Forum for Linguistic Studies

Experts' Views on Integrating Contextual Case-Based Learning Method into English Writing Textbook

Rika — 2025-07-03

This study investigates experts’ perspectives on integrating contextual case-based learning (CCBL) methods into essay writing textbooks designed for English Language Teaching (ELT) program students. The primary objective is to evaluate the effectiveness and suitability of incorporating CCBL approaches to enhance writing skills within ELT curricula. To achieve this, a descriptive quantitative research design was employed. Data were collected through questionnaires comprising both closed- and open-ended items, distributed to three groups of experts: instructional design experts, content/material specialists, and media experts. The study sought to capture a comprehensive evaluation from different professional viewpoints on the textbook’s design and pedagogical approach. Analysis of the collected data revealed a total average score of 3.76 out of 5, indicating strong agreement among the experts that the integration of CCBL methods in essay writing textbooks is beneficial and appropriate. Experts highlighted the contextualized nature of case-based learning as an effective way to engage students, facilitate critical thinking, and improve practical writing skills by connecting theoretical knowledge with real-life scenarios. In conclusion, the study supports the adoption of contextual case-based learning methods in essay writing textbooks as an effective instructional strategy for ELT students. Such integration not only enhances students’ writing competence but also encourages deeper engagement with the learning material. The study recommends that textbook developers and educators consider CCBL approaches when designing writing curricula. Additionally, future research is encouraged to explore the application of contextual case-based learning methods in textbooks focused on other key language skills, including speaking, listening, and reading, to further enrich English language education.

The Complex Dynamic Behind Arabic Second-language Motivation in Foreign Muslims Studying in Saudi Arabia

Badriyya Al-onazi — 2025-07-03

Muslims have second-language (L2) motivation to learn Arabic, as it is the liturgical language (LL) of their religion. Instruments quantifying Arabic L2 motivation arising from identity, the L2 learning environment, and desire for Saudi integration (“integrativeness”) have been developed for non-Saudi Muslims studying at Arabic Learning Institutes (ALIs) in the Kingdom of Saudi Arabia (KSA), considered the center of the Islamic world. This analysis aims to answer the research question: For non-Saudi Muslims studying at KSA’s ALIs, what is the evidence of validity and reliability of the Saudi integrative instrument, and how can this explain the competing L2 motivations revealed in previous research? A mixed methods study of non-Saudi Muslims at an ALI in KSA was conducted, where participants completed the Saudi integrative instrument and other instruments, and were interviewed about their L2 motivation. Participants expressed strong religious L2 motivation, perceiving KSA as a model Islamic society. They strongly desired interaction with Saudis, but were inhibited from conversing in the local vernacular, as the ALIs teach classical Arabic. These dynamics explain why that ALI learners were uncomfortable communicating in Arabic, while also feeling very strong Saudi integrativeness. ALI leaders are encouraged to revise their instructions to help learners develop their L2 fluency in the local vernacular outside of the ALI curriculum. Existing research about L2 Arabic learning has not considered integrativeness as a potential L2 motivation, as much L2 Arabic learning takes place in non-Arabic-speaking countries, making this research study unique.

The Impact of Language Exposure, Phonological Memory, and Cross-Linguistic Similarities in ESL Vocabulary Acquisition: A Multi‑Group Analysis Using PLS‑SEM

Jamilah Maflah Alharbi — 2025-07-08

Vocabulary acquisition is essential for second language (L2) learning and is influenced by various linguistic, cognitive, and contextual factors. This research investigates the combined and individual effects of language exposure, phonological memory, and cross-linguistic similarities on English vocabulary acquisition among international learners of English as a Second Language (ESL). A quantitative, cross-sectional research design was employed, involving 184 international ESL learners enrolled at a language center in Kuala Lumpur. Data were collected using a structured questionnaire, vocabulary tests, and were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS (Version 4.0). Additionally, multi-group analysis (MGA) was conducted to assess potential variations across demographic groups. Results demonstrated that language exposure, phonological memory, and cross-linguistic influences significantly enhance vocabulary size and depth. Among these variables, language exposure emerged as the most influential predictor, followed by phonological memory. Cross-linguistic similarities also played a facilitative role by reducing cognitive load and enhancing word recall. Together, these factors explained a substantial proportion of the variance in vocabulary acquisition outcomes, suggesting an interdependent relationship among them. This study underscores the importance of tailoring ESL instruction to address learners' linguistic backgrounds, cognitive capacities, and exposure contexts. By integrating these elements into curriculum design, educators and policymakers can implement more personalized and effective vocabulary acquisition strategies. The findings contribute to theoretical advancements in second language acquisition (SLA), particularly in understanding how individual differences and linguistic transfer mechanisms influence learning, while also offering practical guidance for improving ESL pedagogy in diverse learning environments.

Enhancing Vocabulary Acquisition in Pakistani ESL Learners Through Video Games: An Experimental Study

Muhammad Haroon Rasheed — 2025-07-03

This study explores video games' effectiveness for vocabulary acquisition among Pakistani ESL learners versus traditional methods, aligning with UN SDG 4: Quality Education to promote innovative, inclusive learning. A quasi-experimental design was utilized, involving second-semester undergraduate students who were divided into control and experimental groups. A pre-test was administered to assess participants' baseline vocabulary knowledge, followed by a post-test after a two-week intervention. During this period, the control group was taught vocabulary using traditional methods, while the experimental group engaged with the immersive video game Atlantis Odyssey: Adventure. The experimental group showed significant improvement in the vocabulary scores, with a large effect size, suggesting that video games can effectively enhance vocabulary retention and student engagement. Additionally, qualitative data gathered through semi-structured interviews highlighted themes such as immersive engagement, contextual learning, and the potential benefits of combining gaming with traditional instructional methods. The participants reported that the acquisition of natural language was enhanced, and their confidence in using new vocabulary was stronger because of the enjoyable nature of video games. These judgments suggest that gamified learning strategies may offer an effective and engaging alternative to traditional vocabulary instruction in ESL education. The long-term effects of learning through video games should be examined as future research, and if so, whether the language skills learned this way can be generalized to other language domains.

Linguistic Symbolism and Conceptual Metaphors in Javanese Islamic Myths: A Semiotic Perspective

Muhajir — 2025-07-03

This study explores symbolic narratives embedded in the Javanese-Islamic tradition—Soko Tatal, Goa Kreo, and Lawang Bledeg—through a cultural linguistics lens. Combining semiotics (Barthes), conceptual metaphor theory (Lakoff & Johnson), and hermeneutics (Gadamer), it analyzes how language functions as a medium for encoding collective spiritual, ecological, and ethical meanings. Drawing on field interviews, visual artifacts, and ritual discourse, the research reveals that each symbol operates not merely as a cultural object but as a living linguistic construct. Soko Tatal represents creative unity from fragments; Goa Kreo reflects non-human agency and environmental stewardship; Lawang Bledeg symbolizes inner restraint and sacred transition. These are cognitively structured through metaphors such as limitation is strength, nature is a spiritual partner, and lightning is controlled desire. The study further highlights the shift in language registers across generations, from performative oral forms to descriptive digital expressions, without erasing conceptual integrity. Rather than documenting myths as static folklore, this research demonstrates that symbolic narratives act as cognitive and communicative systems that adapt, survive, and reproduce meaning. The findings offer a theoretical contribution to non-Western perspectives in cultural linguistics by situating local epistemologies within global discourse. Ultimately, the study proposes a replicable analytical framework for investigating how vernacular traditions construct meaning through symbolic language, connecting symbolic representations with culturally embodied cognition.

Intrasectional Variations of Phrase-Frames in Experimental Aerospace Engineering Research Articles

Xiaofang Zhang — 2025-07-03

Despite the growing interest in phrase-frames (p-frames) in research articles (RAs), no study has compared p-frames across sections in RAs. This gap motivated us to explore intrasectional variations of p-frames in aerospace engineering (AE) RAs using a corpus-driven approach. A corpus of 40 AE RAs was compiled and divided into four sections. Five-word p-frames meeting predefined criteria were extracted and manually filtered. Each of the four subcorpora was then searched for the instances of the identified p-frames, which were analyzed in terms of their structure and function. The results revealed notable variations in the structures and functions of p-frames across sections. Structurally, the Introduction, Methods, and Conclusion sections were dominated by other-content-word p-frames (types and tokens), while the Results and Discussion section preferred verb-based p-frames (tokens). Functionally, the Introduction, Methods, and Conclusion sections predominantly featured research-oriented p-frames (types and tokens), while the Results and Discussion section was dominated by text-oriented p-frames (tokens). For functional subcategories, resultative p-frames were preferred by the Introduction, Results and Discussion, and Conclusion sections, while procedure and quantification p-frames were more frequent in the Methods section, regardless of types and tokens. The results also showed a strong connection between p-frame structures, their functions, and the communicative purposes of the sections. We hope this study will contribute to EAP writing pedagogy in the AE discipline.

Adapting the Productive Vocabulary Test for Applied University Learners: A Pilot Validation Study

YAQIONG MENG — 2025-07-04

This study aims to adapt and validate Paul Nation’s Productive Vocabulary Knowledge Test (PVKT) to better suit low-proficiency learners in applied universities in China. While PVKT is a widely recognized and validated tool for assessing productive vocabulary knowledge across word frequency levels, its academic focus and cognitive demands pose challenges for learners with limited vocabulary knowledge. Guided by Kane’s (2013) Argument-Based Approach to validation and Bachman and Palmer’s (2022) Principles of Test Design, the adapted version retains PVKT’s three-tiered frequency structure (2000, 3000, and 5000 words) while incorporating simplified sentence structures and vocabulary drawn from applied university English textbooks. A pilot study involving 49 students was conducted to evaluate the adapted test's validity, reliability, and practicality. Data analyses included descriptive statistics, Pearson correlation analyses, Cronbach’s Alpha, and test-retest reliability. The findings reveal that the adapted PVKT demonstrated good internal consistency (Cronbach’s α = 0.88) and moderate construct validity (r = 0.561), and demonstrates practical usability based on student and teacher feedback. This study provides a reliable and accessible diagnostic tool for productive vocabulary assessment in applied university settings and contributes to more targeted vocabulary instruction for low-proficiency learners. It holds promise for large-scale classroom-based assessment. Future research could further examine its predictive validity in learning outcomes.

Unlocking University Students' Perceptions: What Defines Effective EFL Writing Instructors in the Digital Age

Ribahan — 2025-06-30

This study aimed to investigate university students' perceptions of the essential qualities of effective EFL writing instructors in the digital age. Data were collected from 134 students through a structured Likert-scale questionnaire. Descriptive statistical analysis, containing mean and standard deviation, was employed to analyze the data regarding five main qualities: pedagogical competence, linguistic competence, interpersonal skills, motivational strategies, and adaptability to technology. The results showed that students highly appreciate clear and constructive feedback, diverse instructional approaches, and incorporation of digital resources. Linguistic competence, including explicit grammar instruction and effective modeling of writing techniques, is also considered essential. Additionally, strong interpersonal skills contribute to a supportive learning environment, while motivational strategies, including acknowledging students' progress and achievement, help maintain engagement. Adaptability to technology is crucial, as students value instructors who integrate digital tools and enhance feedback through technology. The most significant quality that students identified was linguistic competence dealing with theinstructors' ability to articulate grammar, coherence, and rhetorical structures with precision. Interpersonal skills were also highly rated, emphasizing the importance of a positive classroom environment and personalized assistance. Effective feedback delivery and instructional variation were facilitated by pedagogical competence, while motivational strategies were essential for maintaining engagement through the progress recognition. Finally, the significance of incorporating digital tools into writing instruction was underscored by the necessity of technological advancements adaptation. The results of the present study highlight the need for training programs that blend digital and interpersonal skills. Future studies should examine how these qualities directly impact student writing outcomes.