (n = 17) were purposively sampled through a preliminary online open-ended questionnaire. Narratives were collected from a one-on-one interview process. The findings revealed that superiority humor, when perceived as mocking or judgmental, acted as a barrier to learning, leading to fear, defensiveness, and reluctance to engage in discussions. Students also viewed sarcastic corrections as attempts to establish superiority, which undermined their confidence and discouraged them from taking risks in language use. Furthermore, humor that seemed excessive or irrelevant to the lesson was perceived as unprofessional, thereby diminishing the credibility of both instructors and the learning environment. In terms of emotional impact, students reported feelings of embarrassment, self-doubt,and heightened perfectionism, particularly when the superiority humor emphasized their mistakes. Such reactions often resulted in decreased participation and an overemphasis on error avoidance, which hindered language development and self-expression. While humor can be a valuable pedagogical tool, its misuse risks alienating learners and reinforcing power imbalances, which undermines effective language.

An Investigation of Meaning, Toponymy of Sumba Cultural Site's Names, and the Impact of Tourism Visitors on Surrounding Society

2025-06-12T14:10:21+08:00

This research explores the semantic and toponymic aspects of tourist site names on Sumba Island, focusing on cultural villages and marine tourism locations that have not been previously studied from a linguistic perspective. It also examines the social and economic impact of these sites on local communities. Using a qualitative descriptive method,data were collected through observation and interviews with 22 respondents, using purposive sampling. The study was conducted in West and Southwest Sumba Regencies, covering nine cultural sites/villages and three marine tourism objects. Findings reveal that the names of cultural tourism sites vary in lexical meaning; some, like Toshi Traditional Village and Wee Lewo, lack direct lexical interpretations. Toponymically, the names often derive from physical features, historical events (e.g., Wainyapu, Tarung, Weekurri), or local flora and fauna (e.g., Bodo Ede, Waitabar, Lapopu). These sites attract many visitors, positively impacting the local economy. All respondents reported income increases and new job opportunities, although 73% indicated that earnings fluctuate, averaging one to two million rupiah per month. Additionally, 9% earn below and 18% above this range. Beyond economic benefits, tourism influences social and moral values. Communities remain committed to preserving cultural practices and environmental cleanliness. Language use has also been affected; all respondents strive to use proper Indonesian, and 70% noted that youth are eager to learn English through community-run courses.

Evaluating the Validity and Practicality of a Technology-Based E-Learning for Language Research Methods in Higher Education

2025-07-02T15:53:57+08:00

This study evaluates the validity and practicality of a novel technology-based e-learning system developed explicitly for language research methods in higher education. Recognizing the promising potential of integrating e-learning with corpus linguistics principles, the research focused on designing and assessing tools for teaching corpus linguistics-based language research. Validity was determined by examining the alignment of the e-learning content with fundamental corpus linguistic principles and established research methodologies. Practicality was assessed based on the platform's usability,accessibility, and the overall feasibility of its tools for both educators and students. Observations revealed positive adaptation from both instructors and learners, with lecturers effectively integrating diverse features and students actively utilizing the platform to access materials, collaborate, and interact. The findings confirm the success of this approach, evidenced by positive feedback regarding content clarity, relevance, and applicability. Furthermore, the e-learning media demonstrated high practicality, as indicated by both teacher and student responses. Overall, these results indicate significant potential for this e-learning system to enhance learning effectiveness, particularly in language research methods, thereby advancing empirical language studies within digital environments. This research contributes to the growing body of literature on effective technology integration in linguistics education.

Sociolinguistic Perspectives on Derogatory Indigenous Proverbs: A Case Study of the Vhavenḓa Community in Vuwani

2025-04-30T10:37:22+08:00

This study examines how Vuwani women and men perceive the use of derogatory Tshivenḓa proverb, with a focus on gender disparities. Women in Vuwani are often degraded in proverbs, while men are portrayed more favorably. Given the prominence of gender-based violence in current affairs, it is crucial to revisit the use of derogatory proverbs, particularly those directed at women. The main aim is to educate the next generation, particularly young boys in the community of Vuwani, to shy away from using derogatory proverb when referring to women. Women form part of a big community in Vuwani, and thus, they are important, and they should be treated equally to men. A qualitative approach was adopted to better understand the phenomenon of examing how Vuwani women and men perceive the use of derogatory Tshivenḓa proverbs. The study purposively selected 18 participants from Vuwani. Face-to-face, semi-structured interviews were used to collect data. In addition, the data was analysed thematically. The study is grounded in masculinity theory. The results highlight how male dominance has historically been perpetuated by proverbs. Moreover, it was discovered that Vhavenḓa women are the victims of gender-based violence, which they attribute to the usage of derogatory proverbs towards them. Among the Vuwani community, which comprises members of the Vhavenḓa culture, the study revealed that masculinity is associated with greater freedom of behaviour, as men are not subjected to the same negative labelling as women. The study recommends a reevaluation of Tshivenḓa derogatory proverbs.

The Lexicon of Campus Life: A Study of Acronyms and Abbreviations Use in Social Media Texting Among Jordanian Students at Jadara University

2025-06-20T14:51:34+08:00

Digital communication has fundamentally reshaped the linguistic habits of young adults, particularly university students who engage extensively with social media platforms. Within this context, the use of acronyms and abbreviations has emerged as a defining characteristic of online discourse, serving not only communicative efficiency but also socio-cultural functions. This study aims to investigate the types, frequency, motivations, and communicative implications of abbreviation use among undergraduate students at Jadara University in Jordan. Employing a mixed-methods approach, the research combined data from a structured online survey completed by 200 students with qualitative content analysis of text message samples provided by 50 participants. The survey collected demographic details, social media usage patterns, and self-reported attitudes toward abbreviation use, while the content analysis examined the real-life deployment of these linguistic forms in digital contexts. Findings revealed a high prevalence of abbreviation use across platforms, particularly on WhatsApp and Snapchat, with "LOL," "BRB," and course-related codes like "MKT101" being the most common. Motivations included efficiency, informality, identity expression, and trend-following. Qualitative data underscored the contextual fluidity and occasional ambiguity in abbreviation use, while also reflecting creativity and social bonding. These results highlight the dynamic interplay between digital communication, language economy, and identity construction. The study contributes to a deeper understanding of youth sociolinguistics and digital literacy in Arabic-English bilingual settings, with implications for educators, linguists, and communication practitioners.

Fixed Expressions in Arabic: Classification, Translation, and Linguistic Insights

2025-04-28T14:27:17+08:00

This study examined coined or fixed verbal expressions in Arabic. The 500 collected expressions, which are widely used in Arabic literature, popular proverbs, daily conversations, and religious texts, were classified and translated into English. The study provided simplified explanations and vowel notation for the words within these expressions to ensure proper pronunciation, along with contextual examples to enhance comprehension and expand accessibility for non-native speakers. The study offers a structured resource for learners of Arabic, helping both native and non-native speakers grasp commonly used fixed expressions. It facilitates cross-cultural communication and supports non-native speakers in understanding Arabic idiomatic language. The compiled glossary can serve as a reference for writers, journalists, and translators working with Arabic texts. It enriches Arabic lexicography by systematically documenting and categorizing fixed expressions while also providing insights into the structural and semantic patterns of Arabic idioms, proverbs, and formulaic expressions. By analyzing expressions from various sources, the study highlights how language reflects cultural and historical contexts. The English translations allow for comparative studies between Arabic and other languages, contributing to research in translation studies and interlingual pragmatics. The study supports curriculum development in Arabic language teaching by offering categorized, well-documented resources for educators and learners.

Integrating ICT In High School Japanese Language Learning: A Needs Analysis For E-Modules Development

2025-06-19T10:27:37+08:00

This study analyzes the need for electronic modules (e-modules) in Japanese language learning at high schools, focusing on the integration of ICT to support independent learning. A qualitative descriptive approach was employed, with subjects consisting of Japanese language students and teachers selected through purposive sampling. Data were collected through in-depth interviews and open-ended questionnaires and analyzed using thematic analysis techniques. The findings revealed that the needs analysis for e-module development indicated a significant demand for interactive and easily accessible e-modules for students, as well as effective teaching tools for teachers. Based on the data analysis from the development stages, the results showed: 1) E-modules can be used independently and are learner-centered, 2) they are integrated with various audio-visual technologies and social media to train vocabulary, sentence patterns, and conversation skills, and 3) they are easily accessible. In the feasibility test results regarding media and content, the e-module received a "very feasible" category for use in independent Japanese language learning. During the implementation phase, feedback from educators and students in a limited trial class categorized the e-module as "excellent" for independent Japanese language learning. ICT integration through e-modules can enhance students' motivation and ability to learn independently while supporting teachers in the teaching process. This study provides a solid foundation for developing effective e-modules in Japanese language education in Indonesia.

Detection of Alzheimer's Disease Using Fine-Tuned Large Language Models

2025-05-22T15:07:47+08:00

Since there is no known cure for Alzheimer's disease (AD), early detection is essential to controlling its progression.Because of the high cost and invasiveness of traditional diagnostic techniques like MRIs and pathological testing, researchers are looking into less expensive alternatives that use machine learning (ML) and natural language processing (NLP). By evaluating their performance against traditional ML and deep learning (DL) techniques, this study explores the possibility of using fine-tuned open-source large language models (LLMs) to identify AD through linguistic analysis. To optimize models like Qwen1.5–7B and OLMo1.7–7B, we used supervised fine-tuning (SFT) with parameter-efficient techniques like LoRA and QLoRA on the Pitt Corpus dataset, which consists of speech transcripts from the “Cookie Theft” picture description task. The findings showed that LLMs performed noticeably better than conventional techniques; Qwen1.5–7B had an F1-score of 0.8824, which was higher than CNN (0.7987), LSTM (0.7689), and logistic regression (0.83). The study demonstrates how LLMs can detect subtle linguistic impairments in AD that are difficult for traditional models to identify, like syntactic errors and repetitions. The comparatively small dataset size and exclusive reliance on textual data are limitations, though, and it is recommended that future studies include multimodal inputs and more varied datasets. Despite limitations, the results highlight the potential of optimized LLMs as scalable, non-invasive methods for early AD detection, providing a way to enhance patient care and diagnostic precision. Through this study, a novel, accurate, and reliable method for early diagnosis of Alzheimer's disease patients can be provided.

Linguocultural Aspect of English Phraseological Units With Numbers

2025-05-04T13:02:37+08:00

This article presents a comprehensive linguocultural analysis of phraseological units containing numerical components, using material from both the English and Kazakh languages. The primary objective of the study is to identify the semantic,structural, and symbolic characteristics of these expressions and to examine their role in reflecting the national worldview and value system of the respective linguistic communities. Phraseological units with numerals are deeply embedded in the collective consciousness and serve as important carriers of cultural knowledge, historical experience, and social norms. The study employs a multi-methodological approach, including lexical-semantic analysis, cultural contextualization, comparative linguistic techniques, and analytical synthesis, allowing for a nuanced understanding of how these expressions function in different cultural and linguistic environments. The research reveals that numerical phraseological units are not random linguistic formations but culturally loaded constructs that convey metaphorical meanings, stereotypes, and shared beliefs. For instance, certain numbers may carry positive or negative connotations depending on cultural context, symbolizing luck, completeness, duality, or limitation. The contrastive analysis between English and Kazakh data uncovers both universal tendencies and culturally specific patterns in the use and interpretation of numerals in idiomatic language.The findings underscore the relevance of such expressions in shaping and transmitting national identity. The practical significance of the study lies in its potential application in fields such as foreign language teaching, translation studies,intercultural communication, and cultural linguistics. Overall, the research highlights the intrinsic connection between language and culture, emphasizing the value of phraseological units as tools for understanding and bridging cultural differences.

Nanosyntactic Description of Inverse Constructions in Contemporary Ukrainian Poetry: a Functional Hierarchical Approach

2025-06-26T14:58:51+08:00

Earlier studies usually considered inversion as a stylistic or pragmatic phenomenon, but its role in poetic discourse remained poorly studied at the level of deep syntactic structure. The article presents a comprehensive study of inverse constructions in contemporary Ukrainian poetry using functional hierarchical and nanosyntactic approaches. The aim of the research was to identify typical inversion models in poetry of the 2010’s–2020’s, assess their functional load, and study authorial variations in the syntactic representation of inversion. The research methodology combined corpus-oriented content analysis, topic modelling (Latent Dirichlet Allocation), network analysis of syntactic relations, multidimensional stylometric modelling (Principal Component Analysis, multidimensional scaling), and machine learning classification algorithms (Support Vector Machines, Random Forest). Four authors (M. Yakovenko, M. Zelenenka, R. Krupka, B.Hnatiuk) were selected for the corpus of texts, where 412 inverse constructions were identified, with the domination of focus structures. Statistically significant correlations were found between the types of inversions and thematic clusters of poetic discourse (corporeality, traumatic experience). Individual stylistic patterns of inversion syntax were also established,which ensured high accuracy of attribution of texts by authorship. The results confirm that inversion in poetry is a systemic structural means of artistic semantization, and not a random deviation. Prospects for further research are related to the expansion of the corpus, cross-linguistic comparisons of prosodic and rhythmic parameters in stylometric modelling. This will bring humanitarian analytics closer to the level of deep computational interpretation of text, opening up new opportunities for studying poetic speech through the prism of big data.

Gender Representation in SMILE Series: A Critical Study of Gender Roles and Bias

2025-06-13T17:42:01+08:00

Gender representation in textbooks is currently receiving increasing attention in the literature of foreign language teaching and learning. Despite this interest in gender representation in EFL materials, little attention has been paid to locally developed textbooks. This study investigates the portrayal of gender in the Sudanese SMILE course books, with focus on Books 8 and 9, which are designed for intermediate-level students. It also explores how these portrayals influence students’ self-perceptions and their understanding of gender roles. A qualitative approach, using thematic analysis, was adopted to analyse the texts, examining the extent to which the book addresses gender issues. The findings revealed that several lessons adhere to traditional stereotypes, portraying females in roles deemed socially acceptable, such as in healthcare, teaching, or performing domestic tasks like cleaning, cooking, and baking. In addition, the books seem to emphasize same gender relationships, e.g., male-male and female-female interactions. Furthermore, the Sudanese cultural diversities are absent from the course book. The results of the study contribute to an understanding of how the textbooks challenge the traditional gender stereotypes and help in promoting cognitive developments of teenagers. Practical recommendations were offered to educators and syllabus designers to write future textbooks that promote gender equality and inclusivity.

Acquisition of Language, Linguistics Via Computer (AI) in Higher Education Institutions and Its Effects

2025-06-26T11:06:13+08:00

The ever-evolving realm of higher education offers revolutionary prospects for educators and learners through the merging of language studies, linguistics, and artificial intelligence (AI). This paper examines the interdisciplinary integration of these fields, highlighting their combined capacity to improve teaching methods, research innovation, and educational results in higher education institutions. The study initiates by analyzing conventional methods of language and linguistics instruction, pinpointing enduring pedagogical issues like student engagement, assessment precision, and linguistic diversity. It subsequently examines the transformative influence of AI technologies—such as natural language processing (NLP), machine learning, speech recognition, and automated evaluation—in tackling these issues. The paper illustrates how AI-powered technologies may customize learning, support multilingual education, and enhance linguistic research through a comprehensive examination of existing literature, theoretical frameworks, and case studies.

The Role of Artificial Intelligence in Enhancing English Language Teaching (ELT): A Review of Tools, Trends, and Pedagogical Impacts

2025-08-18T15:26:42+08:00

AI is bringing new changes to English Language Teaching by offering approaches based on learners and how they learn best. This review explores how AI is helping to develop ELT by examining how existing and advanced tools and technologies can assist teaching processes and learning outcomes. It also attempts to find out how these tools can help in enhancing personalised learning when adapted to the learners'needs. New technologies such as intelligent tutoring systems, automatic grading tools, and automated agents allow students to learn more personally, instantly, and interactively. In addition to instant feedback, learners benefit from different training paths and can self-test their language skills. There are still some difficulties when AI is applied in ELT. Challenges include algorithmic bias, too much reliance on automated systems, privacy issues, and the risk that not enough will be taught by actual teachers. AI being put into practice ethically and ensuring everyone has access helps support the educator instead of replacing them. Moreover, the article stresses that ongoing research is essential to study the lasting effect of AI on learning language and to support well-informed policy making. The study emphasises that AI can greatly benefit ELT if introduced carefully, responsibly, and with a commitment to inclusion.

AI-Enhanced Academic Speaking Skills: A Qualitative Investigation of Digital Tool Integration in Indonesian EFL University Context

2025-07-01T09:04:11+08:00

Academic speaking proficiency represents a critical competency for English as a Foreign Language (EFL) learners in higher education. Traditional skill approaches often fail to provide adequate individualized feedback and authentic practice opportunities, particularly in resource-constrained Indonesian university contexts. This qualitative case study explores the use of artificial intelligence (AI) technologies in academic speaking and how they affect the development of oral competency, self-assurance, and independent learning practices in EFL learners. We used a qualitative case study approach to gather information from 15 second-year English education students at a private Indonesian university over the course of six weeks through semi-structured interviews, systematic classroom observations, and artefact analysis. Structured speech initiatives incorporated artificial intelligence (AI) techniques such as ChatGPT, text-to-speech programs,and pronunciation feedback systems. The six-phase theme analysis framework developed by Braun and Clarke, validated by several researchers, was used to analyze the data. The analysis revealed four main themes: increased learner autonomy and self-regulation, improved pronunciation and fluency through instantaneous AI feedback, improved self-confidence through nonjudgmental practice environments, and ongoing difficulties with vocabulary acquisition and the development of metacognitive strategies. AI-assisted speech projects show great promise for improving academic speaking proficiency among EFL learners, especially in the areas of targeted skill improvement and confidence building. However, effective integration necessitates thoughtful educational design that maintains human connection for the development of pragmatic and cultural competence while addressing enduring difficulties in lexical development and metacognitive strategy abilities.

Naguib Mahfouz Through Orientalist Perspectives: A Cultural Criticism Analysis of Western Interpretations

2025-04-21T12:01:05+08:00

This study aims to trace the views of Orientalists on Mahfouz's literature, elucidating their approach to studying a model of Arabic literature and analyzing these views through the lens of cultural criticism, particularly through the concepts of the "self" and the "other." The study employed the descriptive-analytical method based on cultural criticism. The study revealed that Orientalists' opinions on Mahfouz'works were diverse, largely shaped by their preexisting ideas. They interpreted Mahfouz's works based on their social and cultural perspectives, often selecting elements that aligned with their own biases. Soviet Orientalist criticism was the closest to reflecting Egyptian reality and demonstrated a deeper understanding of and fairness toward Mahfouz. Meanwhile, European Orientalist criticism provided important insights into the influence of European philosophy and modern literature on Mahfouz's works, yet it was not free from the Western superiority complex toward the East. This perspective often failed to align with Mahfouz's artistic and creative capabilities or with the Egyptian reality, instead being filtered through a cultural intermediary who imposed their own ideological framework. Israeli Orientalist criticism, in contrast, focused on tracking the manifestations of Arab society, aiming to study and understand it as it is—ultimately with the intention of exploiting this knowledge. Naguib Mahfouz served as a mirror reflecting Egyptian society in particular and the Arab world in general, presenting a truthful image to both Arab and Western audiences. However, Orientalist readings of his literary output varied significantly. Some offered a fair and appreciative evaluation of his artistic and literary contributions, while others used their analysis to highlight cultural biases that elevated the Western world's modernity and superiority over the East.

Plurals in Al-Munawwir dictionary: Presentation and Critique

2025-06-13T10:46:57+08:00

The "Al-Munawwir Dictionary" is one of the most prominent bilingual dictionaries (Arabic-Indonesian) widely used among Indonesian students, researchers, and in Islamic boarding schools. Despite its widespread usage and esteemed reputation among Indonesians learning Arabic as a foreign language, there is an urgent need to reassess its treatment of linguistic topics, particularly in regard to the handling of plural forms. This study aims to analyze the dictionary's approach to plural forms, critically evaluate them, and refinement to address its shortcomings. The study employed a comprehensive analytical and statistical approach, examining the entire dictionary and extracting entries that include specified plural forms. The statistical analysis revealed that the number of entries containing plural forms amounted to 3,164 words distributed across 1,354 pages. Furthermore, the total number of plural forms reached 4,055, with an increase of 891 plural forms due to the occurrence of multiple plural forms for certain words. Despite the positive aspects of the dictionary, the study found several morphological, Orthographical, typographical, and pluralization-related errors that could negatively affect the process of learning Arabic as a foreign language for Indonesian speakers. The study concludes that the dictionary requires a thorough revision and update to enhance its effectiveness in teaching Arabic to non-native speakers. This would contribute to more efficient and sustainable language learning, promote linguistic diversity, and encourage multilingualism, aligning with the goals of sustainable development (DSGs).

The Symbolism of Shoes in Heritage, Art, and Literature: A Semiotic Study

2025-04-25T14:51:52+08:00

This study aims to trace literary and non-literary examples and references that center on the shoe as a symbol—whether those that have gained prominence within Arab culture or universally across cultures. It seeks to analyze this symbol within its appropriate historical and social contexts, shedding light on its overt and hidden meanings, as well as the symbolic connotations of the shoe that influence both the conscious and unconscious minds of speakers across various discourse types and genres. The study employs a semiotic approach to analyze the shoe's symbolism, supported by a socio-historical perspective. Drawing on a variety of sources, it reveals the full impact of the shoe's meanings within the examined contexts. The study concludes that the shoe holds a central position in human thought—not merely in terms of material utility but also in intellectual and cultural dimensions. Some examples uncover historical and social layers unique to specific eras or groups, while others demonstrated global resonance, becoming ingrained in the collective memory across societies. Conversely, some remained confined to their own cultural or temporal environments. The shoe's symbolism extends into philosophy, art, and literature, where creators have employed it in diverse ways, making it a significant marker in human thought—whether in religious texts, artworks, or literary works. The study illuminated multiple meanings associated with the shoe, including defilement, degraded subordination,punishment, comfort, poverty, stinginess, and humiliation, among others.

The Effectiveness Gamification as an Assessment Method to Enhance Arabic Language Learning Competency in Indonesian Junior High Schools

2025-06-12T18:26:59+08:00

This study aims to address the challenges of Arabic language learning in junior high schools by integrating Construct 2-based gamification as an assessment method. A quantitative research approach was employed using a true experimental design, specifically a post-test-only design with a non-equivalent group. The sample comprised 38 seventh-grade students from SMP Darul Faqih, divided into an experimental group (19 students) and a control group (19 students). Research instruments included tests, questionnaires, and observation sheets, all validated according to educational measurement theory. Data analysis involved normality tests, reliability as sessments, and hypothesis testing using independent-sample t-tests or Mann-Whitney U Tests. The findings demonstrate that Construct 2-based gamification significantly enhanced students'Arabic language competence,with the experimental group achieving higher average scores compared to the control group (24.26 vs. 19.26).Interactive elements of gamification boosted student engagement, although no significant improvements were observed in listening skills and vocabulary acquisition. These results underscore the importance of a more integrated gamification design to optimize learning outcomes. This study contributes significantly to the development of technology-based assessment methods that align with the needs of the digital era, opening opportunities for integrating gamification into the educational curriculum in Indonesia.

Impact of L1 Salar and L2 Mandarin Transfer on L3 English Grammar Acquisition Among Trilingual Salar Students

2025-06-11T09:43:09+08:00

In China's multilingual context, third language (L3) acquisition among ethnic minority groups remains underexplored. This study examines the impact of language transfer on English grammar acquisition among Salar students, whose first language (L1) is Salar, second language (L2) is Mandarin, and third language (L3) is English. Drawing on the Contrastive Analysis Hypothesis and Trilingual Acquisition Theory, the study investigates the transfer effects of L1 Salar and L2 Mandarin on L3 English grammar learning. The sample consisted of 50 students whose L1 is Salar and 50 students whose L1 is Mandarin, with data analyzed using SPSS. Results reveal significant differences between the two groups in English grammar acquisition, with L1 Salar students exhibiting a higher error rate in sentence writing. Further analysis reveals that, contrary to Hypothesis 2, L2 Mandarin exerts a stronger negative influence on the English writing of Salar L1 students, although L1 Salar also contributes to transfer effects. This study highlights the significant role of language transfer in the language acquisition of ethnic minority students, with a particular focus on the English learning of Salar students. The findings provide empirical evidence for understanding the impact of language transfer on English grammar acquisition and offer important implications for future language research.

RETRACTED: Symbolic Violence in Patriarchal Language Culture Against Women: A Sociolinguistic Analysis of English Education Students in Indonesian Higher Education

2025-06-19T09:07:55+08:00

The article has been retracted titled “Symbolic Violence in Patriarchal Language Culture Against Women: A Sociolinguistic Analysis of English Education Students in Indonesian Higher Education”^[1].

Following its publication, the publisher received a complaint indicating that the article bore similarities to a previously published work entitled “Kekerasan Simbolik terhadap Perempuan dalam Budaya Patriarki”^[2]. In accordance with our complaints procedure, the editorial office and the Editorial Board conducted an investigation, which confirmed extensive overlap with the aforementioned source.

As a result, the Editorial Board decided to retract the article. This retraction was approved by the Editor-in-Chief of Forum for Linguistic Studies. All authors have agreed to the retraction.

Retraction Date: 14 August 2025

This is a notice of retraction for the article with DOI: https://doi.org/10.30564/fls.v7i8.11631.

References

[1] Ismail, H., Saiful, Bakri, R. A., et al., 2025. Symbolic Violence in Patriarchal Language Culture Against Women: A Sociolinguistic Analysis of English Education Students in Indonesian Higher Education. Forum for Linguistic Studies, 7(8), 399–410.

[2] Alam, S., Alfian, A., 2022. Kekerasan Simbolik Terhadap Perempuan Dalam Budaya Patriarki. Satya Widya: Jurnal Studi Agama. 5(2), 29-47.

A Context-Aware Embedding Approach to Meaning Conflation Deficiency in Sesotho sa Leboa: Addressing Semantic Ambiguity

2025-08-18T15:06:53+08:00

A major problem in Natural Language Processing (NLP) is Meaning Conflation Deficiency (MCD), especially in low-resource, morphologically rich languages like Sesotho sa Leboa. In downstream tasks like Word Sense Disambiguation (WSD), traditional word embeddings frequently perform poorly because they are unable to distinguish between a word's numerous senses. To ascertain how well various context-aware and multi-prototype word embedding models—such as ELMo, GPT-2, BERT, Universal Sentence Encoder, and hybrid versions of Doc2Vec and SBERT—resolve MCD, this study examines and assesses them. Standard classification measures (precision, recall, F1-score, and accuracy) as well as clustering-based metrics and visualisation approaches were used to assess the models after they were trained and tested on a sense-annotated Sesotho sa Leboa corpus. According to the results, deep contextual models—in particular, ELMo and GPT-2—perform noticeably better in terms of accuracy and sense separation than static and unsupervised models. With well-separated confusion matrices, ELMo showed excellent interpretability and the highest F1-score (93%) of any model. According to the results, context-aware architecture provides reliable MCD solutions as well as a scalable framework for improving WSD in language applications with limited resources. For future studies on semantic disambiguation in under-represented languages, the work offers fresh standards and perspectives.

Patterns and Progress in Idiom Use: A Longitudinal Analysis of Thai EFL Learners' Writing

2025-06-20T11:07:24+08:00

This longitudinal study examines the developmental patterns of English idiomatic expression use in the written productions of Thai EFL learners over three academic years (2022–2024). The objectives were to determine the extent of idiom use, identify frequency patterns, and track changes in usage over time. Analyzing 464 essays from 58 undergraduate students, the study employed content analysis to classify idioms into five types: opaque, transparent, semi- transparent, phrasal verbs, and proverbs. A total of 771 idiomatic instances were identified, with 525 unique expressions remaining after eliminating repetitions. The findings revealed a quantitative increase in idiom use over time, with transparent idioms and phrasal verbs being the most prevalent, while proverbs were the least used. However, this growth was not accompanied by qualitative improvements in accuracy or sophistication. Students consistently favored simpler, more transparent idioms (e.g., "break the ice") over opaque or culturally nuanced ones (e.g., "spill the beans"), reflecting cognitive and cultural challenges. The study highlights the need for explicit instruction to enhance idiomatic competence, as prolonged exposure alone proved insufficient for mastering figurative language. These results align with prior research on EFL learners'preference for high-frequency, analyzable idioms and underscore the importance of targeted pedagogical strategies to foster deeper idiomatic proficiency. The study contributes to the understanding of idiom acquisition in Thai EFL contexts and offers practical implications for language instruction.

Identity and Psychological State in Multilingual and Multimodal Posts: Insights from Indonesian Students Abroad

2025-06-09T18:23:53+08:00

Identity is fluid, negotiated, and complex produced socially through self-consciousness, interpretation, and projection. This fluidity and complexity can be studied from language choice and mode selection performed by networked multilinguals on their Social Networking Sites, including Facebook. This study aimed to analyze to what extent Sasak students overseas project their multilingualism and identity (including psychological state) through language use and multimodality on Facebook. To answer the research question, this study collected 80 data corpora of participants’ Facebook posts (20 posts for each participant) posted during their study abroad. To strengthen the data gathered from the screen-based, a semi-structured interview designed based on the work of Androutsopoulos (2015) was also addressed with all participants. For multilingualism projection, all data collected were analyzed through Critical Discourse Analysis based on the theory proposed by Androutsopoulos (2015). To explore the multimodality projection, this study also employed Multimodal Critical Discourse Analysis and was thematically analysed by referring to van Leeuwen’s theory (2008). This study showed that all participants projected their multilingualism through various language resources. This projection also represented their identity as a part of their local community (Sasak community), Indonesian people, and the global community; academic professionals; international students; Muslims, and creative and humorous language users. This study also found that all participants projected their identity, including their Spatial, Relational, and Functional identity using various modes. Furthermore, the semiotic and mode choices also served as a psychological strategy to manage psychological state: stress, homesickness and emotional needs.

Examining the Interactional Dynamics of (Non)Accommodation: A Case of Amber Heard's Final Cross-Examination

2025-06-22T15:58:15+08:00

Courtroom interaction is often viewed as highly structured and rule-governed, yet research shows that interaction can sometimes be spontaneous, with defendants shifting topics, interrupting, or offering unsolicited comments. This study builds on discourse-based research by integrating Communication Accommodation Theory (CAT) and Conversation Analysis (CA) to investigate the interactional dynamics of (non)accommodation during cross-examination. Focusing on the widely publicized 2022 Depp v. Heard case, the analysis explores how Amber Heard and the attorney oriented to local actions, specifically how (non)accommodative behaviors were recognized, managed, and evaluated. Three key themes structured the analysis: the defendant's escalating use of hostile nonaccommodation practices, the attorney's responses to these practices, and the defendant's shift between accommodation and nonaccommodation during extended exchanges. CA reveals how (non)accommodation is interactionally produced and managed, shaping the trajectory of the exchange. Findings underscore the dynamic and context-sensitive nature of courtroom interactions, where reciprocal nonaccommodative behaviors amplify hostility. The study challenges prior quantitative CAT findings by demonstrating that coercive questioning did not consistently affect the length or quality of responses. It highlights how roles and context shape the management and perception of (non)accommodation in adversarial settings. This work advances the application of CAT and CA in legal discourse research and offers insights into how power, alignment, and control are negotiated in courtroom talk. Future research is encouraged to explore other factors influencing (non)accommodation, such as nonverbal behavior and the defendant's perceived social category.

The Research of Eye-Tracking (ET) Technology in English Reading of University Students: A Systematic Literature Review

2025-06-12T13:47:20+08:00

Eye-tracking (ET) technology has become an important tool in second language (L2) reading research, yet a lack of comprehensive review studies highlights the need to systematically examine its applications and future directions in this emerging field. This study systematically analysed 32 ET papers, including ScienceDirect, Scopus, Wiley Online Library, SpringerLink, Google Scholar, and the ACM Digital Library, over the last decade to investigate the use of ET technologies in reading research. The study's findings identified seven domains for the use of ET technology in reading research, with strategy research and comparison research emerging as the predominant research paths. The methodologies used in ET study on reading were also recognised. Among them, fixation length, saccade, reading time, and regression were the most frequently used metrics. This review deepens our understanding of how ET technology is applied in English reading research at university, informs the design of more targeted and methodologically sound experimental studies, and promotes the adoption of broader, more diverse, and multimodal research approaches in future investigations.

Cooperative Learning with FIF Oral Training Application to Enhance Speaking Proficiency During Off-class Time and Interest towards Speaking English

2025-07-01T11:20:50+08:00

This study investigated the effectiveness of integrating cooperative learning with the FiF App to improve students'English-speaking proficiency during off-class hours. The study's overarching aim was to enhance speaking proficiency in semantics, pronunciation, fluency, and completeness, increase students'interest, and examine their learning experiences.The study employed a mixed-methods approach with a one-group pre-test and post-test design involving 49 Primary English Education students from Lijiang Normal University. The 9-week intervention involved cooperative learning-based lesson plans, and the FiF App. Speaking proficiency was assessed before and after the intervention through the app, while students'interest towards speaking English and experiences were measured using questionnaires and semi-structured interviews.Results showed significant improvement in overall speaking proficiency, with mean scores increasing from 49.57 to 69.96, t(48) = 6.16, p < 0.001. Pronunciation improved from 59.94 to 85.61 (t = -7.48, p < 0.001), and semantics increased from 29.55 to 53.55 (t = 5.59, p < 0.001). Although fluency scores decreased numerically from 78.98 to 64.31, the t-test (t = 4.41, p < 0.001) indicated significant improvement, likely to reflect greater accuracy over speed. Completeness rose slightly from 92.78 to 95.69 while moderate increases in speaking confidence (M = 3.23) and positive perceptions of cooperative learning (M = 3.86). The perceived importance of speaking skills was lower (M = 2.66). Interview data supported these findings, highlighting enhanced motivation, more meaningful peer interaction, and increased opportunities for practice. This study demonstrates the effective combination of cooperative learning and mobile-assisted oral training outside class, encouraging educators to adopt blended models to improve English-speaking proficiency beyond traditional classroom settings.

Literary Legacy and National Identity: Exploring Kazakh Consciousness Through Poetry

2025-03-12T11:48:50+08:00

Mashkhur-Zhusup Kopeev, a prominent Kazakh scholar, poet, and ethnographer of the late 19th and early 20th centuries, made significant contributions to the development of Kazakh national consciousness through his literary works. This study examines the features of national consciousness in Kopeev's poetry, highlighting his role as an innovator of the Kazakh literary genre and his introduction of new ideas. The research emphasizes the importance of considering the socio-historical factors of the epoch reflected in Kopeev's lyrics and understanding the peculiarities of everyday life,culture, traditions, and national perception of the ethnos in conjunction with the poet's creative reincarnation. The stylistic originality, ideological and artistic features, and philosophical, moral, and aesthetic aspects of Kopeev's poetry are explored, along with the origins and traces of Kazakh folklore and Zhyrau poetry's influence on his work. Kopeev's handwritten legacy, including genealogies, epics, zhyrau, dastans, and historical songs, is valuable for its historical authenticity and genealogical style. His works reflect a deep understanding of justice, freedom, and faith, addressing the social realities of his time and the impact of Russian colonial influence on Kazakh life and culture. Kopeev's literary legacy encompasses a wide range of topics, including national spirit, heroism, identity, and the pursuit of independence, which continue to resonate with modern Kazakh youth. This study aims to fill the knowledge gap by examining the relationship between Kopeev's poetry and Kazakh national consciousness, providing a comprehensive understanding of his literary legacy's impact on Kazakh identity.

Foreign Language Proficiency Among EFL Students in Higher Education and Usage of Artificial Intelligence

2025-07-25T10:35:21+08:00

In recent years, the use of Artificial Intelligence (AI) in education has had a significant impact on foreign language learning, particularly for English as a Foreign Language (EFL) students in higher education. This paper examines how AI technologies are transforming language proficiency development in Azerbaijani and Indian universities. Utilizing a mixed-methods approach, the study analyses a simulated dataset that includes surveys and interviews with undergraduate and postgraduate EFL learners and educators from selected Azerbaijani and Indian institutions. The findings indicate that AI-driven tools, such as language learning applications, intelligent tutoring systems, speech recognition software,and chatbots, positively influence learner autonomy, vocabulary development, and pronunciation skills. However, the research also highlights challenges such as issues with technology access, disparities in digital literacy, and resistance to new teaching methods. The study is grounded in Vygotsky's Sociocultural Theory and Technological Pedagogical Content Knowledge (TPACK). Results suggest that AI not only improves language skills but also facilitates personalized and adaptive learning experiences, positioning it as a valuable resource in EFL education. The paper concludes with recommendations for AI-integrated strategies aimed at language curriculum developers, educators, and policymakers to enhance proficiency outcomes. This research contributes to the growing conversation about AI in language education and emphasizes the need for ethical and context-aware implementation within India's diverse educational landscape.

English Language Maintenance Among Indonesian Returnee Children: A Qualitative Study

2025-04-24T13:24:39+08:00

The study examines the efforts and strategies employed by Indonesian returnee parents to maintain their children's English proficiency upon their return to their home country. With the increasing importance of English for educational and career opportunities, particularly in a globalized world, the role of parents in this context is paramount. It explores the parents’ beliefs, roles, and social factors influencing English language maintenance behaviors. The study included interviews, observations, and focus group discussions (FGD) with two Indonesian families who had temporarily stayed in Australia for educational purposes. The study found that parents'beliefs in the importance of English for their children's future, especially for education and job careers, shaped their behaviors and strategies for maintaining their children's English proficiency. Furthermore, the study identified varied personal strategies that the returnee families conducted to maintain their children’s English skills, such as using English as a main language for daily communication, especially at home, having extensive English exposure through digital technology such as YouTube video and Roblox games, and maintaining relationships and communication with friends in Australia. Besides, the study concludes that societal factors are crucial in supporting or hindering the maintenance of English proficiency among Indonesian returnee children. The findings suggest that while individual strategies are essential, external support systems play a significant role in sustaining language skills in a non-English speaking environment. This study contributes to the broader understanding of language maintenance in immigrant contexts, highlighting the importance of parental involvement and societal dynamics.

The Use of AI Writing Tools in Second Language Learning to Enhance Kazakh IT Students' Academic Writing Skills

2025-06-13T09:23:33+08:00

In multilingual educational environments, such as those in Kazakhstan, integrating artificial intelligence (AI) into second-language teaching presents new pedagogical possibilities. This study investigates the impact of AI-powered writing tools on academic writing achievement, student engagement, and ethical awareness among second-year Information Technology (IT) students enrolled in a Russian as a second language course at the International Information Technology University (IITU). Based on Vygotsky's Zone of Proximal Development (ZPD), the study employed a mixed-methods design, incorporating pre- and post-tests, student surveys, and reflective journals. An instructional model was implemented that integrated AI tools into a scaffolded writing pedagogy. Results showed a 23% increase in essay length (fluency), a 31% reduction in language errors (accuracy), and an improvement in lexical diversity (TTR) from 0.52 to 0.64. Surveys and journals revealed that students perceived AI tools as helpful for enhancing writing clarity and revision, but also expressed concerns about their ethical use and potential over-reliance. Reflective journal analysis showed a significant increase in students' ethical awareness, with 70% demonstrating an understanding of authorship, transparency, and academic integrity by the end of the course. These results suggest that when thoughtfully integrated within a framework aligned with students' ZPD, AI tools can improve academic writing outcomes while supporting metacognitive and ethical development. The study offers practical implications for AI-enabled language learning in digitally-focused, multilingual university contexts.

A Comparative Study of Non-English Major Saudi Students' Perceptions Toward Using Arabic in Teaching English as a Foreign Language

2025-05-12T15:13:19+08:00

In this paper, I examined gender dynamics in Saudi students' perceptions of the use of their first language (L1; Arabic) in English classrooms. Using a mixed-methods approach, I used a questionnaire with 400 students (200 men, 200 women) that assessed their attitudes towards using L1 for vocabulary, grammar, classroom atmosphere, anxiety reduction, and teacher approachability. There is a lot of gender difference: Females report much more positive attitudes toward L1 use on all factors, especially for vocabulary, grammar, anxiety reduction, and teacher approachability. L1 gives reassurance and lowers anxiety for women, who value it qualitatively, but men prioritize L2 exposure and L2 proficiency (hence express less of a preference for L1). Overall, while the differences in classroom atmosphere are not statistically significant, the broad patterns of the findings indicate that women are more likely to perceive that L1 use helped to reduce anxiety and to facilitate comprehension. These findings reinforce the notion that gender influences the ways in which learners view language learning strategies. This study contributes to existing literature by providing more recent evidence from Saudi context, taking into account further consideration of the role of gender and the provision of linguistic support in the EFL classrooms. Strategies for teaching men and women could be revised taking into account these gender-specific differences to better meet emotional and cognitive needs (for example, perhaps women need to be able to use L1 to some extent but in a strategic way), which could in turn promote engagement and make it easier to overcome barriers stemming from EFL.

Narrating the Self: Linguistic Features and the Construction of Discourse through Memory and Subjectivity in Petro Marko's Autobiography

2025-06-20T11:34:19+08:00

This article analyzes the autobiographical work of Petro Marko through a linguistic and discourse-oriented methodology, focusing on the interplay of memory, self-construction, and narrative discourse. The interview format functions as a metadiscursive strategy that challenges traditional autobiographical linearity, emphasizing a dialogic engagement between different temporal selves. Linguistic and stylistic features foreground the subjective perception of lived experience, highlighting the author's artistic mediation of memory and identity. The episodic structure of the text is explored as a narrative strategy that privileges subjective meaning-making over chronological coherence, contributing to the renewal and modernization of the autobiographical genre. By examining the linguistic mechanisms that sustain self-reflection and shape autobiographical truth, the study positions autobiography as a performative act of identity negotiation within a specific historical and cultural context. The linguistic and stylistic choices reflect the challenges of narrating both personal and collective histories under ideological constraints, against the sociopolitical backdrop of the author's time. Marko's narrative articulates both aesthetic control and personal authenticity, asserting autobiography as a sincere act of self-discovery.The theoretical framework draws on Roy Pascal's conception of subjectivity in autobiography and Nietzsche's notion of self-construction. Particular attention is given to the roles of interviewer and interviewee both enacted by the aging author as a performative device that enables layered self reflection and the emergence of a multifaceted narrative voice.Through its fragmented architecture and metadiscursive devices, Marko's text reconfigures autobiography as a dynamic site of memory, identity, and historical representation.

The Acquisition of English Indefinite Restrictive Relative Clauses by Lattakian Arabic Speakers

2025-06-06T14:31:54+08:00

One of the goals of second language acquisition research is to contribute to the development of a theory that can answer intriguing issues related to the role of first language in development and the extent to which universal principles of linguistic organization (universal grammar) guide the development of second language learners’ mental grammars for the target language. This study homes in on contributing to this goal by investigating how speakers of Lattakian Syrian Arabic acquire English indefinite RRCs. Based on the well-known properties of restrictive relative clauses in English, the account that best fits the data of English is the traditional operator movement analysis, while for Lattakian Syrian Arabic a clitic left-dislocation account offers the best fit. In this study, learners of different proficiency levels (as measured by an independent proficiency test) completed a grammaticality judgement task, a guided gap-filling task and a translation task. Results show partial first language influence at early stages of learning and persistent influence in later stages of learning, but specifically on properties that involve uninterpretable features. The findings largely support the theoretical position that argues for fundamental differences in native speaker and L2 syntactic representations. The implications of these findings for theories of second language acquisition are considered.

Multimodal Semiotics and Cognitive Schema: A Grounded Theory Analysis of Political Cartoons in Shaping Government Image Perception

2025-06-19T13:59:58+08:00

With the shift from “textual narrative” to “visual expression” in the context of new media, cartoons have been increasingly used in political image building and political discourse dissemination due to their multimodal visual characteristics of graphic and textual bi-construction. The public’s perception of the political effect of cartoons is of great significance to the image building of the government. Based on Multimodal Semiotics and Cognitive Schema Theory, this study employs the Grounded Theory approach to explore how multimodal symbols in government-affiliated cartoons activate the cognitive schemas of the audience and subsequently shape their perception of government image. Through in-depth interviews with thirty interviewees from diverse occupational and political backgrounds, the study applied a systematic three-level coding process—open coding, axial coding, and selective coding—until theoretical saturation is achieved. The analysis reveals that: First, multimodal activation mechanism: the cartoonised image of the leader activates the cognitive frame of “friendliness”through exaggerated proportions and soft tones; Second, metaphorical embodiment: the image of the anti-epidemic “Dabai”builds up an all-white protective suit and a smiling expression through the cartoons; Third, cognitive load optimisation: the cartoon of the new health insurance policy replaces the complex text with a flowchart, which reduces the cognitive difficulty of understanding the policy. Based on this, we propose the “Symbol-Cognition Alignment Model”, which reveals the cognitive path of the government cartoons in reconstructing abstract governance concepts through visual-verbal symbol interaction.This model not only deepens the theoretical understanding of the symbol-cognition interaction mechanism in multimodal political communication but also provides practical guidance for government agencies to optimize visual policy communication and enhance the efficiency of public cognition.

On Audiovisual Translation from the Perspective of Multimodal Discourse Analysis: A Case Study of Wolf Warrior 2

2025-06-13T17:15:42+08:00

In today's globalized world, the exchange of audiovisual products across cultures has become increasingly frequent.This research, by utilizing a comprehensive framework of Multimodal Discourse Analysis (MDA), aims to examine the subtitle translation of the Chinese action film Wolf Warrior 2 in the context of cross-cultural audiovisual translation by integrating linguistic components (words, grammar, semantics) with non-verbal components (facial expressions, body language, sound effects) to bridge cultural disparities. Subtitle translation, as an important means of audiovisual translation, not only needs to convey the literal meaning of the original text but also has to consider the integration with various non-verbal elements in the film. These non-verbal elements play a crucial role in expressing emotions, attitudes, and cultural connotations. Through a meticulous analysis of MDA principles and multimodal interactions in the film, this study puts forward effective translation strategies that take into account the cultural background of the target audience, the intended meaning of the original text, and the audiovisual context to enhance cross-cultural communication and foster a more profound global comprehension of the film’s content. This research not only makes contributions to the field of audiovisual translation but also enriches the discourse on cross-cultural communication in the globalized media environment.

The Linguacultural Speech Patterns of the Marvel Universe Characters (MCU) and Translation Issues

2025-06-25T13:38:34+08:00

This study investigates the linguacultural speech patterns of characters in the Marvel Cinematic Universe (MCU) and the challenges associated with their translation. Through a detailed linguacultural analysis of selected MCU films, it examines how character speech serves as a marker of cultural identity, social status, and professional background. Particular attention is given to how these elements manifest through lexical choices, idiomatic expressions, slang, sociolects, and intertextual references. Speech is categorized according to cultural, social, and professional markers, with emphasis on the inclusion of non-American cultural expressions, generational language features (such as youth slang), and context specific linguistic variations that contribute to character development and narrative authencity. The study examines the translation strategies, applied in official dubbed or subtitled versions, focusing on domestication and foreignization as key approaches to cultural adaptation. Findings suggest that although humor, sarcasm, and general tone are often preserved, many character-specific cultural distinctions and identity markers tend to be simplified or lost in translation. This loss can influence how non-English-speaking audiences perceive individual characters, particularly in terms of their distinctcultural or social identity. By addressing these issues, the research contributes to discussions in audiovisual translation theory, intercultural communication, and the representation of cultural identity in globalized media storytelling.

Virtual Reality (VR) Based Material in Teaching English in Higher Education Institution: A Bibliometric Analysis

2025-06-12T11:52:20+08:00

This bibliometric analysis explores the integration of Virtual Reality (VR) technology in English language instruction within higher education institutions. This study uses Publish or Perish (PoP) and VoS Viewers software. Publish or Perish was used to find out and analyse the article indexes by Crossref related to the virtual material teaching English in higher education institutions from 2019 to 2024, with a 1000-document limitation. Examining Virtual Reality (VR) resources for English language instruction in higher education reveals a heightened research interest, particularly during the pandemic. An analysis of 1,000 articles from 2019 to 2024 indicates a significant increase in publications concerning distance learning requirements. Collaborations among researchers exhibit robust networks, highlighting substantial themes such as pandemic challenges and the integration of immersive technologies. Virtual reality possesses the capacity to enhance student engagement; however, challenges related to infrastructure, cost, and accessibility must be resolved. Collaboration between educators and researchers is crucial to surmount these obstacles and leverage technology, ensuring a balance between conventional methods and innovative practices in English language instruction. Utilizing virtual reality (VR) materials in the instruction of English within higher education institutions offers promising prospects for transforming the conventional classroom into a dynamic and interactive educational environment. The ongoing advancement of technology necessitates further investigation and examination of virtual reality (VR) applications in education to fully utilize their capacity to enhance the teaching and learning process.

Effect of Blended Learning Approach on ESL Students' Hotel English Service Skills and Attitudes towards Active Learning

2025-07-02T14:54:52+08:00

This study aims to enhance ESL students'Hotel English service skills, promote active learning, and explore learner experiences using a blended learning approach via the Treenity platform. A Sequential Mixed Methods design combined quantitative pre- and post-tests with questionnaires and qualitative observations and interviews. 49 students from Tourism English majors at Lijiang Normal University taking a Hotel English course participated. The intervention covered three modules based on real-life hotel scenarios aligned with WorldSkills Occupational Standards. Blended learning combined Treenity's asynchronous online tasks with face-to-face role-plays, discussions, and feedback. Results showed significant overall improvement (pre-test M = 43.44, post-test M = 57.79, p = 0.004). The “Checking In” module had the largest gain (pre-test M = 30.03 to post-test M = 66.92), “Checking Out” improved moderately (pre-test M = 43.28 to post-test M = 52.40), while “Room Reservations” declined slightly (pre-test M = 57.02 to post-test M = 54.05), likely due to higher initial scores and task complexity. Student perceptions were positive (M = 4.12, “agree”), valuing Treenity's flexibility and autonomy. Engagement was strong, with 81% spending over 30 minutes on Lesson Plan #3 tasks and 96% participating in group work. Qualitative feedback confirmed the model's effectiveness in providing context-rich, practical learning, though some learners required additional scaffolding. This study contributes novel evidence supporting the integration of blended learning platforms tailored for vocational ESP contexts, demonstrating how combining authentic industry standards with flexible digital tools can significantly improve language proficiency, engagement, and learner autonomy in specialized ESL settings.

The Syntax of Left Periphery in Arabic: A Multiple Feature Inheritance Account

2025-05-12T15:40:28+08:00

This paper examines the syntax of the left periphery in Arabic through the framework of Multiple Feature Inheritance (MFI). Traditional cartographic syntax assigns distinct projections (e.g., TopP, FocP) to account for discourse–related elements, but it often clashes with phase theory and standard Feature Inheritance (FI), which allows only a single transfer of features from C to T. To resolve this tension, the study applies MFI to Arabic data, arguing that features such as [Top], [Foc], and [Case] originate in C and are transferred through multiple applications of FI to intermediate heads (δ). These heads acquire functional identity – like δ–T or δ–C –based on the inherited features. This mechanism explains how topicalized DPs receive nominative case via direct probing by C, while accusative–marked DPs (in focus or base–generated topics) derive their case either through δ–C or from transitive verbs. Arabic root and embedded clauses illustrate how MFI accounts for differences in case, movement, and compatibility with wh–elements more effectively than cartographic models. The analysis provides a unified, feature–based explanation of Arabic left periphery constructions within minimalist syntax, offering insights into cross–linguistic variation, clause structure, and the interplay between discourse features and syntactic derivation in a principled and economical manner.

Mapping Multimodal Linguistics Research: A CiteSpace Bibliometric Analysis

2025-06-26T11:58:41+08:00

Using a bibliometric analysis with CiteSpace, this paper examines the current state and developmental trends of multimodal linguistics research, focusing on 2536 references from the Web of Science database from 2013 to 2023. The study also considers publication trends, top countries, universities and authors, as well as the frequency of most cited journals and literature, research topics and emerging hotspots. The results show that the field of multimodal research has grown rapidly over the last ten years, with an average annual growth rate of 38% and a peak of 435 publications in 2023,demonstrating its rapid expansion in linguistics. Research hotspots include multimodal discourse analysis, visual grammar,multimodal pedagogical applications, social semiotics and multimodal cognition and perception. The field exhibits strong interdisciplinary characteristics, such as the integration of social semiotics with cognitive linguistics and the application of digital technologies. It can be stated that multimodal research is developing into a more integrated and interdisciplinary approach, reflecting the complex and dynamic nature of communication in today's world. Future research should focus on cross-cultural variations in modal usage, the construction of multimodal grammatical systems, and innovative applications in educational contexts. This research provides quantitative evidence for understanding the knowledge map of multimodal studies, offering insights for future research directions and methodological advancements.

Lexical Features in the Portuguese Translations of Contemporary Political Discourse: A Corpus-Based Analysis

2025-07-01T09:23:09+08:00

The characteristics of translations result not only from the interaction between linguistic systems but also from inherent elements of the translated text. This study emphasizes the empirical analysis of translation within the Sino-Portuguese translation context, specifically focusing on contemporary political discourse. The objective of this research is to examine the lexical features in the Portuguese translation of representative contemporary political texts through a comparable Sino-Portuguese corpus. The corpus comprises source texts in Chinese and their corresponding Portuguese translations, totaling 127,071 tokens in Chinese, 204,064 in Portuguese, and a reference corpus with original political texts (185,959 tokens). The comparative analysis revealed distinct lexical differences and translation strategies. A reduction in lexical richness was observed in the Portuguese translation compared to the original Chinese text, suggesting a post-translation simplification, alongside a higher lexical density in the Chinese version. The presence of connectors was more noticeable in the translation, adapting logical relations from Chinese. Nominalized structures prevailed in the Portuguese translation, while the Chinese version emphasized verbs. Chinese modal verbs were systematically replaced with diverse grammatical resources in the Portuguese translation, avoiding repetitions and conforming to the language's conventions. Finally, translating institutional discourse necessitates a balance between semantic preservation and typological conformity, with implications for translator training and the analysis of transcultural discourses.

The Role of Teacher-Student Relationships in Enhancing EFL Learners'Confidence and Willingness to Engage in Challenging Language Tasks

2025-08-12T14:31:11+08:00

Teacher-student relationships (TSRs) and self-confidence (SC) are pivotal factors influencing students'willingness to engage in challenging English tasks (WECTE), particularly in English as a Foreign Language (EFL) context. This study explores the interplay between TSRs, SC, and WECTE in Saudi EFL classrooms. Using Partial Least Squares Structural Equation Modelling (PLS-SEM), we examined data collected from 566 students across five Saudi universities to test four hypotheses. The results reveal significant direct and indirect relationships among the constructs. TSRs positively impact SC (β = 0.853, p < 0.05), and SC significantly enhances WECTE (β = 0.587, p < 0.05). Moreover, TSRs influence WECTE both directly (β = 0.227, p < 0.05) and indirectly through SC (β = 0.501, p < 0.05), confirming the mediating role of SC. The findings underline the critical role of TSRs in fostering SC and promoting WECTE. Practical implications include strategies for teachers to build positive relationships, such as providing constructive feedback, creating supportive environments, and encouraging risk-taking in language tasks. The study contributes to the growing body of literature on EFL education in non-Western contexts and highlights the importance of addressing both psychological and relational factors in language learning.

Improving Pre-service students'Pronunciation with Shadowing Technique

2025-06-18T16:45:50+08:00

This study investigates the effectiveness of the shadowing technique in enhancing pronunciation skills among pre-service teachers at the Universidad Técnica Estatal de Quevedo, Ecuador. Recognizing the persistent challenges that Ecuadorian EFL (English as a Foreign Language) learners face in acquiring proficient and intelligible pronunciation, this research focuses on applying the shadowing technique to improve their overall oral communication abilities. Shadowing, which involves the immediate repetition of heard speech, has gained attention for its potential to develop listening and speaking skills simultaneously. By employing a quasi-experimental design, the study enlisted 39 pre-service teachers who engaged in a structured ten-week shadowing intervention program. Participants were divided into control and experimental groups, with the latter partaking in intensive shadowing sessions based on curated audiovisual materials that reflected authentic spoken English. Pre-test and post-test assessments were conducted to measure changes in pronunciation using a comprehensive rubric that evaluated intelligibility, articulation of individual sounds, word and sentence stress, rhythm, and intonation patterns. Results indicated statistically significant improvements in all phonological aspects among the experimental group, surpassing those observed in the control group. This study contributes to the growing body of empirical evidence supporting the efficacy of shadowing as a pedagogical tool, especially for EFL contexts, and highlights its value in pronunciation-focused language instruction.

Investigating the Effects of AI and Teacher-Based Explicit Correction on Learner Autonomy and Grammatical Accuracy

2025-04-23T14:42:35+08:00

This study investigates the effectiveness of AI-based and teacher-based explicit correction on grammatical accuracy and learner autonomy among Arabian EFL learners at the university level. A total of 75 students were initially selected, but following a proficiency test, 54 homogenized EFL learners in terms of general English knowledge were divided into three groups: AI-based explicit correction (via ChatGPT), teacher-based explicit correction, and a control group with no feedback on grammar. The study employed a pretest-posttest design with grammar tests and an autonomy questionnaire administered before and after the intervention. Participants in both experimental groups were provided feedback on grammatical points like conditional type one, conditional type two, and active/passive voice through either AI tools or direct teacher feedback, while the control group received no feedback on the grammatical errors produced in writing texts. Results from the Kruskal-Wallis and ANOVA tests indicated that AI-based corrective feedback significantly improved both grammatical accuracy and learner autonomy compared to teacher-based feedback and the control group. These findings emphasize the potential of AI as an effective tool for enhancing language learning outcomes. The significance of the current study goes back to the role of AI and how it can play an influential role in both improving students'grammar and assisting them to become more independent and self-directed learners, which is an increasingly important skill in today's world. The implications for pedagogy and future research in technology-enhanced language learning are also discussed.

Linguistic Strategies in Health Behavior Promotion Programs: Enhancing Cognitive Abilities in Elderly Participants

2025-06-18T11:57:45+08:00

Cognitive decline is a prevalent issue among elderly individuals, affecting memory, comprehension, and problem-solving abilities. Effective interventions that integrate linguistic strategies are essential in promoting cognitive resilience and overall well-being. This study evaluated the impact of language-based health behavior promotion programs on enhancing cognitive performance among elderly participants. A quasi-experimental design was employed with 60 elderly participants divided into an experimental and control group. The experimental group participated in a structured program that utilized specific linguistic strategies and cognitive training exercises to promote cognitive health. The control group continued their usual activities without linguistic interventions. The experimental group demonstrated significant improvements in all cognitive domains, including a 4.4-point increase in MoCA scores (t = 6.18, p < 0.01). Participants showed notable improvements in memory, comprehension, and problem-solving, with linguistic strategies enhancing their ability to process and retain information. The findings emphasize the effectiveness of incorporating linguistic strategies into multi-domain health behavior promotion programs.

Toponymic Approach to Bicycle Lane Naming in Indonesia's New Capital: Merging Local Language and Cultural Heritage

2025-06-12T11:48:11+08:00

This article examines the role of toponymy in naming bicycle lanes in Indonesia's new capital, Nusantara (IKN), with a focus on preserving and empowering local languages and intangible cultural heritage, particularly among indigenous communities such as the Paser. As IKN aspires to become a smart, green, and cultured city, the promotion of non-fossil fuel transportation, including bicycles, requires thoughtful and culturally sensitive naming practices. However, interdisciplinary studies that combine transportation planning, language, and cultural heritage are still lacking. Using a qualitative approach, this study argues that incorporating local languages and cultural values into the naming of bicycle lanes not only functions as a tool of collective memory but also strengthens local identity and cultural sustainability. Furthermore, this article highlights the importance of balancing local languages with the national language, Bahasa Indonesia, in public toponymy to ensure both cultural representation and national unity. Such integration supports an inclusive urban identity while also recognizing and respecting the diversity of Indonesia's cultural landscape. By embedding local linguistic and cultural elements into the naming system, the physical space of IKN can serve as a living reflection of its people's heritage, positioning the capital not only as an administrative center but also as a beacon of cultural identity and continuity.

From Assistance to Over-Reliance: Rethinking ChatGPT's Role in Grammar Learning

2025-07-01T14:52:48+08:00

This study examines a notable trend among language learners: their reliance on ChatGPT bots for generating grammatical information. The use of these tools reflects a positive response to advancements in technology. While the study acknowledges the benefits of ChatGPT in facilitating learning for both teachers and students, it also addresses a critical concern: the accuracy of the information provided by these bots. Some students may assume that the information from ChatGPT is always reliable, leading to an over-reliance on its outputs, particularly regarding grammatical concepts.To investigate this issue, the study analyzed 12 randomly selected ChatGPT bots, each responding to a grammatical query. The results revealed a concerning lack of accuracy, with scores ranging from 0% to 80%, and none achieving a perfect score of 100%. To further understand user awareness of these limitations, two questionnaires were distributed to language instructors and learners. While both groups recognized the utility of ChatGPT, instructors expressed significant concern over students'misconceptions and their over-reliance on these tools. Acknowledging the limitations of ChatGPT, instructors are actively warning their students about those limitations, which is crucial for their effective learning. Given that learners often feel confident in ChatGPT's reliability, educators need to establish guidelines for its appropriate use in the classroom to mitigate over-reliance. Additionally, experts in various fields could provide references and resources that enhance the accuracy of information generated by such tools, making them more valuable for users across different specialties.

A Brief Overview of Gender Differences in International Languages

2025-05-30T16:54:00+08:00

Using Flipped Learning in Online English Literature Courses in Higher Education Institutions After COVID-19: Methods Towards Sustainability in Higher Education

2025-06-27T11:56:57+08:00

The study explores the effect of using flipped learning in teaching English Literature courses in higher education institutions. The study focuses on the use of flipped learning in synchronous and asynchronous online courses despite the technological application used. The study is based on the quantitative approach, where a questionnaire was distributed to 37 lecturers of English Literature in different Jordanian universities. These instructors were asked to use flipped learning in their online English literature courses. The results showed that flipped learning helped improve the students'language and content knowledge by providing them with more time to finish the pre-lecture material and more time to prepare for the lectures. It also allows teachers to provide the students with more resources that could be accessible to them at any time. It also shows how the use of flipped learning has increased the engagement of the students on the emotional,behavioral, and cognitive levels.

Attitude and Motivation Toward Learning Technology Assisted Essay Writing: A Study on Malaysian Form Four Students

2025-05-20T11:24:30+08:00

Technology -assisted essay writing is applied to attract interest and give pleasure to students to write better essays. The objective of this study was to identify the attitude and motivation of students, and the relationship between the attitudes and motivation of form four students toward learning of technology -assisted essay writing. This study involved a total of 128 Form Four students as a sample using a simple random sampling in a public secondary school. This study applies the Socio-Educational Model from Gardner and Lalonde. This study employed questionnaire as a research instrument, which is divided into three part of questions. Part A related to the demographics of the respondents, part B focused on the students'attitude and part C emphasized on students'motivation toward learning technology assisted essay writing. Data gathered were analysed using SPSS version 26 to perform descriptive and correlation statistical analysis. The findings of the study showed that the students'attitude and motivation level toward learning technology-assisted essay writing was high. In addition, the relationship between students'attitude and motivation towards learning to write essays with the help of technology also highly correlate. This study has proven that students'attitude and motivation are the major factors that can affect student ability to master Malay Language specifically for producing good essays. This can encourage students to achieve great success in learning Malay Language and expand their think ability to write essay effectively.

Epistemic Multiplicity and Semantic Warfare: Kidung Rumekso Ing Wengi as Heterotopic Text in Contemporary Javanese-Islamic Practice

2025-07-01T09:16:55+08:00

This study examines Kidung Rumekso Ing Wengi [Song of Protection for the Night] as “heterotopic text”—a discursive space where competing epistemologies coexist without synthesis, challenging dominant paradigms in religious studies. Employing integrated deconstructive analysis, critical discourse analysis, and phenomenological ethnography across three interpretive communities in contemporary Indonesia, this research demonstrates how the kidung operates through “epistemic multiplicity”—generating irreducible semantic contradictions while maintaining operative efficacy through logical incoherence. Textual analysis reveals “escalating impossibility”in protective claims that exceed empirical verification yet remain collectively meaningful. Discourse analysis exposes “semantic warfare" where pesantren authorities accomplish “theological colonization,” rural practitioners maintain “semantic insurgency,”and urban communities employ“therapeutic appropriation”to advance exclusive authority claims. Despite interpretive violence, phenomenological in vestigation reveals remarkable consistency in embodied spiritual effects across communities (92% temporal distortion, 96% respiratory modification, 78% somatic energy sensations), indicating “embodied universality within interpretive particularity.” Statistical analysis of 89 interviews documents how spiritual meaning emerges through “agonistic hermeneutics”where authority develops through conflict rather than consensus, challenging hermeneutical approaches that assume religious communities achieve mutual understanding through dialogue. This investigation contributes to postcolonial Islamic studies by demonstrating how local spiritual languages function as contested sites where normative Islam negotiates with indigenous expressions, while advancing“postdisciplinary”religious studies methodology that operates through productive tensions between analytical approaches. The findings reveal Kidung Rumekso Ing Wengi as exemplifying contemporary spiritual authority that transcends conventional binaries between orthodox and popular Islam.

The Digital Decade (2014–2024): Pragmatic Competence for EFL Learners in a Tech-Enhanced Classroom

2025-06-13T11:02:41+08:00

This article examines new empirical studies on the development of pragmatic competence in English as a Foreign Language (EFL) learners. It focuses on the effectiveness of various teaching methods and how technology can be utilised to enhance learning environments. The sociopragmatic awareness of EFL learners is a crucial component of successful communication across different social and cultural contexts and effective teaching techniques are essential for its development. Learners should be afforded numerous opportunities to practise the language in a manner that is contextually appropriate in pragmatics instruction, notably through tasks that involve real-world speech acts such as requests, refusals, and compliments. The review examines the primary pedagogical trends and their impact on students' ability to perform speech acts, such as requesting items, making suggestions, and responding to compliments. It achieves this by combining studies that employed explicit, inductive, input-based, and flipped instruction, as well as those that utilised Computer-Assisted Language Learning (CALL) and Massively Multiplayer Online Role-Playing Games (MMORPGs). The results show that explicit and inductive instruction significantly improves students' pragmatic awareness and memory. On the other hand, CALL-supported instruction and familiarity with the context help students feel more confident and involved. The review emphasizes that MMORPGs should incorporate scaffolded speech-act tasks, as demonstrated in Zhang, particularly for learners who lack easy access to immersive second language environments.

Writing Motivation in Educational Contexts: A Systematic Review of Research Trends and Future Directions (2001–2025)

2025-06-19T14:02:25+08:00

This research aims to provide researchers with a comprehensive literature review while demonstrating how writing motivation in educational institutions has led to the development of viable research avenues for future analysis and research. This systematic literature review emphasizes the value of incorporating students'perspectives. It draws on empirical studies published between 2001 and 2025, sourced from the Scopus database. Out of 73 initially identified studies, 30 met the inclusion criteria and were subjected to qualitative analysis. This review concludes with a comprehensive depiction of how writing motivation is being studied in educational contexts. The dominance of quantitative research methods highlights a gap in capturing the multifaceted nature of motivation, whereas the presence of qualitative studies opens doors to innovative methodological practices. The broad geographical spread of studies, particularly within Europe, demonstrates the worldwide importance of this topic. These findings contribute to our understanding of current research trends and suggest meaningful directions for future studies to enhance writing instruction through more adaptable and context-aware approaches. This study is the first to systematically analyse and review existing research on writing motivation alongside meta-literature reviews. It offers researchers a clear overview of the field's evolution and emerging trends. Additionally, the findings highlight potential directions for future studies and serve as a useful foundation for further scholarly exploration.

Developing Listening Comprehension Using Podcasts in Second Language Education: A Systematic Overview of Recent Pedagogical Innovations (2019–2025)

2025-06-18T13:53:32+08:00

This study illustrates a bibliometric analysis of scholarly literature on podcasting in second language (L2) listening skill development from 2019 to 2025, using the Scopus database. The research aims to identify publication trends, top authors, notable journals, frequently used keywords, and patterns of scholarly collaboration related to podcast-assisted listening instruction. A total of 1033 documents were retrieved from Scopus, of which 74 were reanalysed in depth related to Linguistics. The data was analysed using Excel for initial categorisation and VOSviewer software for visualising keyword co-occurrence and co-authorship networks. Keyword analysis revealed a strong connection between podcasting, metacognitive strategies, digital learning environments, and authentic input in Second Language (L2) contexts. Co-authorship maps revealed growing international collaboration among researchers and institutions worldwide. The analysis offers a macro-level overview of how podcasts are integrated into L2 listening instruction, identifying gaps for future research. The study also recommends future exploration of AI-enhanced podcast platforms, personalized listening instruction, and inclusive designs that accommodate learners with diverse needs. These findings contribute to a better understanding of current practices in digital listening pedagogy and offer direction for future innovations in language education.

Notice of RETRACTION: Ismail, H., Saiful, Bakri, R. A., et al., 2025. Symbolic Violence in Patriarchal Language Culture Against Women: A Sociolinguistic Analysis of English Education Students in Indonesian Higher Education. Forum for Linguistic Studies, 7(8), 399–410

2025-08-14T09:53:26+08:00

The article has been retracted titled “Symbolic Violence in Patriarchal Language Culture Against Women: A Sociolinguistic Analysis of English Education Students in Indonesian Higher Education”^[1].

As a result, the Editorial Board decided to retract the article. This retraction was approved by the Editor-in-Chief of Forum for Linguistic Studies. All authors have agreed to the retraction.

DOI of original article: https://doi.org/10.30564/fls.v7i8.10502

Retraction Date: 14 August 2025

References

[2] Alam, S., Alfian, A., 2022. Kekerasan Simbolik Terhadap Perempuan Dalam Budaya Patriarki. Satya Widya: Jurnal Studi Agama. 5(2), 29-47.