Forum for Linguistic Studies

Perspectives on Superiority Humor towards Grammatical Errors

Haydee G. Adalia — 2025-07-25

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.

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

Nasrullah Abdullah — 2025-07-25

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.

Improving Pre-service students'Pronunciation with Shadowing Technique

María Angélica Rivadeneira Zambrano — 2025-07-25

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.

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

Banupriya Sivasubramaniyan — 2025-07-25

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.

English Language Maintenance Among Indonesian Returnee Children: A Qualitative Study

Suharmoko — 2025-07-29

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.

Mapping Multimodal Linguistics Research: A CiteSpace Bibliometric Analysis

Yan Lu — 2025-07-25

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.

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

Herniwati — 2025-07-29

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.

Literary Legacy and National Identity: Exploring Kazakh Consciousness Through Poetry

Gulsim Dosmaganbetova — 2025-07-28

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.

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

Qingli Meng — 2025-07-25

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.

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

Nashat Alshaboul — 2025-07-29

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.

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

Nasaybah Walid Awajan — 2025-07-29

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

Simah Mamat — 2025-07-29

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.

Plurals in Al-Munawwir dictionary: Presentation and Critique

Mohammad Alhroot — 2025-07-29

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).

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

Belfjore Zifla — 2025-07-25

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.

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

Muthuhadini Lufuno Muavha — 2025-07-25

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

Dardane Bojaxhi Elezkurtaj — 2025-07-29

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.

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

Regina Sharshova — 2025-07-30

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.

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

Аybarsha Islam — 2025-07-29

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.