Forum for Linguistic Studies

Preservation Habits towards Sustainable Use of the Filipino Language

Rasmil T. Abdurasul — 2025-04-26

As English becomes more prevalent in education, media, and social interactions, the use of Filipino is gradually diminishing, especially among younger generations, who are more exposed to English in these domains. This shift often leads to the erosion of linguistic diversity, which many view as a threat to the cultural fabric and heritage of the nation. This paper explored the preservation habits of Filipino adults in ensuring the sustainable use of the Filipino language. Filipino adults (n=24) were purposively sampled to be interviewed about preservation habits that enabled the preservation of the language. Participants identified positive preservation habits, including practices such as setting aside specific times for speaking Filipino and engaging with Filipino media like movies, music, and radio. These behaviors were essential in maintaining language use in daily life, with participants emphasizing the role of positive reinforcement and supportive environments in encouraging continued language engagement. Cultural practices and family traditions were also essential, with Filipino language being prioritized during meals, bedtime, and family gatherings, thus encouraging a sense of connection between language and cultural identity. Participants shared how their parents actively instill the importance of speaking Filipino both as a cultural preservation mechanism and a means of honoring their ancestors. This modeling behavior created a connection between language and cultural identity, encouraging children to value Filipino as an integral part of their heritage. Nevertheless, there is an opportunity to integrate intentional language preservation habits, family traditions, and supportive environments in sustaining the use of the Filipino language across generations.

The Linguistic and Psychological Dimensions of Study Habits and Test Anxiety in EFL/ESL Education

Vipin K Sharma — 2025-04-21

The relationship between study habits (SHs), test anxiety (TA), and academic achievement (AA) is a crucial concern in English as a Foreign/Second Language (EFL/ESL) education, particularly due to the cognitive and psychological challenges language learners face. Effective study habits enhance learning outcomes, while high test anxiety impairs performance, making it essential to explore teacher perspectives on these factors. Despite existing research on academic performance in language learning, limited studies focus on how teachers perceive the interplay between SHs, TA, and AA, especially concerning gender and socio-economic disparities. This study aims to bridge this research gap by investigating EFL/ESL teachers' insights into these challenges and their implications for linguistic competence and student success. A qualitative approach was employed, utilizing online surveys with 15 experienced EFL/ESL teachers. Thematic analysis revealed that structured study habits, such as time management, goal setting, and active learning, significantly improve academic performance. However, high test anxiety, particularly among female and socio-economically disadvantaged students, hinders learning outcomes. The findings underscore the need for educational interventions, including study skills training, stress management programs, and equitable policies. Addressing these challenges can enhance language learning outcomes, align with sustainable education goals, and support national strategies like Saudi Vision 2030. Future research should explore longitudinal strategies and policy-driven solutions to further improve EFL/ESL academic success.

Linguistic Constructions of Gender Performativity in Elif Shafak's Selected Fictions

Alima Mudasir — 2025-04-27

Elif Shafak’s fiction offers a nuanced portrayal of gendered experiences, intricately shaped through linguistic structures that both reflect and challenge traditional gender identities. This study examines how language functions as a performative force in Shafak’s narratives, constructing gendered realities through narrative techniques, character dialogues, syntactic patterns, and stylistic choices. Language, as presented in her works, becomes a site of negotiation, reinforcing or subverting established gender norms. Using a qualitative linguistic approach, this paper explores how gender performativity is embedded in discourse, with a focus on how Shafak’s female protagonists navigate societal constraints. Their linguistic expressions often become acts of resistance or conformity to patriarchal expectations. Male characters, too, are examined through distinct speech patterns and discursive elements that either uphold or disrupt conventional masculinity. The analysis also considers multilingualism, code-switching, and culturally specific lexicon to investigate the intersection of language, gender, and cultural identity. These elements illuminate the complex ways in which linguistic practices contribute to identity formation in Shafak’s fiction. Guided by key research questions on the portrayal, reinforcement, and subversion of gender identities through language, this paper offers a critical discourse and stylistic analysis of Shafak’s work. The findings contribute to literary and gender studies by revealing how language not only mirrors but actively constructs gendered experiences in contemporary fiction.

Prophetic Pedagogy in English Language Teaching in Pakistani Universities

Hafiza Sana Mansoor — 2025-04-22

This study explores the integration of spiritual and language education through prophetic pedagogy in English Language Teaching (ELT) in Pakistani universities. Prophetic pedagogy emphasizes a holistic approach to education, incorporating moral and spiritual principles derived from Islamic teachings into academic teaching. The objective of this research is to investigate how English language education can balance language proficiency with moral and spiritual development, promoting a comprehensive learning experience. Employing a qualitative methodology, the study collects data through semi-structured interviews from ten undergraduate students and five teachers from two public universities in Pakistan. The findings show that English language teaching in Pakistan goes beyond just building language skills as it also promotes core Islamic values like compassion, honesty, and accountability. Teachers utilize instructional strategies that integrate Islamic teachings into classroom activities, including the use of texts on Islamic figures, prayers, and contextually relevant examples. This integration promotes a transformative learning environment where students develop a deeper connection to their faith while achieving academic excellence. Although this approach is valuable, the study points out several challenges in putting it into practice. These include limited teacher training, difficulty aligning spiritual concepts with language materials, and different levels of student comprehension and background. However, the findings suggest that this model of education cultivates morally high individuals capable of facing the complexities of a globalized world without compromising their religious identity. The study concludes that the combination of spiritual and language education through prophetic teaching can strongly increase students’ personal and professional growth in higher education.

Surveilled Selves and Silenced Voices: A Linguistic and Gendered Critique of Privacy Invasion in Marie Lu's Warcross

Tuyba Fatima Bhat — 2025-04-28

In the contemporary digitized world, the intersection of language, technology, and identity has grown increasingly complex, raising critical ethical concerns. Technological systems—especially those powered by artificial intelligence and algorithmic design—not only mediate communication but also shape, filter, and manipulate language, impacting identity construction and gendered representation within surveillance-heavy digital environments. This paper offers a linguistic and gendered critique of Warcross, a dystopian science fiction novel by Marie Lu, focusing on the NeuroLink system—an advanced AI interface that governs users’ digital lives. Through the journey of Emika Chen, a skilled coder and bounty hunter, the novel exposes how digital technologies operate as both tools of empowerment and mechanisms of control. Emika’s experiences highlight how women’s voices are often marginalized or erased within male-centric technological structures. Using critical discourse analysis, feminist linguistics, and digital ethics, this study examines how language is surveilled, identities are algorithmically reconstructed, and personal data is manipulated. These fictional representations parallel real-world issues such as gender bias in AI, misinformation, and privacy violations. The analysis underscores the urgency of ethical digital design and advocates for inclusive practices aligned with Sustainable Development Goals (SDGs) related to privacy, equity, and mental health. Employing a qualitative narrative discourse approach, the study reveals that NeuroLink enforces linguistic erasure and narrative silencing, particularly affecting female users, and positions Emika’s resistance as symbolic of the broader struggle for digital justice and gender-aware AI systems.

How AI Is Being Used in Universities: PR Department’s Perspective

Farhan Al Olaimat — 2025-04-22

In universities, AI provides intelligent solutions to improve interactions with students and professors from diverse cultures, enhancing the user experience and making the academic environment more inclusive and open to linguistic and cultural diversity PR. The study aims to analyze the use of Artificial Intelligence in Public Relations departments at universities, focusing on the current state and the challenges faced. This research falls under the category of descriptive studies, and the survey method was used to gather data. The study population consisted of public relations practitioners from several Middle East universities (Jordan, UAE); an intentional sample of 65 practitioners was selected, and data was collected using a questionnaire. Results revealed that only 17% of public relations practitioners in universities possess extensive knowledge of artificial intelligence techniques. AI into media operations could help enhance the dissemination of information, improve audience targeting, and foster more interactive and personalized communication experiences in Middle East universities. Additionally, the study emphasized the importance of AI dialogue and language exchange as essential elements to enhance the integration of AI in public relations enhancing cultural exchange efforts by analyzing common languages and dialects and simplifying them into a common language for all. Among the critical challenges identified was the practitioners' which hinders the effective use of AI. The study recommends using AI technologies to enhance public relations work in universities and integrating AI dialogue systems and language exchange mechanisms to enhance communication and service delivery.

Lexical Variations in Northern and Southern British English

Adnan Mohaisen Alzuabidi — 2025-04-27

Northern and Southern British English exhibit different lexical variations that have historical origins tracing back to the Anglo-Saxon era, along with influences from the Vikings, indicating that Old Norse and German played distinct roles in the development of dialects. Each variation possesses specific pronunciation characteristics and phonological configurations shaped by vowel constructions. This article examines the lexical differences between Northern and Southern British English, focusing on the historical, social, and cultural influences that have shaped regional vocabulary. Although British English is often perceived as a unified linguistic system, notable lexical differences exist between the North and South, influenced by historical migrations, trade, and the development of local dialects. The investigation looks at variations in word usage, pronunciation, and meanings, utilizing corpus data and sociolinguistic research. Important lexical discrepancies include terms for common items (e.g., “bread roll" versus “bap"), ways of expressing politeness, and idiomatic expressions that are distinct to each region. Furthermore, the study explores how media, education, and mobility contribute to either the gradual merging or the continued existence of regional vocabularies. Results indicate that although some lexical characteristics remain firmly rooted in regional identities, others are evolving due to enhanced communication and social integration. Grasping these differences not only deepens the understanding of British English dialectology but also sheds light on broader linguistic transformations in modern English.

Research on Modal Complementary Mechanisms of Film Shot Grammar and Dialogue Narrative: A Multimodal Corpus Analysis Based on Dynamic Semantic Framework

Jun Wu — 2025-04-25

This study focuses on the modal complementary mechanisms between film shot grammar and dialogue narrative, analyzing how these two modalities work together to construct meaning through a dynamic semantic framework. The research employs multimodal corpus analysis methodology, collecting and annotating visual and linguistic data from 50 internationally awarded films and examining the complementary relationships between modalities using computational linguistics and semantic analysis techniques. The findings reveal: (1) Shot grammar and dialogue narrative demonstrate systematic complementary relationships in film narratives; this complementarity is not merely a rhetorical device but a fundamental mechanism for meaning construction in film; (2) Modal complementarity manifests in three core types: semantic enhancement (58.3%), semantic expansion (27.5%), and semantic contrast (14.2%), each type possessing unique semantic functions and formal characteristics; (3) Different types of modal complementarity play distinct roles in emotional expression, character construction, and narrative progression—the semantic contrast type proves most effective in expressing complex emotions and shaping the psychological depth of characters, while the semantic expansion type excels in establishing narrative backgrounds; (4) Modal complementarity exhibits clear narrative phase dependency, with expansion types predominating in exposition phases (52%) and contrast types in climax phases (53%); (5) Films from different cultural backgrounds demonstrate varied preferences for modal complementarity, with Western films favoring semantic enhancement and ironic contrast, while Asian films more frequently employ semantic expansion and dramatic contrast. The research results not only enrich the theoretical horizons of multimodal discourse analysis and film linguistics but also provide an empirical foundation for filmmaking and cross-cultural communication while offering new perspectives for multimodal semantic modeling in computational linguistics.

Syntax and Emotion in Theatre Performance Dialogue: A Cognitive-Linguistic Analysis

Xiaoyu Liu — 2025-04-25

The way emotion is expressed in Chinese opera is through detailed sentence structures, but grammar has not been studied much in this context. The researcher examines how emotions in Peking and Kunqu operas are influenced by interrogatives, exclamatives, ellipses and modal particles using 200 annotated scripts. The framework uses syntactic parsing (with spaCy), lexicons (NRC and LIWC) that have been adapted for opera, gesture-syntax mapping (from 150 scenes) and conceptual metaphor theory. The analysis shows that how complex the syntax is in a sentence is the most important indicator of emotional strength (β = 0.58, p < 0.001), with modal particles being the second most important (β = 0.34, p< 0.01). Peking Opera often uses questions (28.7%), connected with anger (φ = 0.72), but Kunqu mostly leaves out certain words (32.1%) which is connected to sadness (φ = 0.65). It is found that in 68.7% of anger scenes, the interrogative is accompanied by finger-pointing. In comparing with Shakespeare, we find that Peking uses exclamative-surprise much more often, with a residual of 4.81. Conceptual metaphors (for example, “ANGER IS VERTICALITY”) join the way we talk with how our body experiences the world. It offers a way to scale up the project, advancing digital heritage, cultural linguistics and emotion-aware NLP, so that Chinese opera becomes a key focus of research connecting language, culture and emotion.

English-Major Student Reflections on Challenges of Consecutive and Simultaneous Interpretation in an EFL Country

Tuan Van Vu — 2025-04-25

Interpretation is a crucial skill for English-major students in EFL countries, particularly as they prepare for professional careers in language services. However, both consecutive and simultaneous interpretation have many difficulties, needing good cognitive, linguistic and memory skills. This study investigated students' perceived difficulty, cognitive load, memory, fluency, accuracy, effectiveness of training, language proficiency, and stress and coping strategies in both modes of interpretation. Using a quantitative research approach, data were collected from 125 English-major students through structured Likert-scale questionnaires and performance-based assessments. Statistical analyses, including t-tests and ANOVA, were conducted to identify gender and residence-based differences in interpretation challenges. The findings reveal that simultaneous interpretation is perceived as significantly more difficult than consecutive interpretation, with students reporting higher cognitive load, more significant mental fatigue, and fluency breakdowns under pressure. Difficulties in memory and note-taking appeared as consistent challenges of consecutive interpretation and stress, as well as confidence in one's own language capacity, affected overall performance. Gender analysis showed that female students rated their linguistic proficiency lower than male students despite similar performance levels. The study concludes that enhanced cognitive training, fluency-building exercises, stress management techniques, and earlier interpretation training in academic curricula can improve student interpreters' skills. The findings provide insights for developing curriculum and interpretation training programs in EFL contexts.

The Correlation between First and Second Language Strategies and Reading Comprehension among Chinese International Students in an Online Reading Environment

Jiaxin Du — 2025-04-23

With the ongoing globalisation and digitisation of education, the proportion of Chinese international students in UK higher education has significantly increased. This research investigates 1) how these students’ first language (L1) and second language (L2) online reading strategies differ, 2) how L1 and L2 proficiency affects strategy choice, and 3) how these strategies affect reading comprehension performance. Adopting a positivist paradigm, this study used Struck and Jiang’s Lexical Decision Tasks (LDTs), Anderson’s Online Survey of Reading Strategies (OSORS), and reading comprehension tests. Data were collected from 50 Chinese international students at the University of Sheffield via the Gorilla platform. Results showed that 1) online reading strategies differed significantly between L1 and L2. Participants used global reading strategies more frequently when reading in L1 and relied more on problem-solving and support reading strategies in L2. 2) Higher L1 proficiency predicted more frequent use of global and problem-solving strategies in L1 reading. Conversely, higher L2 proficiency predicted a greater frequency of using problem-solving and support reading strategies in L2 reading. 3) Reading comprehension scores were strongly influenced by strategy use. Frequent use of global and problem-solving strategies was positively correlated with better L1 comprehension performance, while support reading strategies were negatively correlated. In L2 reading, regular use of problem-solving and support reading strategies significantly enhanced comprehension performance. This study enriches the theoretical framework concerning how reading strategies and L1/L2 proficiency affect comprehension performance and validates related measurement scales, providing insights for cross-cultural education for international students.

The Effects of Cigarette Cravings on Word Retrieval Among Smokers

Ahmad Abdulaziz Aljafen — 2025-04-21

Cigarette craving refers to the intense desire to smoke, which almost 90% of smokers experience, making it one of the fundamental issues that cause smokers attempting to quit to relapse. Thus, craving for cigarettes thwarts efforts to stop smoking, which can have a detrimental impact on various cognitive processes, such as impaired attention or decision-making. However, one aspect of intellectual-verbal efficiency that has received little to no attention in previous studies is smokers’ ability to retrieve words when experiencing cigarette craving. Therefore, this study is an investigation of the impact of cigarette craving on word retrieval among smokers. An anonymous Google form survey was sent to various social media platforms, and 160 self-identified cigarette smokers completed the survey. The survey elicited respondents’ demographic information, history of smoking, and experiences related to cigarette craving, and its impact on word retrieval. The results revealed that cigarette craving may have a significant impact on word retrieval and that a significant proportion (43.75%) of participants reported marked improvements in word retrieval following the satisfaction of their cigarette craving. The findings from this study provide valuable insights into the impact of cigarette craving on word retrieval abilities among smokers. Future research is needed to explore the underlying mechanisms of cigarette craving and its relationship to word retrieval and to identify such factors as craving intensity, smoking history, and psychological factors that may play a role in this relationship.

Use of AI Tools in EFL Writing Instruction: A Case Study of Chinese Vocational College Instructors

Xiaomin Deng — 2025-04-23

Advancements in artificial intelligence (AI) have begun to reshape language education, particularly in the area of writing instruction. In the context of English as a foreign language (EFL), this study explores the types of AI writing tools currently in use, EFL instructors’ experiences with them, and their perceptions of the role such technologies play in teaching English writing at vocational and technical colleges in China. Adopting a qualitative case study approach, the study involved semi-structured interviews with EFL writing instructors. Participants were purposefully selected based on their experience with integrating AI tools into their teaching practice. Findings suggest that teachers generally viewed AI writing tools as helpful in providing timely feedback and supporting students’ independent writing development. These tools were seen as effective in easing teachers’ routine workloads while offering pedagogically relevant suggestions and feedback to learners. However, participants also expressed concerns regarding their shifting roles in the English writing classroom, raising questions about how to balance the use of automated feedback with human instruction. The study underscores the need for clearer pedagogical frameworks to guide the integration of AI tools to ensure that teachers remain central in fostering critical thinking, language awareness, and writing competence in the EFL context.

CLIL Online: Improving Students’ Comprehension and Interaction Skills

Vanessa Viviana Orozco Jurado — 2025-04-22

This study explores the impact of Content and Language Integrated Learning (CLIL) on English language skills development. It focused on 50 first-semester pre-service teachers enrolled in a TEFL program in an online course at a public university in Ecuador. The research used a mixed-methods approach, combining pre- and post-intervention surveys with rubric-based assessments. This helps evaluate changes in students' motivation, content comprehension, and oral interaction skills. The intervention consisted of a CLIL-based instructional model adapted to the students' beginner-level English proficiency. It was delivered through synchronous and asynchronous activities over a semester. Quantitative data indicated significant improvements in students' vocabulary recognition, reading comprehension, fluency, and clarity of expression. Survey results further revealed enhanced confidence, motivation, and openness toward alternative learning methodologies. Qualitative insights supported these findings. They highlighted increased student engagement and a more positive attitude toward English language learning through contextualized content. The results affirm the pedagogical value of CLIL in virtual learning environments, particularly for enhancing communicative competence and learner autonomy. The study also underscores the importance of teacher scaffolding, digital support tools, and student-centered design in maximizing CLIL's impact. While the findings are promising, the research calls for broader investigations involving more extensive and diverse populations and the development of specialized teacher training in digital CLIL methodologies.

Constructing Environmental Sustainability: A Multimodal Linguistic Analysis of the Green Saudi Initiative

Menna Mohamed Salama El-Masry — 2025-04-22

This research investigates the synergistic interaction of diverse communication modalities within the promotional video "Championing Climate Action", produced by the Green Saudi Initiative (GSI), and its pivotal role in fostering environmental awareness among Saudi citizens. The video serves as a compelling narrative vehicle that projects Saudi Arabia’s commitment to ecological stewardship and its vision for a sustainable future. By integrating multiple semiotic resources—ranging from evocative visual imagery and emotionally resonant music to carefully crafted linguistic choices and conceptual metaphors—the study explores how these verbal and non-verbal modes work in tandem to deliver a coherent and persuasive message. Grounded in Kress and van Leeuwen’s (2006) framework for Multimodal Discourse Analysis and informed by Stibbe’s (2015) ecolinguistic approach to ecological discourse, the research analyzes the symbolic and communicative power embedded in the video. It pays particular attention to how sustainability themes are constructed, reinforced, and aligned with the cultural, environmental, and religious values specific to Saudi society, while also evaluating their alignment with global Sustainable Development Goals (SDGs). The findings reveal that multimodal strategies are not only effective in enhancing public understanding of climate issues, but also in motivating emotional engagement, encouraging behavioral transformation, and positioning Saudi Arabia as a proactive leader in global environmental sustainability. This study demonstrates the communicative strength of eco-themed media in shaping ecological consciousness and influencing policy discourse within culturally resonant frameworks.

Morpho-Syntactic Analysis of Temporal Realities in Esan and English Languages

Oremire Judith EHIBOR — 2025-04-24

Temporal realities/expressions are crucial in human conversations, and are uniquely different. This study assesses temporal realities in English and Esan languages. It examines how tense and aspect are marked in both languages, uncovering different expressions. Esan language, an indigenous language within the Edo linguistic group in Nigeria, exhibits a different structural system of tense, aspect, and tonal variations from that of the English language. The different representations, usage, and flow of these elements may possibly impinge on usage which could result in limited exploration by Esan-English learners. Theoretical insights are drawn from Chomsky’s Principles and Parameters of the Universal Grammar. The descriptive method of analysis was used to analyse data drawn from English texts, and native speakers of the Esan language. Findings revealed that temporal realities in both languages vary in representation and usage. Identifying the differences would enable effective usage and avoidance of morphosyntactic errors. With the insights the study provides, it recommends teaching strategies including useful resources that would aid correct usage of the Esan and English tense, aspect, and tones. This should be adequately handled to enable improved learning and effective usage, as well as avoid challenging morphosyntactic analysis in tense, aspect and tonal variations. The study concludes that the understanding of varying temporal realities of both languages would enhance effective usage and curb unnecessary generalisations.

Intertextual and Semiotic Analysis of Theological Concepts in Old Balinese Inscriptions: A Theo-Epigraphic Study

Anak Agung Gde Alit Geria — 2025-04-23

This study explores the theological concepts embedded in Old Balinese inscriptions through a theo-epigraphic approach, combining intertextual and semiotic analyses. The research focuses on inscriptions from the 8th to 11th centuries, written in Pra-Nagari and Old Balinese scripts, which reflect the syncretic religious landscape of early Bali, blending indigenous animistic beliefs with Hinduism and Buddhism. Despite extensive scholarly work on these inscriptions, the theological dimensions have been largely overlooked. This study addresses this gap by examining key theological concepts such as *dharmā*, *nirvāṇa/mokṣa*, and *saṅkanparaniŋ dumadi*, and their symbolic representations in the inscriptions. The findings reveal a dynamic interplay between local ancestral worship and external religious influences, highlighting how these inscriptions served as intertextual documents that preserved and reinterpreted theological ideas. The semiotic analysis uncovers the symbolic meanings of scripts and texts, emphasizing their role in conveying religious and political authority. The study also identifies the continuity of pre-Hindu traditions, such as ancestor worship and nature veneration, within the framework of Hinduism and Buddhism. By integrating theological inquiry with epigraphic analysis, this research provides a nuanced understanding of the religious and cultural exchanges that shaped early Balinese society, contributing to the preservation and appreciation of Balinese cultural heritage. The findings offer insights into the broader academic discourse on religious syncretism and the adaptation of external influences in local contexts.

Antithetical Parallelism Translation: A Case Study of Matthew Henry’s Bible Commentary

Esriaty Sega’ Kendenan — 2025-04-24

This study aims to examine the impact of translation techniques on the form, function, and meaning of antithetical parallelism in Matthew Henry’s Commentary on the Whole Bible. The data for this research were collected through content analysis from Matthew Henry’s Commentary on the Whole Bible as the Source Text (ST) and its Indonesian translation, Tafsiran Matius, as the Target Text (TT). The validity of the analysis was ensured through a Focus Group Discussion (FGD). A total of 104 data of antithetical parallelism were identified and subsequently categorized based on their function within the text. In the ST, the functions of antithetical parallelism can be broadly classified into Emphasizing Function (EF), Adding Function (AF), Beautifying Function (BF), and the combination of those functions, with EF being the most frequently occurring function. The findings indicate that, in the translation process, the majority of antithetical parallelism expressions maintain their original form and function. However, certain translation techniques, including implicitation, transposition, discursive creation, reduction, modulation, and explicitation, contribute to shifts in form, function, and/or meaning. These shifts manifest primarily as reductions or losses in the form, function, or meaning of parallel structures from the ST to the TT. The study concludes that different translation techniques have varying effects, with some leading to shifts in form and function while others preserve the original structure and meaning.

Improving English Education at Thai Universities: Integration of Digital Learning

Amporn Sa-ngiamwibool — 2025-04-21

This documentary investigation primarily aims to examine the enhancement of English language teaching in Thai universities, with a focus on integrating digital language learning methodologies and supporting policies. Specifically, the study explores the role of computer-assisted language learning (CALL) programs, mobile-assisted language learning (MALL) activities, and online language learning platforms in improving language proficiency, increasing student engagement and motivation, providing access to authentic language resources, enabling personalized learning experiences, facilitating collaborative learning, and promoting professional development for educators. The implementation and integration of these digital approaches face several challenges, including infrastructure limitations, digital literacy gaps, resistance to pedagogical adaptation, limited exposure to English outside the classroom, financial and resource constraints, cultural factors, and insufficient institutional support and policy frameworks. To address these challenges, the study emphasizes the need for institutional policies to focus on several key components: clearly defined goals and objectives aligned with educational priorities; adequate infrastructural support to ensure student access to necessary resources; continuous professional development opportunities for educators and staff; curriculum integration to enhance language skills; and the creation of a supportive learning environment that fosters experimentation and collaboration. The implications of this study include enhanced English language education outcomes, equitable access to language learning resources, informed policy development, professional growth for educators, increased student engagement and motivation, improved regional and global competitiveness, employability, and advancements in research and innovation.

A Corpus-Based Analysis of Collocation Translation by Arab EFL Learners

Bader Altamimi — 2025-04-26

Collocations are essential linguistic structures that enhance communication, making them important for EFL learners and translators. This importance has prompted previous research to analyze their function and significance. Research indicates that understanding collocations does not necessarily correlate with vocabulary acquisition, underscoring the need to teach collocations independently and instruct EFL learners in their use and translation. This need stems from EFL learners’ significant difficulties in conceptualizing, using, and translating collocations. To enrich the existing literature and broaden research methodologies, the present study utilized corpus linguistic techniques to assess the accuracy of collocation translations by Arab EFL learners. Data were gathered from a sample of 176 students via a data hub, where they translated 15 English sentences that included 21 collocations. This resulted in a corpus of approximately 22,500 tokens and 4,000 collocations. Accuracy was evaluated based on the frequency of translating collocations into their appropriate Arabic equivalents and an investigation into any statistically significant differences. The results revealed moderate accuracy in collocation translation, likely due to ineffective translation strategies. Additionally, no statistically significant differences were observed in accuracy rates among various types of collocations. These findings have implications for the teaching of collocations and translation. They may also serve as a basis for further research into developing collocation competence among EFL learners and future translators.

Small Private Online Courses Integrated with Blended Learning: Effect on English Speaking Skills in Chinese Higher Education

Aixiang Mi — 2025-04-26

In recent years, blended learning has gained increasing attention in English as a Foreign Language education, which offers new opportunities to support speaking development through the integration of online and face-to-face instruction. In China’s tertiary education system, however, spoken English proficiency remains underdeveloped due to test-driven curricula, large class sizes, and limited interactional opportunities. While Small Private Online Courses (SPOCs) have emerged as a more focused and institutionally aligned alternative to Massive Open Online Courses, their potential to support oral language development remains underexplored, particularly when used in isolation. This study addresses this gap by examining the effectiveness of a SPOCs-blended learning model designed to improve English speaking skills among Chinese university students. Employing a multilayered mixed-methods design, the study involved one experimental group using the SPOCs-blended model and one control group receiving traditional instruction. Speaking proficiency was assessed using complexity, accuracy, and fluency measures, while qualitative data were gathered through classroom observations and interviews. Findings revealed that the SPOC-blended model significantly enhanced learners’ syntactic and lexical complexity, accuracy, and fluency. Although gains in accuracy were less pronounced compared to the control group, the integration of online input with structured speaking tasks enhanced learner confidence, promoted more authentic and complex language use, and fostered a supportive, low-stress environment for oral communication. The study offers evidence for the pedagogical value of integrating SPOCs into blended speaking instruction and highlights the need for stronger attention to form-focused feedback and instructional alignment in future implementations.

The Future of Teaching English for Tourism in Saudi Arabia from the 2030 Vision Perspective: A Case of Al-Ulla City

Turki Rabah Al Mukhallafi — 2025-04-21

This study examines the future of teaching English for tourism in Saudi Arabia from the perspective of the 2030 Vision. The sample included 100 EFL students and 30 instructors from different universities in Saudi Arabia. Future forecasts rely on the functionality and use of English by Saudi learners in the field of tourism at present within the 20230 vision perspective. The research discusses future strategies that may help develop English education at both hotel management sectors and tourist sites around Saudi Arabia, such as Al Ulla City. In addition, the study attempts to give stylish expectancy for the future of English for tourism in Saudi Arabia for future time. This study is based on the Communication Accommodation Theory. The results revealed that most Saudi users of English for tourism are willing to master the English language to flourish in their careers either in Saudi or abroad, particularly for their professions, and this is not promising without understanding both verbal and non-verbal English with a firm level of competence. The research is found useful for teachers, learners, investors/stakeholders, scholars, and decision-makers. It is recommended to the Artificial intelligence applications in courses of English for Specific Purposes in order to attract the learners and engage them in their learning process.

Enhancing EFL Learners’ Communication Skills: A CEFR-Inspired Approach for High School Students

Shamim Akhter — 2025-04-24

The Common European Framework of Reference (CEFR) underscores the significance of communicative skills for language learners. The Common European Framework of Reference (CEFR), established in 2001, regulates the assessment, instruction, and acquisition of languages among global learners, thereby addressing the necessity for universal standards in foreign language education. The CEFR evaluates language learners’ skill levels using a specific set of criteria and serves as a generally recognized standard for language proficiency, providing a reliable system. This study examined the influence of CEFR-aligned speaking activities on enhancing the communicative skills of Kurdish high school EFL learners in Northern Iraq. Contemporary pedagogical approaches have positioned communication competence (CC) as a pivotal element, with a significant focus on the improvement of EFL students’ communicative ability in recent years. A mixed-methods study methodology was utilized, integrating quantitative and qualitative data gathering and analysis techniques. The research comprised 50 high school students divided into experimental (n = 24) and control (n = 26) groups. The post-test results indicated substantial enhancements in the communicative ability of the experimental group. Qualitative findings demonstrated that the CEFR-based materials improved learners’ motivation and self- confidence in engaging and communicating in the target language. This study emphasizes sustainable development education policy improvements.

Eco-Anxiety in the Romantic Visions of Lord Byron and P.B. Shelley: A Literary and Environmental Perspective

Hariz Aftab — 2025-04-22

This study explores the manifestation of eco-anxiety in the poetic works of Lord Byron and Percy Bysshe Shelley, two eminent figures of the Romantic movement, whose literary expressions encapsulate profound ecological concerns. Romanticism, as a literary and philosophical movement, emphasized the sublime beauty of nature while simultaneously expressing apprehensions about its destruction due to human intervention. This paper employs an eco-critical framework to analyze how Byron and Shelley engage with themes of environmental degradation, the consequences of industrialization, and the fragility of the natural world. Through a comparative textual analysis of Darkness by Byron and Ode to the West Wind by Shelley, the study examines the poets’ prescient environmental sensibilities and their reflections on ecological decline. Byron’s apocalyptic vision in Darkness portrays an uninhabitable world, mirroring fears of climate catastrophe, while Shelley’s Ode to the West Wind embodies both the destructive and regenerative power of nature, highlighting an intrinsic ecological awareness. The analysis underscores how both poets critique the anthropocentric worldview and foreshadow contemporary eco-critical concerns, positioning their works as early literary articulations of eco-anxiety. The findings suggest that their poetry, though rooted in the Romantic era, remains highly relevant in contemporary environmental discourse, offering insight into the emotional and philosophical dimensions of ecological crisis. This study thus contributes to the intersection of Romantic literary studies and environmental humanities, demonstrating the enduring significance of Byron’s and Shelley’s ecological thought.

From Distraction to Dedication: Students' Engagement in Using Smartphones for Learning English

Dwi Ima Herminingsih — 2025-04-28

Applying smartphone technology to improve English skills can be highly beneficial and enhance students' English learning experiences. Despite the widespread use of smartphones among Indonesian students, many do not fully utilize them for educational purposes. This study investigates the extent to which active participation in smartphone technology can improve the English skills of Indonesian students. Four hundred junior and senior high school students from state and private schools in East Java Province participated in this research. In-depth interviews with ten teachers were conducted to collect qualitative data. A mixed-methods approach was used to comprehensively address the research question, potentially increasing the validity of the study's findings. The results show that students from state schools were more motivated and engaged in using smartphones to learn English than those from private schools. Approximately 84% of students use smartphone-based learning to improve their English skills, while only 16% do not. In sum, student engagement was influenced by self-awareness supported by the environment, such as schools providing Wi-Fi, teachers encouraging smartphone use, and introducing smartphone-based learning platforms. Given the limited scope of this research, future studies may focus on broader areas and specific smartphone-based learning platforms to further enhance students' English skills.

Linguistic Strategies and Public Engagement in Environmental Discourse: A Systemic Functional Analysis of the Saudi Video From Ambition to Action

Menna Mohamed Salama El-Masry — 2025-04-25

This study investigates how the goals of the Green Saudi Initiative (GSI) are communicated through multimedia, with a specific focus on the promotional video From Ambition to Action. Besides, it explores how verbal, visual, and musical modes interact to construct ecological values, evoke emotional engagement, and promote pro-environmental behavior among diverse audiences. Grounded in Halliday’s Systemic Functional Linguistics (SFL) and Martinec and Salway’s (2005) framework of inter-semiotic relations, the analysis examines how ideational meanings, interpersonal positioning, and textual coherence are realized across multiple semiotic resources. Particular attention is paid to the relationship between language and image, interpreting how these modes complement, enhance, or expand one another in the layered construction of environmental meaning. The study reveals how the video strategically employs cohesive multimodal strategies—such as metaphor, emotional tone, and symbolic imagery—to enhance its persuasive impact, establish national identity, and align ecological messaging with Saudi Arabia’s Vision 2030 and global sustainability goals. In doing so, it highlights the potential of multimodal discourse to foster public understanding, inspire emotional resonance, and encourage behavioral transformation. The findings contribute to a deeper understanding of environmental communication and offer practical insights for the design of more effective educational and advocacy campaigns tailored to the cultural and ecological context of Saudi Arabia.

Analyzing Translation Techniques and the Quality of Similes and Metaphors: A Study of Canonical Gospels in Diglot Bible (NIV-TB)

Agnes Emmie Kussemiarti — 2025-04-26

This study reveals (1) the translation techniques employed in translating similes and metaphors from English to Indonesian in the canonical Gospel of Diglot Bible (NIV-TB), and (2) the impact of these techniques on the quality of translations. The data source is a Diglot Bible (NIV-TB), published by the Indonesian Bible Society (IBS) in 2009. The source text version is The Holy Bible, New International Version (NIV) 1978, while the target text is Alkitab Terjemahan Baru (TB) 1974. The languages involved were English as the source text and Indonesian as the target text. Five professional experts actively participated in a focus group discussion (FGD) to identify the translation techniques used and their impact on the quality of translation. A total of 54 instances of similes and metaphors were identified. The study results indicate that (1) the dominant translation technique used for translating similes and metaphors is established equivalent, whereas the seldom applied techniques were particularization, linguistic amplification, and linguistic compression. (2) The established equivalent, explicitation, paraphrase, addition, modulation, implicitation, transposition, generalization, adaptation, variation, particularization, linguistic amplification, linguistic compression, and compensation contributed to accuracy, acceptability, and readability of translations. Conversely, literal and discursive creation have resulted in lower accuracy, decreased acceptability, and moderate readability of translations. The implications of this study are particularly significant for Bible translators, advising against the use of literal and discursive creation techniques when translating similes and metaphors in the canonical Gospels. Literal and discursive creation was not applicable for translating similes and metaphors.

Languages and the Internationalization of Higher Education in China: A Review from a Sociolinguistic Perspective

Miaorong Tang — 2025-04-23

Language plays a central role in shaping the internationalization of higher education, particularly in non-Anglophone contexts such as China. This systematic review examines how language functions as both a medium and a symbol in China’s evolving internationalization agenda, drawing on literature published between 2014 and 2024 from Scopus, Web of Science, and China National Knowledge Infrastructure. Guided by five thematic research questions, the review explores the role of English, the promotion of Mandarin as a global language, multilingual practices in internationalized universities, the influence of language policy on academic mobility, and the tension between linguistic nationalism and globalization. The findings reveal that while English remains the dominant language for academic communication and policy implementation, its effectiveness is often hindered by gaps between institutional goals and pedagogical realities. At the same time, Mandarin is strategically promoted as a vehicle of cultural diplomacy, contributing to China’s soft power while complicating language planning for international students. Multilingual practices, though under-recognized, are prevalent in classrooms and informal interactions, indicating a need for more inclusive language policies. Language proficiency requirements serve as both enablers and barriers to academic mobility, depending on institutional support and policy alignment. The review concludes that sustainable internationalization in China requires a more balanced and context-sensitive language strategy that embraces linguistic diversity while supporting academic equity. Limitations and future research directions are also discussed.

Inclusion or Illusion? A Critical Content Analysis of Global Citizenship Concepts in Jordanian EFL Textbooks

Emad Khlaif Qublan — 2025-04-28

This study explores the presence and portrayal of global citizenship concepts in the Jordanian EFL textbook, High Note 11, using the Oxfam Global Citizenship Education Framework. This framework outlines three key dimensions of global citizenship: knowledge and understanding, skills, and values and attitudes. Through a qualitative content analysis, the authors examined all utterances in the textbook to assess the integration of these global citizenship concepts. The findings indicate a significant emphasis on communicative skills, particularly in promoting interaction and engagement, which aligns with the goals of EFL curricula. However, the textbook falls short in addressing critical concepts such as social justice, equity, human rights, and civic engagement, resulting in an imbalanced representation of global citizenship. While concepts, such as sustainable development and environmental awareness, are relatively well covered, the categories of ethical values and deeper cognitive engagement are marginal. The study calls for more comprehensive integration of global citizenship values across the textbook to prepare learners not only to use English proficiently but also to think critically and act ethically in a globalized world. The study concludes with implications for textbook developers, curriculum designers, and educators, encouraging a more holistic approach to language education that fosters global awareness and responsibility.