Forum for Linguistic Studies

Introductions to the Science of Qirāʾāt Guidance: A Theoretical and Foundational Study

Saeed Ibrahim Al-Namarneh — Wed, 22 Oct 2025 00:00:00 +0800

This research studies the science of directing Quranic readings by defining the concepts and various terminologies of this science, and analyzing its historical origins and evolution over time. It also seeks to highlight the sources and references that have addressed this science, classify the types of reading direction, and explain their linguistic and interpretive foundations and dimensions. Furthermore, the research highlights the role of the science of reading direction in Quranic interpretation and its impact on supporting the correct understanding of Quranic texts. The study utilized a combination of scientific methodologies to achieve its objectives. The descriptive method was used to present the basic concepts and terminologies, the analytical method, which focused on studying the aspects of directing readings and their relationship with grammar, language, and interpretation, and the historical approach, which traced the origins and development of this science throughout history. The results revealed that the term "direction" is technically used to refer to the science of directing readings, and that the first term for this science was "the aspects of readings," which was first used by Harun ibn al-Awar. The research also shows that this science went through three historical stages before becoming an independent field of study and gained significant attention from scholars of language, grammar, and interpretation. The research emphasized the diversity of the sources and resources for directing readings, which have now been classified into specific categories and types. The study recommends continuous attention to the science of reading direction through further studies and research.

Developing Intercultural Communicative Competence Through Multicultural Short Stories Among Chinese EFL Learners

Aifang Xu; Norhakimah Khaiessa Ahmad, Siti Nadhirah Rahman — Tue, 21 Oct 2025 00:00:00 +0800

This study examines the influence of reading multicultural literature (ML) texts on the development of Intercultural Communicative Competence (ICC) among Chinese English as a Foreign Language (EFL) learners. Despite the increasing importance of ICC in language education, Chinese students often lack direct intercultural experiences. To address this gap, this study investigates how reading multicultural short stories can improve learners' cultural knowledge, interpretive skills, intercultural attitudes, and critical awareness. Fifteen participants were first-year English majors at a Chinese university who engaged with four multicultural texts through an inquiry-driven, spiral reading approach. A qualitative design was utilized, collecting data from reflective journal entries and follow-up semi-structured interviews. Thematic analysis was conducted following Byram's (1997) ICC model. The findings revealed a three-phase developmental trajectory of ICC aligned with the KWL framework (Know–Want to Know–Learned). Phase 1 showed surface-level awareness and initial curiosity; Phase 2 demonstrated increasing empathy, openness, and interpretive skill; Phase 3 reflected critical cultural reflection and integrated intercultural understanding. Additionally, an iterative spiral model illustrated how each literary text encouraged deeper ICC development through recursive interpretation, emotional engagement, and ethical insight. The study emphasizes the transformative potential of ML to promote meaningful intercultural learning in EFL contexts. It provides pedagogical implications for integrating literature-based methods into curriculum design to develop reflective, empathetic, and globally competent communicators.

The Use of Nouns and Verbs in the Work Munyat al-Ghuzat

Tue, 21 Oct 2025 00:00:00 +0800

Written monuments in the Kipchak language cover the XI–XVI centuries. At different periods, they employed different scripts. The known Kipchak written monuments mainly used four alphabets: Old Arabic script, Old Armenian script, Old Russian script, and the ancient Gothic alphabet. Among these, the Kipchak monuments written in Arabic script appeared during the Mamluk rule. The tradition of comparative studies of Turkic languages, compiling dictionaries, and teaching the Kipchak language to foreigners constituted a specific era in the Mamluk lands. The purposes and contents of monuments from this era were diverse. This article analyzes the lexical features of nouns in the "Munyat al-Ghuzat", a monument belonging to the Mamluk Kipchak period. In the text, names of weapons, movement terms, somatisms, and color terms are frequently used. The somatisms and color terms are compared with those in modern Kazakh and other Turkic languages. The Mamluk Kipchaks constitute an important part of the overall Kipchak written heritage. During their period, dictionaries, literary works, and grammatical textbooks for language learning were written. These works are directly related to the Kipchak language. The spoken and literary forms of medieval Kipchak have significance in studying the history of the Kazakh language. "Munyat al-Ghuzat" is a work devoted to the art of warfare. It serves as a reference reflecting centuries of spiritual and material wealth of the nation. Its vocabulary consists mainly of Old Turkic words. Since the work was intended as a manual to teach military skills to future warriors, it was written in simple and clear language. From its lexical content, the work can be linked to the history of the Kazakh language. This monument remains underexplored in linguistics. Studying its vocabulary is important for the history of the Kazakh language.

Promoting Arabic Proficiency in English-Medium Schools: A Qualitative Study of Leadership Challenges and Strategies in the UAE

Asma Abdallah, Ahmed Mohammed Alkaabi, Ahmad Qablan, asha Khalil Abdallah — Mon, 20 Oct 2025 00:00:00 +0800

This qualitative study explores leadership strategies that enhance Arabic language proficiency in private schools across the United Arab Emirates. Recognizing the cultural and national significance of Arabic, the research examines how school leaders—principals, vice principals, and department heads—influence instructional quality and student outcomes in Arabic education. The study draws on frameworks from educational leadership and language policy implementation to investigate whether leadership practices support or hinder Arabic instruction. Researchers conducted semi-structured interviews with 38 educational leaders to understand their perceptions, practices, and challenges related to promoting Arabic learning. Thematic analysis revealed three key findings. First, visible and sustained leadership commitment—through classroom observations, teacher mentoring, and instructional oversight— correlated with improved Arabic instruction. Second, participants identified several structural and cultural barriers. These included limited instructional time, low student motivation, inflexible curricula, and widespread perceptions that Arabic is less valuable than English for academic and professional success. Third, the findings exposed a gap between policy ambitions and school-level implementation. Many Arabic language initiatives lacked sufficient resources, coherence, or accountability mechanisms. The study concludes that advancing Arabic proficiency requires a multifaceted and strategically coordinated approach. School leaders must embed Arabic within broader school improvement agendas, support Arabic teachers through targeted professional development, adopt differentiated instruction, and elevate Arabic' s status through culturally responsive leadership. These insights inform national efforts to strengthen language policy, preserve heritage, and promote equity in multilingual education.

Developing an Integrated Moral-Art Curriculum Module: A Discourse-Based Computational Linguistic Evaluation of Student Outcomes

Jinzhang Leng, Nurfaradilla Mohamad Nasri, Khairul Azhar Jamaludin — Wed, 22 Oct 2025 00:00:00 +0800

Higher education faces increasing demands to develop students' ethical, creative, and emotional capabilities alongside academic mastery. While the World Economic Forum identifies critical thinking, creativity, emotional intelligence, and moral judgment as essential future workforce skills, most university curricula remain compartmentalized, prioritizing cognitive over affective and aesthetic domains. Current educational approaches lack empirically validated frameworks that systematically integrate moral development with artistic learning in digitally enhanced environments. This study designed, implemented, and evaluated an integrated moral-art curriculum module to foster undergraduate students' moral reasoning, creative thinking, and aesthetic sensitivity through blended learning approaches. Using Design and Development Research guided by the ADDIE instructional model, a quasi-experimental pre-post study was conducted with 50 undergraduate students from diverse academic backgrounds across four institution types. The 12-week module combined synchronous classroom instruction with asynchronous digital learning via the Learning Pass platform. Outcomes were assessed through validated pre-post questionnaires and computational linguistic analysis using LIWC and Coh-Metrix tools. Significant improvements occurred across all domains: moral reasoning increased 35.5% (Cohen's d = 0.91), creative thinking rose 32.3%, and aesthetic sensitivity improved 41.4% (d = 0.85). Linguistic analysis revealed enhanced lexical diversity (+16.4%), academic vocabulary (+41.5%), and empathy markers (+42.1%), with reduced anxiety language (−18.2%). Strong inter-domain correlations confirmed the integrated pedagogical framework's theoretical viability. Results provide empirical support for scalable, digitally enhanced interdisciplinary curricula uniting moral and artistic education in higher education contexts.

Appraisal and Semiotics of Motherhood: A Comparative Study of English and Uzbek Literary Discourse

Mon, 27 Oct 2025 00:00:00 +0800

This paper examines the evaluative-expressive features of communicative signs in two short stories from distinct linguistic and cultural backgrounds: Chevara (Great-grandchild) by Said Ahmad (Uzbek) and I Stand Here Ironing by Tillie Olsen (American). Grounded in Appraisal Theory, the study classifies and interprets evaluative and affective expressions in maternal discourse. Lexical analysis highlights emotionally charged vocabulary, while semiotic analysis decodes symbolic signs within the narratives. These approaches enable a multi-layered understanding of how motherhood is communicated in the two cultures. Although the texts were written in different sociopolitical contexts, the Uzbek Soviet era and the American postwar period, both focus on female caregivers reflecting on their children's upbringing under difficult circumstances. Moving beyond traditional grammatical or syntactic emphasis, this study reveals the affective, social, and cultural functions of language through expressive verbal and nonverbal signs in key episodes. The analysis demonstrates culture-specific emotional and interactional styles and contributes to cross-cultural understanding with practical applications in translation, diplomacy, and language education. The study introduces an integrated evaluative model that triangulates appraisal, lexical, and semiotic resources, extending Appraisal Theory to encompass semiotic materiality. Semiotic materiality denotes the evaluative force of objects, spaces, and embodied actions as signs, while the model specifies how these signs interact with lexical indices and appraisal resources to yield culturally anchored evaluations (see Section 4). This model offers tools for translators, diplomats, and educators and broadens our understanding of how emotion and morality are encoded across literary traditions, opening avenues for further cross-cultural research.

Highlights

The paper examines evaluative-expressive features of communicative signs in two culturally distinct short stories: Chevara by Said Ahmad (Uzbek) and I Stand Here Ironing by Tillie Olsen (American).

It integrates Appraisal Theory, lexical analysis, and semiotic analysis to investigate how maternal discourse conveys emotion, morality, and social values.

The analysis reveals culture-specific emotional and interactional styles, showing how motherhood is expressed differently in the Uzbek Soviet and American postwar contexts.

The study proposes an integrated evaluative model that extends Appraisal Theory to semiotic materiality, with practical applications in translation (preserving appraisal lexis), diplomacy (register templates), and language education (appraisal-aware tasks), ultimately enhancing cross-cultural understanding.

Translating Marriage: A Study on Intercultural Manipulation

Dania Adel Salamah — Thu, 23 Oct 2025 00:00:00 +0800

The current study set out to examine the strategies used to translate marriage-related culture-specific legal terms in the Family Law of Saudi Arabia, with the aim of determining the degree of intercultural manipulation involved in translating these terms from Arabic into English. The study adopted a qualitative descriptive research design where 35 marriage-related culture-specific legal terms were extracted from a corpus composed of the Family Law and its official English translation, and then analyzed qualitatively using Aixelá’s typology (1996) of conservative and substitution translation strategies. The results revealed that both conservative and substitution strategies were used to translate marriage-related culture-specific legal terms with a tendency towards using conservative strategies (59%). The findings also indicated that linguistic translation was the most frequently used conservative strategy and that naturalization was the most frequently used substitution strategy. Furthermore, the findings showed that, although there was a tendency against intercultural manipulation, such a tendency was moderate, as intercultural manipulation affected the translation of 41% of the terms. This may be due to the polarity found in marriage-related concepts with some being universal while others remain culturally unique. The researcher concludes that multiple factors contribute to the choice of translation strategy, such as the centrality of the term to the source text, the availability of an equivalent term in the target language, and the provision of a definition or explanation for the term in the source text.

Phonological Processes in Words Adopted from Arabic to Spanish

Ahmed A. Alahmadi — Tue, 28 Oct 2025 00:00:00 +0800

The language contact between Spanish and Arabic, resulting from the 800year period of Muslim presence in Spain, has had a considerable impact on Spanish idioms, and modes of speech and especially lexis. The aim of this study is to contribute to illuminating the phonological processes involved in the incorporation of Arabic words into Spanish, taking into consideration the deep differences between the sound systems of the two languages. The methodology consists of three core phases: gathering the data, organizing and categorizing it, and conducting a phonological analysis. The study examines the phonetic alterations that have taken place as a result of these borrowings. Deletion, epenthesis, and fricativization are among the most observed sound alterations that occurred when Spanish integrated Arabic words. It is imperative to prioritize the study of Andalusian Arabic as it was the direct source from which Spanish borrowed these terms during that period. The study highlights practical applications in historical linguistics and language teaching. It uses the Arabic influence on Spanish during AlAndalus as a case study to explore borrowing and sound change, thereby enriching phonological studies. Additionally, it clarifies the phonological processes of Arabic loanwords in Spanish, improving pronunciation teaching for both Arabic and Spanish learners.

Impact of Membership Function Design on Grammatical Acceptability in Fuzzy Grammar Models

Thomas Rihonggao, Rustam — Tue, 28 Oct 2025 00:00:00 +0800

Grammatical acceptability, the extent to which a sentence conforms to the structural and usage norms of a language, has long been recognized as a gradient phenomenon rather than a binary distinction. Linguistic research on gradient grammaticality has examined how factors such as syntactic configuration, word order, and clause integration influence native speaker judgments. This study adopts a fuzzy grammar framework to model such gradience and investigates how the design of membership functions influences the evaluation of sentence acceptability. A curated dataset of five English sentences was selected to represent a range of linguistic structures, including canonical declaratives, syntactic inversion, passive voice, and clausal subordination. For each sentence, rule-based violation scores were assigned for three linguistic dimensions: subject–verb agreement, phrase structure and word order, and clause integration and cohesion. Four types of membership functions, Linear, Sigmoid, Gaussian, and Trapezoidal, were applied to transform these scores into fuzzy membership degrees, which were then aggregated into overall acceptability judgments. Results reveal that while the relative ranking of sentences by acceptability remains stable across functions, the absolute scores vary substantially, with Gaussian producing the most conservative evaluations and Trapezoidal yielding plateau effects. These differences have direct implications for how fuzzy models capture subtle linguistic variation and for the interpretability of computational tools used in grammaticality assessment. The findings highlight the necessity of treating membership function selection as a theoretically motivated decision in fuzzy linguistic modeling, thereby contributing to more transparent and linguistically grounded applications in both theoretical and applied language studies.

Historical and Comparative Analysis of the Verb "Ait" Valence in the Mamluk-Kipchak Language

Fri, 24 Oct 2025 00:00:00 +0800

The article examines the historical and comparative aspects of the verb ait (“to say”) in the 14th-century Mamluk-Kipchak monument Gulistan bit Turki, translated by Seyf-i Sarayi. The study focuses on the valency of the verb as a key category determining its syntactic and semantic potential. Through corpus-based analysis of more than 1,300 tokens, the research identifies the structural patterns of ait in relation to its actants—subject, object, addressee, and modifier and compares them with modern Kazakh usage. The results demonstrate that ait historically exhibited a high degree of valency, forming up to six-actant structures, while maintaining syntactic stability. In medieval Turkic, ait functioned as a multivalent lexeme encompassing meanings such as "to say," "to command," "to declare," and "to confess," which in modern Kazakh have differentiated into several verbs (aytu, soyleu, deu, zhariyalau, buyruu, moyyndau). This semantic narrowing illustrates a diachronic process in which syntactic frameworks remain conservative, whereas semantic roles undergo specialization. The analysis also highlights how valency reflects not only grammatical combinability but also sociocultural patterns of communication characteristic of the Mamluk-Kipchak era. By tracing the historical evolution of the verb ait, the study contributes to understanding the mechanisms of syntactic continuity and semantic differentiation in the development of the Kazakh language and Turkic verbal systems in general.

Teaching Perceptions on a Linguistic Intervention for the Inclusion of Rural Migrant Students: The Case of Calanda (Teruel)

Raquel Casanovas-López, Ana Reyes Palos Cros, Merche Barberán Prades — Mon, 27 Oct 2025 00:00:00 +0800

The increasing migration phenomenon in rural areas presents significant challenges to the educational system, particularly regarding the linguistic inclusion of newly arrived students. The lack of material and human resources prevents the provision of an adequate transitional period for these children to learn Spanish before being fully integrated into the classroom, which hinders their initial participation and academic performance. RACODI (Shared Roots in Linguistic Diversity and Inclusion) is a micro-research project based on methodological innovation for foreign language learning in a rural setting. It stems from the main project AGORA (Technological and Methodological Innovation for Language Teaching and the Generation of Synergies in Rural Areas). Its main objective is to include students from immigrant families through language learning in a primary school in Calanda, Teruel, using custom-designed linguistic activities for 5th- and 6th-grade students. Although the project includes multiple lines of action, this article focuses specifically on teachers' perceptions following an educational intervention, highlighting their role as essential agents in decision-making and in validating the proposal. Preliminary results show that teachers are cautious when evaluating the project globally, although they do perceive improvements in social inclusion, linguistic skills, and academic performance. This cautiousness is attributed to the short time frame of the project so far. Furthermore, they emphasize the need for family involvement, which entails cooperative work between the school and other local and regional institutions.

Norm and Usage in Contemporary Kazakh: A Linguistic Analysis of Youth Discourse and Digital Communication

Wed, 22 Oct 2025 00:00:00 +0800

This article explores the shifting balance between codified linguistic norms and actual usage patterns in contemporary Kazakh. The main focus is on changes observed in youth colloquial speech and in the rapidly evolving discourse of digital communication. The expansion of social media platforms such as Telegram, Instagram, and WhatsApp has led to the frequent use of non-standard constructions, calques, and hybrid forms. The study demonstrates how these trends are influencing the perception of linguistic correctness, as widespread usage (usus) is increasingly being favored over traditional literary norms. The research is based on a qualitative corpus consisting of social media posts, informal spoken language data, and scholarly opinions on language norms. The methodological foundation includes discourse analysis, comparative syntactic analysis, and contextual-semantic interpretation. The analysis identifies key mechanisms of deviation from the norm, including calquing from Russian, syntactic transfer, non-standard punctuation, abbreviations, and examples of digital slang. The study reveals that in contemporary Kazakh speech, especially among youth, the gap between normative rules and actual linguistic behavior is widening. While traditional grammar is still taught in the educational system, everyday language use increasingly reflects global and media-driven influences. The article frames this shift not merely as a linguistic phenomenon but also as a reflection of deeper sociocultural transformations within individual identity, modern culture, and the digital environment. The findings provide important recommendations for language education, media literacy, and language codification policy. The study underscores the need to reconsider how linguistic norms should be defined, maintained, and taught in the digital age.

Pluricultural Competence and Translanguaging Practices: Insights from Thai BIPA Classes

Fri, 24 Oct 2025 00:00:00 +0800

This study investigates the interplay of communication culture, pluricultural competence, and translanguaging in Indonesian and Thai BIPA (Bahasa Indonesia untuk Penutur Asing) classrooms. Data were collected through semi-structured interviews, focus group discussions, and classroom observations with 14 participants, including four experienced instructors and ten Thai learners of Indonesian. Thematic analysis revealed three interrelated themes: translanguaging as pedagogical practice, translanguaging and communication culture, and translanguaging and identity construction. Teachers used translanguaging to scaffold comprehension of complex grammatical structures and to highlight cultural norms such as "basa-basi" in Indonesia and "phuut taam marayaat" in Thailand, while learners reported increased confidence when allowed to mobilize Indonesian, Thai, and English flexibly. These findings demonstrate that pluricultural competence is enacted through communication culture and operationalized by translanguaging, which functions as a bridge connecting linguistic and cultural repertoires in multilingual, high-context societies. Theoretically, the study extends existing models of pluricultural competence by integrating communication culture as a critical dimension of language use and by providing evidence from Southeast Asia, where such research remains limited. Practically, the results highlight the need for teacher education and curriculum design to incorporate translanguaging and intercultural communication strategies, and for policymakers to move beyond monolingual assumptions toward inclusive, culturally responsive frameworks. By legitimizing translanguaging as both a pedagogical and cultural practice, this study demonstrates its potential to foster pluricultural competence, validate learners' linguistic identities, and strengthen intercultural understanding in BIPA education.

Values Visualisation in Cinematic Discourse

Yuliia Skrynnik — Wed, 22 Oct 2025 00:00:00 +0800

The article explores the representation of values within English feature cinematic discourse through the lens of the theory of values-based sociodiscourse. The research underscores the complexity of values transmission through various communicative channels within the cinematic medium of the film "Fly Me to the Moon (2024)",which represents the USA culture. The core human values such as hope for the better, persistence, adaptability, professional dedication, teamwork, and repentance are visualised within the multisemioticity of cinematic discourse, as revealed through comprehensive analysis using methodological instruments including linguopragmatic approach and socio-semiotic dimensions of meaning-making. The research findings suggest that the amount of screen time allocated to each value significantly influences the employment of various communicative elements. Values like adaptability and determination, which receive more screen time, benefit from a rich interplay of semiotic components, allowing for deeper audience engagement. In contrast, values like teamwork and trust, with less screen time, rely on concentrated uses of non-verbal and cinematic semiotic resources to convey their emotional significance. The results highlight the pivotal role of the verbal communicative component in articulating values such as hope for the better, employing rhetorical devices that resonate with the audience's aspirations. Conversely, non-verbal components effectively convey emotional depth, particularly for values like repentance and persistence.

Translating Euphemism Related to Marital Sex in the Noble Quran

Mohammad Anwar Al-Taher, Zakaryia Almahasees — Wed, 22 Oct 2025 00:00:00 +0800

This research surveys the English translations of euphemistic terms for marital sexual intercourse in the Noble Quran, with a focus on how translators deal with the Quran’s rhetorical modesty and moral sensitivity. Euphemism is adopted in the Noble Quran to handle sensitive issues such as death, marital relations, bodily functions, disabilities, and socio-political topics. Intimate marital relations, in particular, are phrased so politely as to serve numerous purposes, including protection and mutual comfort, taking into consideration the purity and respect of both parties, especially women. Drawing on nine separate verses that employ metaphorical and indirect language to refer to lawful sexual activity within marriage, the study compares a corpus of twenty English translations selected for their theological, linguistic, and stylistic diversity. Each translation was examined through close comparative analysis, corroborated by English lexical resources (Collins and Merriam-Webster dictionaries) to determine semantic proximity to the SL euphemisms. Drawing on the findings, the study proposes a five-strategy model — literal translation, substitution, generalization, explicitation, and addition — for categorizing the various translational strategies. The findings reveal a considerable disparity in the rendering of euphemisms, indicating varied priorities among translators for fidelity, clarity, and cultural acceptability. This study makes important contributions to Quranic translation studies, euphemism research, and intercultural pragmatics.

Akmolla's Poetry in the Context of Interliterary Relations: Continuity of Kazakh and Bashkir Linguo-Poetic Traditions

Wed, 22 Oct 2025 00:00:00 +0800

This study investigates the poetic heritage of Miftakhetdin Akmolla (1831–1895), an outstanding poet, educator, and thinker who occupies a central place in the cultural and literary history of both Kazakh and Bashkir peoples. The article examines Akmolla’s creative legacy as an interliterary phenomenon, revealing the linguistic, ideological, and poetic continuities that unite the two national literary traditions. Through a comparative linguo-poetic analysis of his poems in Kazakh and Bashkir, the research identifies the system of spiritual and ethical values that form the foundation of his worldview—faith (iman), knowledge (ghylym), morality (ädep), patience (sabyr), and struggle against the nafs. The paper also focuses on poetic devices such as metaphor, alliteration, repetition, and syntactic parallelism, which function as linguistic mechanisms for expressing his didactic and philosophical ideas. The analysis demonstrates that Akmolla's poetic discourse merges Enlightenment ideals with Islamic ethics and folk aesthetics, transforming poetry into a means of moral instruction and national self-awareness. His concept of the kämil adam (perfect person) synthesizes rational cognition and spiritual development, positioning man as a moral and intellectual center of the world. The findings reveal that Akmolla's works embody a model of intercultural dialogue within the Turkic literary space, integrating universal humanistic principles with distinctive linguistic imagery. The study contributes to the understanding of interliterary processes and linguistic-philosophical continuity in Turkic poetry, showing Akmolla's role as a bridge between cultures and as a unifying figure in the shared spiritual heritage of Turkic nations.

Violations of Linguistic Politeness Principles in Academic Communication

Siti Mislikhah, Moch. Imam Machfudi, Moh. Sahlan — Mon, 20 Oct 2025 00:00:00 +0800

Maintaining linguistic politeness in academic communication is essential in fostering harmonious and productive teacher-student interactions within academic settings. Yet, these vital guidelines are frequently overlooked in educational environments. This phenomenological study delves into violations of linguistic politeness principles within academic communication. We explore the forms these violations take, the mechanisms that cause them, and their subsequent impacts. The data consists of conversations between three professors and nine students collected from desk reviews and in-depth interviews with four lecturers (L1–L4) to cross-verify our observations. By employing an interactive model analysis technique, we found that (1) violations of linguistic politeness principles in academic communication in the forms of violations in wisdom, generosity, praise, humility, agreement, and sympathy; (2) violations which occur through the learning process, classroom discussions, and final project guidance sessions; and (3) violations of linguistic politeness principles negatively affecting communication harmony, triggering prolonged conflicts, and hindering the achievement of learning goals. Given the significant effects of violating linguistic politeness principles in academic communication, it is crucial for language users to adhere to these principles during their (social) interactions. This practically implies that academic institutions should incorporate linguistic politeness training into professional development (PD) programs.

Explainable AI for Code-Switching Assessment in Philippine University Admissions

Meshel B. Balijon — Thu, 23 Oct 2025 00:00:00 +0800

Traditional educational admission systems rely heavily on cognitive metrics, while existing AI approaches present critical limitations: black-box decision-making without interpretable reasoning, an inability to assess multilingual competence, and a failure to model nuanced human judgment in educational contexts. Deep learning and ensemble methods lack the transparency required for accountable admissions, particularly in culturally diverse settings where linguistic factors significantly influence academic success. This study addresses these gaps through a novel Fuzzy-Genetic Algorithm framework for admission decisions in licensure-based programs. The system integrates fuzzy logic and genetic algorithms to assess cognitive (IQ, aptitude), behavioral (study habits, reading comprehension), and linguistic dimensions. Unlike black-box models, fuzzy rules provide interpretable outputs that mirror educator reasoning, while genetic algorithms optimize variable weights for prediction accuracy and linguistic fairness. Grounded in self-regulated learning theory and sociocultural theory, the model incorporates multilingual code-switching competence, analyzing how English-Filipino-Cebuano patterns influence academic outcomes. Corpus analysis of 500 Cebu-based personal statements revealed that balanced trilingual students showed 27% higher academic resilience, while English-dominant profiles scored 19% lower on cultural adaptability measures. Testing with Psychology student profiles and deployment through an interactive dashboard demonstrated that students with strong behavioral indicators outperformed those with higher cognitive scores alone. Integrating multilingual competence factors improved prediction accuracy by 34% for linguistically diverse Central Visayas students compared to traditional cognitive-only models. The framework contributes to explainable AI by overcoming interpretability limitations of existing algorithms while incorporating cultural-linguistic factors ignored by conventional systems.

Pragmatic Functions Underlying the Use of Inshallah 'God Willing' in Kuwaiti Arabic

Seham Al-Abdullah — Wed, 22 Oct 2025 00:00:00 +0800

This study adopts a pragmatic approach to analyze the functions of the religious expression inshallah (‘God willing’) in Kuwaiti Arabic. It employs politeness theory to explore its role as a politeness strategy. Data were collected from recordings of naturally occurring conversations and semi-structured interviews. The findings indicate that inshallah is a versatile communicative strategy, serving various functions, including conveying respect, gratitude, sarcasm, challenge, surprise, disapproval, warning, and promises. These diverse communicative functions suggest that speakers of Kuwaiti Arabic ascribe new meanings to the expression that extend beyond its literal interpretation. Furthermore, the analysis highlights its positive sociocultural functions, revealing its role as a strategy of positive politeness across various contexts. Despite its function as a face-enhancing strategy, inshallah also operates as a face-threatening act. This study contributes to the literature on the functions of inshallah across various Arabic dialects. It also contributes to politeness theory, as many instances of inshallah can be analyzed through this theoretical framework. However, while the theory accounts for the use of inshallah in expressing solidarity and fostering social bonding, its conventional framework inadequately addresses the application of what is typically recognized as a face-enhancing strategy when it is employed in a manner that threatens face. The data presented in this study challenge the assertion made by the theory regarding the inherent nature of illocutionary acts. Consequently, a significant implication of this research is that politeness theory necessitates revision to adequately incorporate these findings. The study advocates for an emphasis on context in the interpretation of linguistic items.

Unraveling Vocabulary Ambiguity: Contextual Lexis Learning and Vocabulary Retention for ESP Learners

Md.Nurul Haque, Mohd Azidan Bin Abdul Jabar, Muhammad Alif Redzuan Abdullah — Mon, 20 Oct 2025 00:00:00 +0800

Ambiguity of meaning exists in every language and at all levels of linguistic structure. A common feature of English for Specific Purposes (ESP) texts is the ambiguity of meaning in the teaching and learning of ESP. Vocabulary retention is another problematic issue for learners at all levels in every language. For ESP students, Contextual Lexis Learning (CLL) is beneficial, since it has a decisive impact on establishing meaning and retaining vocabulary. The current study aims to investigate the effectiveness of CLL in helping ESP students understand the meaning of vocabulary and retain it. The study involved 50 undergraduate students enrolled in an engineering program, who were assigned to either the experimental group or the control group. Before the training, a pre-test was conducted to determine their levels of proficiency. Post-tests were performed under different conditions after every two training sessions. The results of the T-test and Independent Samples T-test indicate that CLL has a significant and wide-ranging effect on students' ability to comprehend and produce vocabulary in various situations, as well as to retain it in both the short and long term. The current study demonstrates that CLL methods enhance students' confidence and autonomy, reducing their reliance on dictionaries and external resources. This article has some curriculum design and pedagogical implications, suggesting that if we equip our students with improved vocabulary proficiency and a greater understanding of language, we must make CLL a component of any ESP program.

The Readability of the Indonesian Translation of English Storybook's Lexis: A Perspective from the Adults Vs. Children Readers

Elysa Hartati, Mangatur R. Nababan, Riyadi Santosa, Djatmika — Fri, 17 Oct 2025 00:00:00 +0800

Children's storybook translation requires special attention to the linguistic aspects due to the cognitive development and prior literacy of the target readers. This study aimed to explore how the types of lexis—congruent and incongruent—in the children's storybook translation influences the readability of the text viewed by the dual perspectives; they were adults and children's readers. This research was a case study that employed a qualitative paradigm to explore how the lexis used in translated text affected the readability of the text by incorporating Systemic Functional Linguistics (SFL) as the primary analytical framework, focusing on the translation of lexis from English to Indonesian. This study revealed that the SFL framework could be employed as an approach to investigate the linguistic aspect of the children's storybook translation through the lexicon. By the symbolization process that resulted in congruent and incongruent lexis, this study showed that the children's storybook translator had attempted to reduce the number of incongruent lexis distribution from ST into TT (from 384 to 252). The shifting of incongruent lexis into congruent lexis made the lexis more explicit and concrete in the meaning-making. The integration of SFL with a dual perspective readability assessment contributes an innovation and insights to conduct future relevant research in the translation studies. This study also reinforces the importance of the role of children's literature translators to own not only the linguistic competence but also the developmental sensitivity in translating text to be semantically accurate and cognitively accessible.

AI-Enhanced Teacher Education and EFL Pre-Service Teachers' Professional Identity: A Quasi-Experimental Study

Mian Zhu, Supyan Hussin, Harwati Hashim — Thu, 23 Oct 2025 00:00:00 +0800

Professional identity development during pre-service teacher education has emerged as a critical factor influencing teaching effectiveness, career satisfaction, and teacher retention. For English teachers, this process is further shaped by their language learning and teaching context. In countries such as China, where English is taught as a foreign language (EFL), pre-service teachers' professional identity formation involves not only pedagogical development but also the cultivation of language-related self-efficacy and cultural positioning within a non-English-speaking environment. This dual challenge distinguishes EFL pre-service teachers from their counterparts in ESL or native English-speaking contexts, where language proficiency is less of a concern. Concurrently, the rapid integration of artificial intelligence (AI) technologies in education presents both opportunities and challenges for teacher preparation programs worldwide. Although AI is increasingly used to support lesson planning, assessment, and reflection, empirical research examining its impact on EFL pre-service teachers' professional identity remains scarce. Understanding how AI integration interacts with the unique challenges of EFL contexts is essential for designing effective and context-sensitive teacher education programs. This study employs a single-group quasi-experimental design to explore associations between AI-enhanced teacher education and professional identity development, acknowledging that such exploratory research provides preliminary evidence necessary for informing future controlled experimental studies.

Highlights:

This study examines the impact of an AI-enhanced teacher education program on EFL pre-service teachers' professional identity in China.

Findings reveal significant improvements in competence-related dimensions, especially self-efficacy.

Results suggest that AI tools can act as scaffolds that strengthen pre-service teachers’ professional identity in authentic teaching contexts.

The study highlights both the potential and limitations of AI integration, underscoring the need for more rigorous controlled research.

The Effect of Growth Mindset on Language Learning Engagement among College Students in Nanchang City, China: The Mediator Role of Perceived Teacher Support

Xiuxiu Li, Shahabuddin Bin Hashim — Tue, 28 Oct 2025 00:00:00 +0800

This study examines the impact of a growth mindset on English language learning engagement among college students in Nanchang, China, within the framework of English as a Foreign Language (EFL) education. This present study also looks at the effectiveness of the mediator, that is, the perceived teacher support, in influencing the growth mindset towards language learning engagement of college students. The methodology used is a quantitative study. The research instrument used is in the form of a questionnaire. The question items were adapted from various reference sources where Self-determination Theory and, Implicit Theory of Intelligence were used as the theoretical foundation in this study. It investigates the mediating role of perceived teacher linguistic support—defined by motivational language, feedback style, and language scaffolding. Data were collected from 472 EFL undergraduate students through validated scales measuring growth mindset, perceived linguistic support, and language-specific engagement (e.g., English discussion participation, writing tasks). The measurement model and structural model were assessed using Social Sciences (SPSS) version 24.0 and Smart PLS-SEM (Partial Least Squares-Structural Equation Modeling) version 3.2.9 software. Structural Equation Modeling indicated that a growth mindset positively forecasts language learner engagement, with this link being somewhat mediated by teacher linguistic support. In addition, addresses an under-researched intersection in Chinese higher education: the mediating role of perceived teacher support between growth mindset and engagement. Therefore, these findings highlight the significance of fostering both learner mindset and pedagogical language strategies in enhancing EFL outcomes.

Efik Cultural Context in Language Acquisition: A Comparative Study of Immersion Versus Traditional Methods

Tue, 21 Oct 2025 00:00:00 +0800

This study examines the role of the Efik cultural context on language acquisition, comparing the effectiveness of immersion-based methods with traditional classroom instruction. Grounded in sociolinguistic and cultural theory, the research investigates how cultural elements such as storytelling, communal participation, oral traditions, and indigenous knowledge systems impact learners’ proficiency, retention, and communicative competence in the Efik language. Using a mixed-methods approach, the study draws on qualitative interviews, participant observation, and standardized language assessments among two groups of learners: those engaged in culturally immersive environments and those following conventional curriculum-based learning. The study also underscores the importance of using immersion to achieve a higher level of proficiency in the Efik language. The study participants’ spoken languages are both English and the Efik language. This study draws on Cultural Transmission Theory (Hockett’s design feature of traditional transmission), which posits that language is learned socially and culturally across generations, not innately acquired. It also engages with Krashen's Comprehensible Input Hypothesis and the Socio-cultural Theory of second language acquisition, which emphasizes language learning as a mediated social activity within cultural contexts. The study is also underpinned by the theory of Whorfian linguistic relativity, which posits that language and culture mutually shape cognition and expression, thereby influencing understanding how Efik cultural forms influence linguistic behavior. Findings reveal that immersion methods, deeply embedded in Efik cultural practices, significantly enhanced language acquisition by fostering deeper contextual understanding and emotional connection to the language. In contrast, traditional methods, while structured, often lack the cultural depth necessary to sustain long-term fluency and engagement.

Individual Happiness and Collective Justice: A Linguocultural Comparison of Western and Uzbek Fairy Tales

Tue, 21 Oct 2025 00:00:00 +0800

Fairy tales have historically reflected human morality and cultural heritage, conveying ethical teachings through evocative language and symbolic imagery. Among the most significant components of these narratives are moral lexemes, expressions that encapsulate values, such as benevolence, avarice, forbearance, and jealousy. This study examines the expression and interpretation of lexemes in the English tale Cinderella and the Uzbek tale Zumrad and Kimmat (Zumrad and Kimmat), both of which center on young female protagonists whose virtues are tested through adversity. The objective of the research is to examine the distribution, contextualization, and semantic significance of positive and negative moral lexemes in each narrative, as well as their reflection of the cultural values inherent in Western European and Uzbek traditions. The research uses a linguocultural and semiotic methodology alongside narrative analysis, emphasizing the significance of moral contrast in character development and plot progression. The results reveal both universal values, such as compassion and patience, as well as culturally specific elements such as the emphasis on forgiveness in Cinderella and the theme of retributive justice in Zumrad and Kimmat. The analysis is limited to the specific textual versions cited in the Methodology, which frames the scope and reproducibility of our findings. The study enhances comprehension of the relationship among language, culture, and morality in children's literature.

A Deconstructionist-Linguistic Analysis of Atkinson's Poetic Collection Lumen from EFL Learners' Perspective

Tue, 28 Oct 2025 00:00:00 +0800

The present research attempts to analyze the divergent themes and thought patterns in the poetry collection Lumen by Tiffany Atkinson in light of the Post-Modernist Deconstruction theory postulated by Jacques Derrida. Atkinson is a British postmodernist academic and award-winning poet. Lumen is a medical discourse with an artistic portrayal of pain, suffering, human vulnerability, the speaker’s reflections on time and memory, and his reactions to existential angst. The researchers applied the tenets of Deconstruction theory to analyze this text and its aesthetic and linguistic value. This research is qualitative and is based on textual analysis. Ultimately, the analysis showed that the utilization of diverse notions about life, language, and society led the researchers to explore the underlying structures, interpretations, and subversive elements of this poetry collection. It also highlighted that Atkinson’s poems used a lot of imagery, such as the imagery of Kali, morphine, Kolkata, and the intricate interplay of literary tropes that give multiple meanings, challenging fixed interpretations and inviting readers to question assumptions. They enhanced readers' understanding of Atkinson's artistic vision, language, identity, and societal engagement, as revealed in Lumen. The smart interplay of past and present, reality and imagery also portrays that Atkinson’s poems have fluid and multiple meanings. Atkinson's Lumen captures the complexities of human existence and the intricacies of language by using artistic innovations, fragmented and disjoint narrative, and shifting paradigms of perception and interpretation. Lumen emerges as a critical text that invites readers to delve beneath the surface of language and meaning.

Approximate State-Transition Modeling of Language Disorder Portrayals in Media

Tue, 28 Oct 2025 00:00:00 +0800

Quantitative analysis of how cognitive-linguistic impairments are depicted in broadcast and digital outlets requires dynamic models that capture both disfluency patterns and sampling noise. This paper presents a first-order Markov-chain framework enhanced by a controlled smoothing operator to mitigate spurious low-frequency transitions. We define an empirical transition matrix from annotated utterance segments (fluent, hesitation, error) and apply a Gaussian-kernel–based approximation to produce a smoothed stochastic matrix with provable perturbation bounds. Theoretical results guarantee that the t-step transition error grows at most linearly with the smoothing magnitude and that stationary-distribution shifts remain bounded by the ratio of approximation error to the spectral gap. On a large, multi-source corpus (≈20,000 segments), cross-validated smoothing achieves a 12% perplexity reduction over the unsmoothed chain and reduces cumulative error-state estimation deviation by 19% compared to a threshold-based baseline. A compact case study further illustrates the bias–variance trade-off inherent in smoothing: aggressive approximation on small sequences can dramatically inflate unlikely transitions, underscoring the need for corpus-sensitive parameter tuning. These findings demonstrate that kernel-smoothed stochastic models offer interpretable, computationally efficient tools for analyzing disfluency dynamics over time. Future work will explore higher-order dependencies, nonstationary transition matrices, and hybrid deep‐learning integrations to capture richer contextual patterns in discourse sequences.

Students' Interest in Learning Japanese Language in the Japanese Language Education Study Program, University of Brawijaya

Sri Aju Indrowaty, Febi Ariani Saragih, Femi Eka Rahmawati — Fri, 24 Oct 2025 00:00:00 +0800

Research related to education is a process of seeking knowledge that is expected to be useful in developing new things and solving problems related to educational issues. This research is a study that will focus on How Interest in Learning Japanese Language Students of the Japanese Language Study Program, Brawijaya University. The population of this study was 35 Japanese Language Education Students Class of 2023. Sampling was carried out using a proportional random sampling technique. The variable studied in this study was interest in learning. Data sources came from primary and secondary data. This study has a problem formulation of How Interest in Learning Japanese Language Students in the Japanese Language Education Program, Brawijaya University? This study uses a qualitative approach with a descriptive research type. Data analysis uses Miles and Huberman analysis with 3 stages, namely data collection, data reduction, and drawing conclusions. The result 94.3% of respondents in the positive category is the strongest indicator that social support especially from family and friends plays a significant role in choosing the Japanese Language Education study program. This study is expected to identify the types of interests that motivate students in learning Japanese, so that educators can design engaging and effective Japanese language classes. This aligns with which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

The Optative Mood as a Distinctive Feature of the Albanian Language: A Morphological and Typological Analysis

Jetmire Aliu — Mon, 20 Oct 2025 00:00:00 +0800

The Albanian language, a distinct branch of the Indo-European family, is renowned for its unique verbal system, particularly the optative mood (Alb. Mënyra dëshirore), a morphologically marked category with significant syntactic and semantic roles. This study provides a rigorous analysis of the optative's morphosyntactic structure, functional properties, and typological implications, drawing on foundational scholarship, including Arbër Çeliku's comparative studies of Albanian-German and Albanian-English verbal systems and Mehmet Çeliku's morphological analyses. Employing a combination of descriptive, comparative, and formal linguistic methodologies, we investigate the optative's inflectional paradigms, its syntactic behaviour in clausal structures, and its pragmatic functions in expressing wishes, blessings, and curses. The optative’s morphological markers are examined within Albanian's verbal system, highlighting their interaction with tense, aspect, and agreement features. Syntactically, the optative operates as a mood-specific functional category, licensing irrealis interpretations in embedded and matrix clauses. Semantically, it encodes speaker-oriented modality, reflecting cultural and pragmatic dimensions of Albanian discourse. Typologically, the optative's retention aligns Albanian with a select group of languages, such as Ancient Greek and Sanskrit, that preserve inflectional optative, offering insights into diachronic processes of mood evolution in Indo-European. This study underscores the optative's contribution to Albanian's linguistic identity and its relevance for cross-linguistic research on mood and modality. By integrating formal and typological perspectives, it advances our understanding of Albanian's verbal system and its place within Indo-European linguistics, appealing to theoretical, historical, and comparative linguists.

Decrypting Complexity: A Tri-Metric Evaluation of Readability and Fidelity in AI-Simplified Scientific Texts for ESL University Learners

Musharraf Aziz, Omar Al-Jamili, Nur Rasyidah Mohd Nordin, Shamim Akhter — Fri, 17 Oct 2025 00:00:00 +0800

Undergraduate university students in ESL contexts often need enhanced readability of complex scientific articles in research journals. This study aimed to assess the efficacy and "toolability" of AI-based Chat-GPT in readability amplification of research abstracts in language and linguistics journals, indexed in Scopus and Web of Science. Robust latent semantic analysis (LSA), with vectorial space document-embedding, was performed to evaluate co-occurrence and notional preservation. One hundred abstracts (n = 100), extracted from four journals, were prompted into an open Chat-GPT 4.o session for simplification at undergraduate level ESL users. Three metrics, Flesch-Kincaid Grade Level, Flesch Reading Ease and McAlpine EFLAW were used for readability measurement at pre-transformation and post-transformation stages. The content fidelity in the input and output models were determined by latent semantic analysis recorded from 0 to 1 of the fidelity range. To rule out bias, objective evaluation by field experts was performed on a randomly extracted subgroup (n = 50). Further, t-tests and correlation analysis were conducted for comparing estimations and accuracy evaluation. The findings showed adequate semantic similarity and fidelity, almost overruling post-simplification semantic disruption. The readability increased, with a low Flesch-Kincaid Grade, high Flesch- Kincaid Ease and representative EFLAW score. However, weak correlation of LSA and field experts' estimations warranted caution and human-AI contra-estimations. The study offers micro-, meso- and macro-implications for incorporating AI in scientific reading comprehension, given caution is practiced with unsupervised dependence. Future research may involve other metrics like BERTScore, robust mixed research designs, comparative cognitive protocols evaluation of texts and other AI models.

Exploring the Feasibility of Post-Editing AI English Translations of Cantonese Opera Scripts

Kelly Kar Yue Chan — Mon, 27 Oct 2025 00:00:00 +0800

With the recent emergence of Generative Artificial Intelligence (Gen-AI) tools in the translation field, the longstanding notion that machines are limited to translating generic content has been overturned. There is considerable potential to explore the use of Gen-AI tools to translate literary and poetic texts, such as Cantonese opera libretti, which exhibit nuanced expression, rich poetic resonance, and cultural references rooted in traditional Chinese history and folk traditions, into English, with particular attention to satisfactorily translate linguistic intricacies and cultural depth. The successful translation of such texts typically demands bilingual fluency, bicultural awareness, and a high degree of sensitivity to cultural subtleties. The key task in this context is to investigate how human translators could be trained to navigate and post-edit AI-translated texts. It is recommended that translators learn to harness AI’s capabilities while maintaining a critical distance to ensure that the translated output is not overly dominated by certain stylistic tendencies. A partnership between AI and professional human translators could help preserve artistic integrity, deepen cultural insights, and enhance professional accuracy in the translation process. Such a partnership would not only yield more refined and cohesive translations but also increase the engagement of target audiences with the cultural allusions and subtexts embedded in the original scripts.

Constructing a Problem-Based Learning Framework for Speaking Proficiency: An Andragogical Perspective on Multiethnic Learners

Dewirahmadanirwati, Syahrul Ramadhan, Havid Ardi — Tue, 28 Oct 2025 00:00:00 +0800

This study focuses on designing a Problem-Based Learning (PBL) model tailored to enhance speaking skills among multiethnic adult learners by incorporating an andragogical approach. In today’s digital era, oral communication is a vital transferable skill, yet formal instruction in this area remains insufficient. To address this gap within culturally and linguistically diverse classrooms, the research integrates three foundational frameworks: PBL—fostering critical thinking and problem-solving; andragogy—aligning with the self-directed and experiential learning traits of adults; and a multiethnic perspective—ensuring inclusivity across diverse cultural backgrounds. Using a research and development methodology based on the Joice and Weil instructional design model, the study produced a comprehensive PBL framework comprising six key elements: syntax (including stages such as problem identification, exploration, solution development, presentation with reflection, and evaluation with follow-up), social system, principles of reaction, support system, instructional impact, and nurturant impact. The model underwent expert validation by five specialists in education, linguistics, and adult learning. Validation outcomes demonstrated high validity across content, language, and visual design, with Aiken's V coefficients averaging 0.91, 0.92, and 0.95, respectively. Findings suggest the model effectively mitigates speaking anxiety, promotes learner autonomy, and nurtures empathy and intercultural awareness. Additionally, it supports the development of essential 21st-century competencies. The study concludes that the proposed model is both valid and suitable for implementation in second and third language instruction, offering a novel contribution to educational research by uniquely merging PBL, andragogy, and multiethnic pedagogy.

Uncovering the Influence of Taboos in African linguistic Tradition: An Ethnographic Study into their Role in Society

Khulisile Judith Nkuna, Innocent Zitha, Sikhumbuzo Khoza, Fikile Mashaba — Mon, 20 Oct 2025 00:00:00 +0800

Taboos are deeply ingrained in Indigenous knowledge systems and play a crucial role in shaping social behaviours. This study explored and evaluated Siswati taboos by examining their social, linguistic, religious, cultural, and psychological dimensions. Employing an ethnographic approach alongside qualitative research methods, the study investigates the roles and functions of Siswati taboos in contemporary society. The manifestations and perceptions of these taboos differ across various linguistic communities, influencing both written and oral communication. In many cultures, certain expressions are regarded as vulgar, obscene, or disruptive to social, religious, or ethical norms. The findings reveal that individuals frequently refrain from using such terminology in public contexts, acknowledging that specific actions may be either ethically sanctioned or condemned by deities. Furthermore, this study illustrates that taboos and superstitions are often viewed as essential components of traditional education. Unlike formal laws, which are documented in writing, taboos are transmitted through cultural traditions. Each civilisation cherishes its traditions, as their absence could undermine both traditional and formal education. The implications of this research suggest that the Swati people place a strong emphasis on traditional education due to its positive impact on societal growth, revitalisation, and development. Notably, the Swati community demonstrates a more pronounced use of taboos in spoken communication than in written expressions.

Argumentation in Pragmatics (2014–2024): A Linguistic Perspective on Themes and Impact

Mon, 20 Oct 2025 00:00:00 +0800

The evaluation of research is of considerable importance in identifying the evolution and the potential direction of subsequent research. We conducted a bibliometric analysis of 262 studies published between 2014 and 2024, accessed through the Web of Science database. A visual representation of our performance analysis was generated using the VOS viewer program, and a scientific map was developed to illustrate the relationships between the bibliometric data elements. This study examined research trends in argumentation in pragmatics, focusing on the leading journals, keywords, and highly cited publications. The study aimed to provide a consolidated understanding of existing pedagogical research on teaching argumentation, including publications that have shaped the field. In particular, the study would draw attention to the key contributors and most significant identified works to influence future research and add to the development of effective pedagogical approaches to argumentation literacy. These findings would make a valuable contribution to educators and researchers interested in research studies and help advance the specialized knowledge of language instruction, and become more inclusive with research to contribute to advancing knowledge. It remains important for educators and researchers to try to disseminate the findings from their research and reach out to colleagues from across institutions and countries to ensure that their findings reach a larger audience. The bibliometric review has provided two pedagogical categories that are most effective in teaching argumentation: task-based argumentation pedagogy and AI technology-enhanced teaching. The review introduces the TAP-5 taxonomy of methodological strands and PACER, a five-stage integrative cycle, as its theoretical contribution to facilitating the organization and further development of research on teaching argumentation in pragmatics. These findings would add value and conclusions for educators and researchers interested in exploring the teaching of argumentation in other parts of the world.

Awareness and Use of AI Tools in Teaching English at University Level in Saudi Arabia

Khalid Othman — Wed, 22 Oct 2025 00:00:00 +0800

The study examines the application of artificial intelligence in teaching English at the collegiate level. It inquires educators about artificial intelligence and its potential applications. Debate persists on the efficacy of teachers' utilization of AI tools. A standardized quantitative survey was administered to the English instructors at Qassim University. The results indicate a significant disparity between academic knowledge and practical skills applicable in real-world scenarios. 42.9% of participants have knowledge regarding AI, while 25.7% of that demographic utilized it frequently. Chatbots and automated writing evaluators were the predominant technologies. There was a decline in the utilization of adaptive learning and speech recognition technologies. The participants indicated that AI has the capacity to both encourage and personalize learning experiences. Issues also arose over ethics, training, and the cost of technology. A number of respondents indicated a readiness to employ these technologies, contingent upon adequate control and guidance from their educational institutions. This is accurate, despite concerns that AI may replace educators. The authors argue that the successful deployment of artificial intelligence requires strong infrastructure, ethical integration frameworks, and focused professional development. This also illustrates how AI is transforming educational institutions, cultural dynamics, and the responsibilities of educators across many nations, warranting further investigation.

AI Chatbots for Personalized Sustainable Nutrition: Bridging Technology, Engagement, and Ethics

Hanh Ngo Minh Truong, Andrii Kolodiazhnyi, Serhii Sokyrko, Priyanka Darbari — Fri, 24 Oct 2025 00:00:00 +0800

Sustainable food development is crucial for minimizing environmental impacts and ensuring the capacity to provide sufficient food for both present and future generations. Many eco-friendly production methods have been adopted world-wide, including organic farming, regenerative agriculture, and plant-based alternatives, aimed at reducing greenhouse gas emissions, conserving water and soil resources, and promoting biodiversity. However, despite this development in sustainable production, consumer awareness and adoption of sustainable food choices remain limited, preventing full environmental and health impacts of these practices from being realized. This paper represents the design of an AI-powered chatbot, offering nutrition guidance, promoting sustainable and healthy daily food choices, while also addressing ethical considerations such as user privacy, fairness, and transparency in its design. The chatbot integrates artificial intelligence and large language models, adapted with domain-specific data on nutrition and sustainability, to engage users in conversations about healthy eating, food waste reduction, and eco-friendly diets. Its design combines a user-friendly interface, a curated knowledge base, and personalized recommendations informed by user preferences. Early evaluations suggest that the system can increase awareness and encourage more sustainable food choices. Ethical aspects such as privacy, transparency, and fairness are embedded in its development to promote responsible use of AI. Future enhancements may include integrating image-based calorie estimation to provide personalized nutritional feedback alongside sustainability guidance.

Ideological and Religious Expressions in the Translation of Earnest Hemingway's The Old Man and the Sea into Arabic

Zaydun A. Al-Shara, Lee Jung Ae , Sharif Alghazo, Mohd Nour Al Salem — Tue, 21 Oct 2025 00:00:00 +0800

Earnest Hemingway's The Old Man and the Sea (1952) depicts a man's existential struggle through the events of a fisherman who desperately struggles to catch a giant fish. The challenges the protagonist faces drive him to rely on his faith in God as the novel teems with religious utterances and symbols. This study examines the religious and ideological terms and expressions in Hemingway's novel, the source text (ST), and explains how each translator renders these religious expressions in a manner that conforms with the expectations of their audiences. This study compares the two Arabic translations of the novel by two translators from different ideological and religious backgrounds. The translations of this novel show many discrepancies, particularly with regard to the choice of religious terms. The study selects examples from the source text, i.e., English, into the target text, i.e., Arabic, by two Arab translators, Muneer Ba’lbaki (Muslim) and Gabrielle Wahbeh (Christian), that show how the ideology of the translator, specifically religion, influences the choice of terms and expressions. This study finds that the translator's religious, personal, and cultural backgrounds, in this case study, partially affect his or her choice of translated expressions to meet his ideology and the target audiences' expectations.

An AI-Enhanced Motivational Model for ESP in Aviation: Insights from Chinese Vocational Flight Attendant Training

Zhou Yan, Ruey Shing Soo — Thu, 23 Oct 2025 00:00:00 +0800

This study investigates motivation in English for Specific Purposes (ESP) among Chinese vocational flight attendant students and proposes an AI-enhanced motivational model grounded in Self-Determination Theory (SDT). Adopting a convergent mixed-methods design, the study combined quantitative and qualitative data sources: a questionnaire survey with 186 students, semi-structured interviews with eight students and three ESP instructors, together with classroom observations, to triangulate findings. The questionnaire established motivational profiles, while interviews and observations provided contextual insights into instructional practices. Descriptive results indicated that students highly value English for both academic achievement and future employment, yet report competence gaps in writing, vocabulary and grammar with speaking identified as the most urgently required skill. Thematic analysis further identified five contextual levers shaping motivation: authenticity of tasks, feedback quality and timeliness, opportunities for interaction, learning environment and class size and technology integration. Interpreted through the SDT framework, these patterns reveal that limited choice and pacing constrain autonomy, lecture-heavy formats weaken relatedness and delayed or generic feedback undermines competence. In response, the study presents an SDT-aligned, AI-enhanced motivational model as a design proposal for piloting in aviation ESP classrooms. The model integrates automatic speech recognition, for instance, individualized feedback, VR-based cabin simulations for authentic scenario practice, AI passengers for interactive role-play and adaptive micro-modules for learner controlled pacing. The study's originality lies in integrating Self-Determination Theory with AI-supported ESP course design in aviation, extending motivational theory into an under-explored domain.

The Enhancement of High School Students' Reading Comprehension in Exploring TextualTextual Idea Using AssessmentAssessment Approach

Edi Suyanto, Siti Samhati, Nenden Lilis Aisyah — Wed, 22 Oct 2025 00:00:00 +0800

Reading comprehension is a fundamental skill that enables high school students to explore and understand ideas in Indonesian. It plays a crucial role in shaping students' academic success, critical thinking, and communication skills. The present study examines the effectiveness of assessment approaches, including critical reading and summary-making techniques, in enhancing students' reading comprehension of Indonesian texts. In spite of the increasing emphasis on reading comprehension in education, limited research has explored the combined effects of these strategies in Indonesian language learning. This quasi-experimental study involved 64 eleventh-grade students from a high school in Bandar Lampung, divided into two groups: one utilizing critical reading and the other employing summary-making techniques. A reading test consisting of five Indonesian texts, validated for reliability, was used as the primary instrument. Data analysis included N-gain calculations, paired-sample t-tests, and independent-sample t-tests to assess the enhancement of students' reading comprehension. Results showed that both the critical reading technique and summary-making technique significantly enhanced students' reading comprehension in exploring the textual ideas, particularly in evaluating text language and style, analyzing text structure and perspective, evaluating text content and relevance, drawing conclusion and recommendations, and identifying sources and references, with the critical reading showing slightly greater effectiveness than summary-making technique. Educators can apply these approaches to enhance students' reading comprehension skills, while curriculum developers can incorporate them into national education frameworks.

When Language Loyalty Doesn't Work: The Case of a Small Language in the Nuba Mountains, Sudan

Abdelrahim Hamid Mugaddam, Maha Abdulghafar Alayyash — Fri, 24 Oct 2025 00:00:00 +0800

This paper describes the linguistic situation of Tima, a little-described and highly endangered language that is spoken in the Nuba Mountains of Sudan. It aims to analyze the status and use of the Tima language in the region, focusing mainly on multilingualism, language use in different domains, and attitudes that Tima speakers have toward their own language. The main objective is to see whether there is a correlation between positive attitudes toward the language and its actual vitality among its immediate speech community. Many speakers of endangered languages express strong loyalty to their ethnic mother tongues while they shift at significant rates to the dominant languages. A sociolinguistic survey was conducted among 1,189 individuals selected primarily to represent five age groups (ranging from seven to 60+ years old). Questions were asked about demographic information, linguistic repertoire, language use, and language attitudes. Results showed that a vast majority of the sample population still has a mastery of the Tima language and uses it exclusively at home. However, multilingualism and the use of English and Arabic in more practical domains, together with positive attitudes toward these two languages, indicate a possible language shift among Tima speakers in the near future.

L1 Influence vs UG Access in L2 English: Examining Genericity and Specificity

Jwahir Alzamil — Tue, 21 Oct 2025 00:00:00 +0800

Semantic features influence the second language (L2) use of articles, yet their interaction with the influences of both first language (L1) and Universal Grammar (UG) remains controversial. This study investigates whether and how genericity and specificity interact in L1 Arabic speakers' acquisition of indefiniteness in learning English as an L2. English indefinite generics are always definite in Arabic and specificity is not morphosyntactically realised in either language. The study recruited thirty-three participants, who were classified according to their proficiency levels (beginner or upper-intermediate) and used a multiple-choice article task to collect the data. The task items were all indefinite and had an equal number of generic, specific and non-specific singular and plural items. The findings revealed that: a) the beginner group incorrectly supplied the in all generic and specific contexts; b) the upper-intermediate group incorrectly supplied the in all generic contexts; and c) non-specific contexts were the least challenging for both groups. These results show that Arabic speakers at high proficiency levels struggle with genericity. They also reveal that the combination of semantic features results in different levels of difficulty. The findings indicate that learners' L1 influences their L2 acquisition of the generic semantic feature, while UG access facilitates the use of the specificity feature.

Learning Beyond the Classroom: Investigating the Effects of SPOC-based Blended Learning on Chinese EFL Students' Reading Comprehension and Motivation

Lu Sun, Manvender Kaur Sarjit Singh — Tue, 21 Oct 2025 00:00:00 +0800

This study investigates the impact of Small Private Online Course (SPOC)-based blended learning on reading comprehension and learning motivation among first-year Chinese EFL university students. The research aims to determine whether integration of SPOC platforms with traditional classroom instruction can enhance learners' cognitive and affective outcomes in English language acquisition. A quasi-experimental pretest-posttest design was employed involving 265 first-year EFL students from a university in Henan, China. Participants engaged in a semester-long SPOC-based blended learning program. Reading comprehension was assessed through a validated test, while learning motivation was measured using an adapted, reliable Likert-scale questionnaire. Data were analyzed using SPSS with paired-sample t-tests and correlation analyses to evaluate changes and relationships between variables. Results revealed significant positive effects of SPOC-based blended learning on both reading comprehension and motivation. Students demonstrated improved comprehension skills and higher motivation levels after the intervention. Moreover, motivation and reading comprehension showed a positive correlation, suggesting a reciprocal relationship in blended learning contexts. This study contributes to EFL pedagogy by empirically validating the effectiveness of SPOC-based blended learning in higher education setting in China. It offers practical insights for educators and policymakers aiming to leverage technology-enhanced blended models to improve language learning outcomes, emphasizing the integration of cognitive and motivational strategies in instructional design.

Ideological Dimensions in the Translation of Hillary Clinton's Memoir Hard Choices

Mohammad Issa Mehawesh — Thu, 23 Oct 2025 00:00:00 +0800

This research examines the ideological dimensions present in the Arabic translation of Hillary Clinton's memoir Hard Choices. The study explores how translation strategies—particularly literal translation, modulation, adaptation, and omission—are employed not only to convey linguistic meaning but also to shape and mediate critical ideological themes. Among these are the promotion of democracy, constructions of national identity, gender roles, and diplomatic rhetoric. The analysis demonstrates that translation is far from a neutral or mechanical transfer of information. Rather, it is a complex, multilayered process in which political, cultural, and ideological values are reframed to suit the expectations and sensitivities of the target audience. The findings suggest that the translator plays an active and engaged role in ideological negotiation, either by preserving the ideological stance of the source text or by modifying it to align with the cultural and political norms of the target language context. Through detailed examination of selected examples, the research reveals how certain ideological messages are reinforced, diluted, or subtly transformed through specific lexical and syntactic choices. These choices reflect broader considerations, such as audience alignment, political sensitivity, and cultural acceptance. Thus, translation emerges not only as an act of cross-linguistic communication but also as a site of ideological struggle and intervention. Overall, the study highlights the significant role of the translator as a mediator of meaning and ideology, showing that translated political texts can influence the reception and interpretation of global political narratives across different linguistic and cultural spheres.

Homonyms of Auxiliary Parts of Speech In Folklore Texts

Sun, 28 Sep 2025 00:00:00 +0800

Some of the auxiliary parts of speech, in addition to playing a key role in the structural semantics of the text, become homonyms and act as an important element in the semantic completion of the text. Therefore, the role of homonym words in texts is given sufficient importance, and their participation in the process of form creation is consciously ensured. In addition, it also finds a way to participate in the enrichment of the vocabulary of the poetic language in terms of expressionand content. Taking into account the criterion of artistic quality, word artists have given primary importance to the exponents of concepts that have no semantic connection with each other or have long lost their meaning connections – homonyms. For many years, such urgent problems as the functional semantics of auxiliary parts of speech in folklore language, their normative-stylistic characteristics and homonymity have been outside the scope of research in our linguistics, and when discussing both the poetic functionality of literary language materials and folklore language, the role of auxiliary parts of speech in the expression of artistic thought has not been widely discussed. However, these speech elements also play an important role in organizing poetic speech, giving it a figurative form, strengthening semantics, and, in short, regulating speech acts in the sphere of art.

The Development and Validation of the Online Reading Engagement Scale (ORES): A New Tool for Digital Academic Contexts

Changyan Dang, Rafizah Rawian, Mazura Jamali — Fri, 17 Oct 2025 00:00:00 +0800

This study introduces and validates the Online Reading Engagement Scale (ORES), a multidimensional instrument designed to assess behavioural engagement, cognitive engagement, affective engagement, and social engagement in digital academic reading contexts. Grounded in the engagement model by Wigfield and Guthrie in 2000, this scale fills a research gap by providing a comprehensive tool specifically designed for university-level EFL students engaged in online reading. The instrument was developed through item generation and refinement informed by prior research and expert feedback. A sample of 668 Chinese undergraduates participated in the study, completing a 32-item questionnaire distributed on Wenjuanxing, an online survey platform. Exploratory factor analysis (EFA) revealed a four-factor structure, explaining 61.1% of the total variance. Confirmatory factor analysis (CFA) further supported the model with strong fit indices (e.g., RMSEA = 0.024, CFI = 0.986). Reliability and validity assessments confirmed internal consistency (Cronbach's α > 0.90), convergent validity, and discriminant validity across all dimensions. The findings establish ORES as a reliable and valid instrument for assessing online reading engagement in academic settings, providing a theoretical and empirical foundation for future research and pedagogical interventions aimed at enhancing digital literacy and student engagement in higher education.

Cultural Identity in a Plate: Gastrolinguistic Insights into the Naming Strategy of Javanese Sega (Rice) Dishes

Mon, 20 Oct 2025 00:00:00 +0800

In Javanese society, sega (rice) forms the foundation of numerous traditional culinary dishes whose names carry profound cultural weight, often reflecting prayers, hopes, commemorations, or specific attributes. Despite widespread recognition of names' cultural importance and the growing field of gastrolinguistics, a systematic analysis of the specific naming models and underlying strategies for naming Javanese sega dishes remains a discernible gap in existing literature. This study, therefore, aims to uncover these diverse naming models and strategies, revealing the cultural cognition embedded within Javanese culinary nomenclature, employing a qualitative descriptive method with findings presented through narrative, explanatory, and elaborative descriptions supported by validated observational and documentation data. The research successfully identified twelve core strategic concepts governing this nomenclature—including color, taste, shape, cooking method, condition/characteristic, main side dish/vegetable, arrangement/serving method, container, origin, acronymization, purpose, and combination—significantly contributing to gastrolinguistics, ethnolinguistics, and cultural studies by offering a nuanced framework for understanding culinary nomenclature in a specific cultural context and deepening insights into the interplay of language, culture, and food. Practically, its applications span cultural preservation, culinary education, and the promotion of Javanese culinary heritage, offering valuable insights for culturally sensitive food tourism, comparative studies of food naming across diverse cultures, and promoting broader global engagement with Javanese culinary heritage as a unique facet of a universally significant staple.

Is "Seven Sisters" Mistranslation of "六个姐姐 "?—A Second Defense of Howard Goldblatt's "Seven Sisters"

Wensheng Deng — Mon, 27 Oct 2025 00:00:00 +0800

In the context of "Chinese-Cultures-Go-Global," effectively communicating Chinese culture to the world has become a significant challenge. Numbers in literary and cultural texts are not merely quantitative markers but carriers of emotions, thoughts, and cognitive connotations, making the translation of numbers an increasingly important area of focus. Drawing on the prototype theory in cognitive linguistics, with an empirical survey, this paper offers an additional defense of Howard Goldblatt's translation of "六个姐姐 (liù gè jiě jie)" as "seven sisters". First, the paper explores and explains the rationale behind Goldblatt's choice of "seven sisters," arguing that "seven sisters" is more typical than "six sisters" because it embodies more core features of the source text, while the latter exhibits more peripheral ones of the source text. Second, the paper proposes a new standard for evaluating a literary translation: The core feature—fidelity to the source text—takes precedence over other factors; diversified versions of translations (i.e., "seven sisters" and "six sisters") belong to a family category of varied versions of the original. Evaluating the versions requires balancing core and peripheral features rather than solely emphasizing fuzzy fidelity to the original, which is adhered to by traditional translation studies, and the assessment of literary translation becomes more objective than before. By conducting a comparative analysis of the cultural connotations and cognitive characteristics of the source and target texts, this paper not only defends Goldblatt's translation choice but also provides new theoretical supports for translating numbers in literary texts and a new literary translation standard. It is both realistic and valuable for literary translation studies as well as constructive to cross-cultural communication.

Negative Emotions as Barriers to Translation Accuracy in Academic Settings

Yazid Abdulrahman Al Ismail — Fri, 24 Oct 2025 00:00:00 +0800

This study investigates the effects of emotional negativity on translation performance, focusing on task duration, spelling accuracy, and comprehension of the source text. Emotional factors are increasingly recognized as influencing translators' cognitive processes, particularly under time pressure or evaluative conditions. Forty-eight Arabic-speaking undergraduate translation students, representing both junior and senior levels, showed interest and agreed to participate voluntarily. Emotional negativity was measured using a self-report adaptation of Fredrickson's Positivity Ratio framework, which captures the relative balance between positive and negative affect. Following this assessment, participants completed an Arabic-to-English translation task. The performance was evaluated for overall error score, spelling errors, and source-text (ST) misunderstandings to provide a comprehensive picture of translation quality. Results indicated that higher negativity was associated with longer completion times and more frequent ST misunderstandings. Group comparisons confirmed slower performance in the high-negativity group, whereas the difference in misunderstandings was directionally consistent but not statistically significant. No relationship emerged between negativity and either overall translation error score or spelling errors. These findings suggest that negativity primarily impairs processing efficiency and comprehension while leaving linguistic mechanics intact. Translator training programs may therefore benefit from incorporating emotional regulation strategies to help students sustain efficiency and accuracy under real-world professional demands.

How Emotional Intelligence Shapes Anxiety and Enjoyment in Learning English: Insights from Saudi University Students

Areej R. Alruwaili — Fri, 17 Oct 2025 00:00:00 +0800

This qualitative study explores the dynamic interaction among Trait Emotional Intelligence (trait EI), Foreign Language Anxiety (FLA), and Foreign Language Enjoyment (FLE) among Saudi university students learning English as a Foreign Language (EFL), with a particular focus on classroom speaking activities. Drawing on semi-structured interviews with 14 second-year EFL learners at Al Jouf University, the research investigates how different dimensions of trait EI—namely self-control, emotionality, well-being, and sociability—influence students' emotional responses during oral communication tasks. The findings reveal that students with higher levels of self-control, sociability, and well-being tend to experience lower anxiety and greater enjoyment, facilitating active classroom participation and communicative confidence. While FLA and FLE often coexist, learners with strong emotional competencies navigate between these states more effectively. Self-control emerged as the most influential EI dimension in regulating speaking-related stress. This study underscores the importance of integrating emotional intelligence training and social-emotional learning (SEL) into EFL pedagogy to promote emotional resilience and enhance language learning outcomes. By highlighting learners' emotional experiences in speaking activities, the study provides pedagogical implications for fostering supportive classroom environments that reduce anxiety and enhance enjoyment. It further suggests that teacher awareness of students' emotional profiles can inform more adaptive instructional practices. Ultimately, the research contributes to the broader understanding of affective factors in SLA, particularly within culturally specific educational settings like Saudi Arabia, and offers valuable insights for educators and policymakers seeking to optimize language learning experiences and outcomes.

Exploring Bilingual Language Awareness through Oral Self-Introduction: A Study of Academic Performance among Cebuano-English College Students

Fri, 17 Oct 2025 00:00:00 +0800

This mixed-methods correlational study investigated the relationship between metalinguistic awareness and academic performance among 150 Cebuano-English bilingual college students aged 18–21 from universities in Cebu, Philippines. The study examined how students' awareness and strategic use of multiple languages related to their academic success, particularly in reading comprehension and critical thinking. Data were gathered through metalinguistic awareness assessments, academic records, oral self-introductions, and qualitative interviews. Results revealed that while students showed strong reading comprehension in English, their writing and speaking frequently involved code-switching and language mixing. Statistical analysis indicated a moderate positive correlation (r = 0.42, p < 0.01) between metalinguistic awareness and overall academic performance, with higher awareness associated with more strategic language use and better academic out-comes across subjects. However, code-switching during formal writing and speaking negatively influenced comprehension scores in English-only assessments. Qualitative findings further showed that students with higher metalinguistic awareness could articulate reasons for their code-switching but continued to struggle with maintaining strict language separation in academic contexts. Notably, 73% of participants displayed balanced bilingual profiles, yet their comprehension declined when natural code-switching tendencies were restricted. These findings suggest that while metalinguistic awareness provides cognitive advantages for bilingual students, institutional expectations of monolingual performance may conflict with natural multilingual processing. The study highlights the importance of pedagogical approaches that recognize and leverage multilingual competencies, offering implications for curriculum design and assessment practices in Philippine higher education and other multilingual learning environments.

Translating Politeness: Mapping the Characterisation of Klara the AI from "Klara and the Sun" and its Indonesian Translation

Ela Sofian, Mangatur Nababan, Riyadi Santosa, Djatmika — Tue, 21 Oct 2025 00:00:00 +0800

Politeness strategies are crucial in literary characterisation, yet their role in the characterisation of AI characters remains underexplored—especially considering the rising concerns about the dangers of AI. Thus, given the speculative nature of concerns surrounding AI's potential dangers, often situated in a distant future, this research examines a fictional narrative set in a similarly futuristic context. Based on Brown and Levinson's framework on politeness strategies, this study investigates how politeness strategies shape an AI character and whether these features are retained in its translation. Using the Pragmatics approach, this qualitative research analyses "Klara and the Sun" by Kazuo Ishiguro and its Indonesian translation, "Klara dan Sang Matahari" by Ariyantri E. Tarman. It examines Klara, a human-shaped AI, through her politeness strategies that construct her identity. The study also evaluates translation techniques and quality to determine whether her characterisation remains intact in the Indonesian translation. Data were collected via document analysis and purposive sampling, then validated through Focus Group Discussion. Findings reveal that Klara's characterisation employs all of Brown and Levinson's politeness strategies, which are effectively preserved in the Indonesian translation according to the high quality of the translations analysed. The study highlights how Klara's use of politeness showcases her consistent kindness alongside growing confidence and awareness in human interaction, which adds depth to her character. By bridging pragmatics and translation studies, the research offers fresh insights into how politeness strategies shape AI characterisation and how such nuanced traits can be successfully conveyed through translation.

Hybrid Scaffolded Reading to Foster Engagement and Comprehension in ESL Learners

Timothy Read, Clara Rodriguez Salgado — Tue, 28 Oct 2025 00:00:00 +0800

This study examines the pedagogical potential of combining traditional paper-based texts with enriched, scaffolded digital reading to support school-aged second language learners. Implemented within the AGORA project, it involved 77 ESL students and six teachers from rural schools in Bajo Aragón, La Loma, and El Bierzo—areas facing infrastructural and socio-economic challenges. Undertaken within rural Spanish schools, the research compared student engagement levels and comprehension when they read collectively using paper, collectively using digital tools, or individually using digital tools. The digital component was based on Interactive Calleja, an enriched version of A Plague of Dragons, which integrates audio narration, glossaries, images, and gamified activities to support linguistic and cultural learning. Results indicate that individual digital reading led to the highest engagement and comprehension gains, while paper-based reading retained value in promoting focus and depth. Students appreciated scaffolding tools like audio, glossaries, and interactive elements, though usage patterns varied. Approximately 65% of participants rated these scaffolds as useful, with some using them during reading and others after a first pass for reinforcement. While acknowledging practical challenges such as training gaps and infrastructure issues, teachers ultimately supported a hybrid reading model for its motivational value. These results underscore the pedagogical strength of integrating paper and digital methods. With adequate backing, scaffolded digital reading proves itself capable not only of boosting understanding and engagement but also of fostering student autonomy and levelling the literacy playing field, particularly within resource-limited educational environments.

Conceptualization of Phrasal Verbs with 'Over' by Native and Non-native Speakers: A Cognitive Linguistics Perspective

Thu, 23 Oct 2025 00:00:00 +0800

This comparative study investigates how native and non-native English speakers conceptualize phrasal verbs formed with the preposition over. It examines their ability to parse these verbs semantically and syntactically, focusing on metaphor, prototypical meaning, dynamicity, and the spatial relationship between the trajector (TR) and the landmark (LM). In this framework, the TR represents the dynamic action or process metaphorically expressed by the phrasal verb, while the LM refers to the spatial or conceptual location toward which the action is directed. Differences related to language proficiency are also explored. The study employed a test consisting of eight sentences containing phrasal verbs with over, administered to two groups of students (30 native and 30 non-native speakers). Participants were asked to illustrate the situations described by the sentences. A qualitative analysis of the drawings enabled a comparison between the groups. Findings reveal a significant correlation between linguistic proficiency and visual conceptualization skills. Native speakers consistently demonstrated greater awareness of dynamic processes and metaphorical meanings, while non-native learners showed relatively more literal interpretations. Moreover, the disparity between groups increased proportionally with the degree of metaphoricity in the phrasal verb. Pedagogically, the results underscore the value of organizing prepositional meanings into systematic cognitive networks, offering a powerful tool for teaching and learning complex multiword expressions.

Corpus-Based Analysis of Three-Word Lexical Bundles in Kazakh

Mon, 27 Oct 2025 00:00:00 +0800

Teaching Kazakh as a second language for academic purposes presents various challenges, including a lack of suitable teaching materials. There are currently no textbooks or syllabi that provide authentic and academic specific language for learners of Kazakh. One way to address this gap is through corpus-based studies, which help identify frequently used lexical bundles. Lexical bundles are recurrent word combinations that appear frequently in academic discourse, playing a crucial role in achieving fluency and mastering academic language conventions. Understanding these bundles can help learners develop language skills in academic Kazakh. This study identifies and analyzes the 100 most frequent three-word lexical bundles in academic Kazakh, focusing on their functional roles. The research is based on a corpus of 600 academic texts written by native speakers of Kazakh across six disciplines: 'Archeology and Ethnology', 'Translation Studies', 'Theology', 'Philology', 'Philosophy' , and 'Oriental Studies'. The obtained lexical bundles are categorized into three main functional types: referential expressions, stance expressions, and discourse organizers. The findings reveal distinct patterns in the use of lexical bundles in academic Kazakh, highlighting how authors structure arguments, establish textual cohesion, and express their stance. This study contributes to the understanding of main lexical bundles in academic Kazakh, offering valuable insights for language instructors, curriculum developers, and researchers. The results can inform the development of academic writing resources, support syllabus design, and enhance instructional approaches in teaching Kazakh as a second language for academic purposes.

English Language and Cultural Identity in Pakistan: An Exploratory Study of Language Attitudes and Usage among Pakistani University Students

Fri, 17 Oct 2025 00:00:00 +0800

This study investigates the complex relationship between English-language learning and cultural identity among Pakistani university students. It examines their attitudes toward English versus native languages, the patterns of language use in academic and social contexts, and how these factors contribute to existing educational inequalities in multilingual settings. As a linguistically diverse country, Pakistan's emphasis on English in education and professional spheres influences both language choices and identity construction, often exacerbating disparities in access and outcomes. This study examines students’ perceptions of English in relation to their cultural identity, their attitudes toward English and their native languages, and the sociocultural factors shaping language choice in everyday communication, using a mixed-methods approach. Data were collected through questionnaires and semi-structured interviews at multiple universities. The study found that students see English as important for school and job opportunities, but they still feel a strong personal connection to their native languages. They often switch between languages depending on the situation. However, as English becomes more common in everyday life and in online communication, there are worries that local languages may lose their importance. The research shows how language, identity, and power are connected. It suggests that schools and policies should support both English-language learning and local languages, so that students can succeed globally without losing their cultural roots.

Unraveling the Predictive Roles of Grammar Mastery, Logical Ability, and Schemata Toward University Students' Reading Comprehension in Indonesian Language

Mon, 27 Oct 2025 00:00:00 +0800

Reading comprehension in Indonesian language is essential for academic success, yet many university students struggle due to limited grammar mastery, logical ability, and schemata (prior knowledge). Previous studies have examined these factors separately, but their combined predictive power has relatively remained unexplored. The purpose of this study is to examine grammar mastery, logical ability, and schemata as the predictors of university students' reading comprehension in the Indonesian language. Using a non-experimental survey design with a quantitative approach, data were collected from 600 students at a public university in Bandar Lampung, Indonesia, selected through cluster random sampling. Four validated and reliable multiple-choice tests were used to measure grammar mastery, logical ability, schemata, and reading comprehension. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS v.4. Results showed that grammar mastery (β = 0.365, p < 0.001), logical ability (β = 0.330, p < 0.001), and schemata (β = 0.274, p = 0.001) each significantly predicted reading comprehension, accounting for 78% of its variance. Moderate effect sizes were found for grammar mastery and logical ability, and a smaller but significant effect for schemata. The findings confirm that reading comprehension is a multi-component skill requiring linguistic, cognitive, and experiential knowledge. Implications include integrating grammar, reasoning, and prior knowledge development into reading instruction to improve university students' academic literacy in the Indonesian language.

A Linguistic Analysis of the Term 'the Abandoned Child': A Semantic and Applied Study

Thu, 23 Oct 2025 00:00:00 +0800

This study investigates the term al-manbūdh (the abandoned child) which is one of the significant linguistic and jurisprudential terms. It is essential for understanding the objectives of Islamic law in preserving life and safeguarding human dignity. The study traces the linguistic roots of the term in Arabic lexicons. The term is associated with meanings such as casting away, abandonment, and exclusion. The study then explores the term's usage in the Qur'an and Sunnah, identifying the contexts in which it appears and the meanings it conveys. The study further analyzes the jurisprudential concept of al-manbūdh across the four major Islamic schools of law. It highlights the differences among jurists. It particularly differentiates between those who equate al-manbūdh with a foundling (laqīṭ) or the illegitimate child, and other scholars who define al-manbūdh as a child abandoned by his family out of fear of shame or poverty. The study concludes that the Ḥanafī definition aligns most closely with the maqāṣid of Islamic law. The study also emphasizes jurisprudential rulings related to al-manbūdh, such as the obligation (or recommendation, in the absence of harm) to take in the child, and the necessity of formal testimony upon doing so to protect his lineage. The importance of the study lies in its revival of a rarely examined term in modern Islamic legal scholarship, and its illumination of the term' s humanitarian and social dimensions. This contributes to a more comprehensive understanding of Islamic jurisprudence as it pertains to marginalized members of society.

Emotion Regulation Strategies and Emotional Experiences in Blended EFL Contexts: A Case Study of Saudi University Learners

Abdul Aziz Mohamed Mohamed Ali El Deen, Montasser Mohamed Abdelwahab Mahmoud — Wed, 22 Oct 2025 00:00:00 +0800

This mixed-methods study examines how Saudi undergraduate EFL learners regulate their emotions within blended learning environments, in line with Saudi Arabia's Vision 2030 educational reform goals. Drawing on Gross's process model of emotion regulation and Pekrun's control-value theory, the research collected data from 120 students via surveys, semistructured interviews, and reflective journals. Findings reveal that learners predominantly employ adaptive strategies such as cognitive reappraisal (68%), task-focused problem-solving (52%), and religious practices like prayer (74%). However, maladaptive approaches, including emotional suppression (61%) and avoidance (39%), remain prevalent, often shaped by cultural norms surrounding emotional restraint and gender roles. Emotional experiences were modality-dependent: online learning elicited higher anxiety (M = 3.8) due to technological disruptions and delayed feedback, whereas face-to-face settings promoted enjoyment (65%) through collaborative peer interaction. Cultural elements, particularly Islamic rituals and same-gender peer networks, were integral to learners' emotional coping strategies. Despite these supports, students reported considerable technostress (63%) and disparities in digital access, which weakened their emotional resilience. The study underscores the importance of designing culturally responsive blended learning models that align with students’ religious and social realities. Practical recommendations include integrating faith-informed emotional support, gender-sensitive group structures, and enhanced digital infrastructure. These findings contribute to the development of inclusive pedagogical practices in Saudi and other Arab EFL contexts.

Exploring Teachers' and Students' Readiness for the Implementation of Eco-ELT in Rural Indonesian EFL Contexts

Arif Bulan, Risca Ariska Ramadhan, Nur Wahyuni, Taufik Taufik — Mon, 27 Oct 2025 00:00:00 +0800

This study examines the acceptance and readiness for implementing Ecological-English Language Teaching (Eco-ELT) in Dompu schools, focusing on: (1) the beliefs and motivation of students and teachers in integrating environmental themes into English instruction; (2) the challenges of implementation; and (3) preferences for digital learning resources and locally relevant topics. A mixed-methods, cross-sectional design was employed, involving 113 students and 26 teachers. Quantitative data were collected via Likert-scale questionnaires, while qualitative insights were obtained through in-depth interviews. Quantitative analysis was conducted using JASP to generate descriptive statistics, and qualitative data were thematically analyzed. Findings revealed a high perceived usefulness of Eco-ELT among students (mean = 4.01) and teachers (mean = 4.34), with more than 75% selecting “Agree” or “Strongly Agree.” Teachers identified policy support, training, and adequate time allocation as critical, with curriculum support items achieving 100% agreement among them. Both groups preferred interactive, visually engaging, project-based digital materials linked to local environmental issues such as pollution and deforestation (teachers: mean = 4.39; students: mean = 3.78). The results suggest that successful Eco-ELT implementation requires synergy between student motivation, teacher commitment, and sustained institutional support. Policy endorsement, locally contextualised learning materials, and continuous professional development are essential to maximising the potential of Eco-ELT to integrate language proficiency with ecological awareness.

Highlights

Teachers and students in rural Dompu show strong readiness and motivation to adopt Ecological English Language Teaching (Eco-ELT).

Eco-ELT enhances English proficiency while fostering ecological awareness and critical 21st-century skills.

Key barriers include limited instructional time, lack of training, and insufficient institutional support, underscoring the need for stronger policy and curriculum support.

Both groups strongly prefer interactive, project-based digital resources contextualised to local environmental issues.

This study provides novel empirical evidence of Eco-ELT readiness in a rural Indonesian setting, addressing a gap in global literature.

Subtitling Sense of Humor Generated by Zeemo AI-Powered Tool from Arabic into English

Ala Bassam Mousa Kattos, Ahmad Mohammad Al-Harahsheh — Wed, 22 Oct 2025 00:00:00 +0800

This study assessed the subtitling of Egyptian humorous expressions into English provided by Zeemo's AI-powered subtitling tool. A total of 50 humorous expressions were selected from the Egyptian comedy film Taj and analyzed using a qualitative descriptive approach. The findings revealed that Zeemo's subtitling did not convey the sense of humor adequately in English, as the tool often left the humor unchanged, relied on literal translation, or used similar but ineffective expressions in the target language. The study concluded that while AI-powered subtitling tools such as Zeemo can facilitate the subtitling process, they remain limited in handling culture-bound humor. It was therefore recommended that human intervention be essential for editing and supervising automated subtitles to ensure accuracy, effectiveness, and audience comprehension. The study points to potential risks of audience misunderstanding or loss of humor when relying solely on automated subtitles, which can affect content reception and viewer satisfaction. The study adds to the limited body of work examining how AI tools handle humor in subtitling, specifically Egyptian Arabic humor, which is culturally rich and often challenging to translate. It provides empirical evidence of the shortcomings of AI subtitling in transmitting humor, offering insights for refining both translation theory and practice in the age of automation. It enriches translation studies by exploring the intersection between humor translation and AI subtitling, an area that remains relatively under-researched.

Integration of CLIL through TED Talks: An Approach to Enhance Vocabulary Acquisition among ESL Learners

Abirami Govindaraj, Aravind Banumathi Rajamanickam, Pradeepa Kumar — Tue, 28 Oct 2025 00:00:00 +0800

English as a language plays a major role in various fields like education, business, international relations and travel. As a result, English Language Teaching (ELT) has been evolving significantly with various methods to enhance learners' proficiency. Vocabulary acquisition is one of the fundamental components in ELT because it enables learners to communicate effectively. Over the years, a wide range of strategies has been employed to help the learners enrich their vocabulary level. With the rapid advancement of technology, the process of teaching and learning became more engaging, interactive and accessible. This research aims to analyse the effectiveness of integrating Content and Language Integrated Learning (CLIL) through TED Talks to enhance the vocabulary acquisition among English as Second Language (ESL) learners. CLIL allows the learners to gain both subject knowledge and language skills simultaneously, while TED Talks is a great resource which contains videos comprising diverse topics that help in language enhancement. The study utilized quantitative research design as the methodology to evaluate how the learners efficiently learn the content along with the enrichment of vocabulary. ESL Learners were selected as the participants and they were further divided into two groups namely, the control, the experimental. Both the groups took a pre-test to assess their initial vocabulary level. After a period of intervention, a post-test was conducted to evaluate their progress. The pre-test and post-test data were analysed using SPSS software. The results revealed that infusion of CLIL with TED talks efficaciously upgrades vocabulary level compared to the traditional CLIL approach.

Guidelines For Compiling A Monolingual Dictionary

Botakoz Nurtankyzy Nurzhanova, Berdibek Nuraldauuly Biyarov , Aigerim Kozhakhmet — Tue, 21 Oct 2025 00:00:00 +0800

The article discusses the linguistic foundations of lexicography as a field of study, focusing on the principles of dictionary compilation. The practice of dictionary-making is a tradition that has developed in parallel with human civilization, language formation, and the emergence of writing. A dictionary not only reflects the daily life of a people but also preserves linguistic traces of civilizations, events, and milestones in human history. Explanatory dictionaries constitute a fundamental type of lexicographic work: they are compiled in a single language and contain the vocabulary, phraseology, and meanings of words of a national language. This article traces the development of explanatory dictionaries from the earliest lexicographic monuments, such as the Chinese Erya, to modern explanatory dictionaries of the Kazakh language, including the 15-volume Dictionary of the Kazakh Literary Language edited by I. Kenesbaev and A. Iskakov. The article also highlights key considerations in compiling a monolingual explanatory dictionary, such as preparatory stages, guiding principles, and essential parameters. In addition, the paper outlines basic rules that assist in dictionary compilation—defining entries, abbreviations, arrangement of material, illustrative examples, and markers of stylistic features—emphasizing their importance in lexicographic practice. Through the Explanatory Dictionary, it is possible to present the national language to the world, Master global trends, and use global opportunities. Because the Explanatory Dictionary fully covers the national language. The only solution is to digitize the national language through an electronic Explanatory Dictionary.

Examining the Correlations Between Gender, Academic Majors, and Students' Perceptions Toward Translanguaging Practices

Fri, 17 Oct 2025 00:00:00 +0800

This cross-sectional study examined the relationships between Saudi university students' perceptions of translanguaging practices (TPs) and two specific demographic variables: their gender and educational majors. The research was conducted using a random sampling technique to recruit a sample of 129 participants. These students completed a 30-item adapted questionnaire designed to measure their attitudes and perceptions towards the use of translanguaging. To analyze the collected data, researchers used statistical methods including correlation coefficients and effect sizes. The findings revealed a weak, but statistically significant, correlation between gender and students' perceptions of TPs, with a correlation coefficient (η) of 0.136 and a corresponding effect size of 0.018. Similarly, the study found a very weak, yet significant, correlation between students' educational majors and their perceptions, indicated by a correlation coefficient (η) of 0.057 and a minuscule effect size of 0.003. The study's results suggest that there is a minimal relationship between a student's gender or academic major and their views on translanguaging. This finding implies that these demographic factors have little influence on students’ attitudes toward using multiple languages in the classroom. This insight is significant as it supports the broader implementation of translanguaging practices in educational settings and underscores the need for future research to explore other, potentially more influential, factors. The study concludes by discussing recommendations for future research and outlining the pedagogical implications of these findings for language teaching.

Digital Storytelling in Task-Based Reading: Reflective Teaching Practice and Pedagogical Transformation in a Chinese Third-Tier College

Tao Nian, Azlina Binti Abdul Aziz, Nor Azwahanum Binti Nor Shaid — Thu, 23 Oct 2025 00:00:00 +0800

Task-Based Language Teaching (TBLT) emphasizes real-world language use but remains challenging for college EFL teachers, particularly in reading classrooms. One such challenge is the resistance and skepticism surrounding the integration of Digital Storytelling (DST), which some educators view as overly complex or novel. Unlike the traditionally examination-oriented approach of TBLT, DST leverages technology to create a more engaging, motivating, and meaningful language learning experience. In addition to simultaneously enhancing students’ language acquisition and digital literacy, DST empowers both third-tier college EFL teachers and learners to creatively express the “Chinese story” in alignment with national goals for moral and cultural education. This study investigates the experiences of five EFL teachers at Law & Business College, Hubei University of Economics, through analysis of their reflective teaching notes following their implementation of a 12-week DST-integrated TBLT course. Thematic analysis revealed three core themes: teachers' evolving beliefs, effective storytelling practices, and insights into digital professional development. Findings indicate that reflective practice not only enhances teachers’ digital literacy but also supports more adaptive and student-centered lesson design. The study concludes by recommending the creation of DST-based professional learning communities and increased access to instructional models to support broader integration of digital media in TBLT pedagogy.

Emotive-Evaluative Lexicon in Kazakhstani and Foreign Media: Anthropocentric and Pragmatic Perspectives

Tue, 28 Oct 2025 00:00:00 +0800

This study investigates the anthropocentric and pragmatic aspects of emotive-evaluative vocabulary in Kazakhstani and foreign media discourse. Based on a corpus of over 2,500 lexical units drawn from Kazakh, Russian, and English sources, the research examines how emotionally charged words and evaluative expressions operate as instruments of persuasion, cultural framing, and identity construction. The findings indicate several noteworthy tendencies. In Kazakhstani media, there is a strong emphasis on national and cultural values such as unity, honor, and morality, which highlights the role of collectivist traditions and patriotic rhetoric. By contrast, foreign media rely more heavily on universal categories such as democracy, justice, and corruption, reflecting broader global ideological concerns. The polarity analysis shows that positive vocabulary is more frequent in Kazakhstani discourse (55%), whereas negative evaluation dominates in foreign outlets (60%), demonstrating divergent journalistic orientations: affirmation versus critique. Genre-based analysis reveals that analytical and opinion pieces contain the highest density of evaluative lexicon, though even news reports employ subtle emotional framing. A particularly important result is the "self–other" opposition: both Kazakhstani and foreign media reinforce collective identity by portraying the "self" positively and the "other" negatively. Semantic distribution further shows the predominance of political and ideological vocabulary (40%), followed by moral, emotional, and socio-cultural fields. Headlines are found to be especially saturated with emotive lexicon, amplifying emotional resonance. Overall, the study enriches anthropocentric and cognitive-pragmatic linguistics and has practical implications for journalism, media literacy, and cross-cultural communication.

Linguistic Aspects and Stylistic Features of Text Adaptation

Wed, 22 Oct 2025 00:00:00 +0800

This article explores the linguistic and stylistic aspects of text adaptation, emphasizing the need for lexical, grammatical, and syntactic modifications when tailoring texts for various audiences. A central focus is the preservation or alteration of stylistic features during the adaptation process. The study examines scientific, literary, journalistic, and official texts, analyzing how they are linguistically transformed for improved accessibility. Linguistic adaptation involves adjusting language structures to the reader's or listener's level, while textual adaptation refers to broader modifications aimed at maintaining the semantic, stylistic, and structural integrity of the original text. Linguistic and textual adaptation are presented as interrelated phenomena in modern linguistics and communication theory. The article discusses how these adaptation function in different socio-cultural contexts, with linguistic adaptation focusing on pragmatic, semantic, and syntactic aspects, and textual adaptation targeting audience-specific adjustments. The article also analyzes various approaches and strategies for adapting texts based on language proficiency. As a practical application, Ybray Altynsarin's story Jaman joldas (Bad Comrade) is adapted for A1 and B1 levels, followed by a comparative analysis of the original and adapted versions. This case study illustrates key features and effectiveness of both adaptation types. Finally, the study addresses the role of authentic versus adapted texts in language learning, underscoring the importance of balancing accessibility with textual integrity. The findings underscore the significance of adaptation in language teaching and translation, offering insights for researchers and educators.

Linguistic Landscape of Multilingual Inscriptions in Dunhuang Mogao Caves: Linguistic Evidence of Cultural Integration along the Silk Road

Dinan Yan — Mon, 20 Oct 2025 00:00:00 +0800

Linguistic landscape analysis allows us to explore the multilingual signs in the Mogao Caves in Dunhuang, as this research provides crucial evidence of the cultural integration along the Silk Road route in ancient times. This study is based on the records of cave epigraphy from the 4th and 14th centuries, showing how several scripts, such as Chinese, Tibetan, Sanskrit, Uighur, Khotanese, and Sogdian, were visually displayed as means of cultural negotiation, religious syncretism, and trade. Four hundred and eighty-seven multilingual inscriptions are examined and their three principal functions are identified as informational (enabling cross-cultural contact), symbolic (indicating power over territory and spirituality), and integrative (facilitating intercultural exchange). The results show that the linguistic landscape of Dunhuang, as a dynamic zone of mediated cultural context, operated as a form of cultural interaction in which languages were considered not only instruments of communication but also valuable semiotic entities for expressing identity and cultural synthesis. This study of linguistic landscape in its historical context further analyses the conventional linguistic landscape theory by showing that it can be applied to historical situations and adds to the scope of knowledge on how multilingualism helped in cultural interaction during premodern globalization. The analysis shows that the multilingual inscriptions of Dunhuang were a special type of historical linguistic landscape that embodied the cosmopolitan character of Silk Road civilization and offered patterns of peaceful coexistence of peoples due to the advanced language mediation practices.

English, Identity, and the Digital Face of Higher Education: A Case Study of Saudi University Websites in Global Context

Mona Sabir — Fri, 24 Oct 2025 00:00:00 +0800

In increasingly globalized academic contexts, English plays a central role in how non-Anglophone universities project their institutional identity. This study investigates how six Saudi universities use English on their official websites to construct institutional identity in a global context. Drawing on critical discourse analysis, linguistic landscape theory, and multimodal semiotics, the research analyzes bilingual digital content (such as mission statements, internationalization narratives, homepage structures, and visual layout) to explore the semiotic hierarchies shaping identity construction. The findings reveal a discursive bifurcation: English predominates in internationally oriented content, including research, partnerships, and rankings, while Arabic asserts national culture, religious values, and civic responsibility. Institutions with STEM specializations or private governance structures tend to foreground English more prominently, whereas religiously affiliated or regionally grounded universities maintain Arabic dominance. Across the sample, visual and structural cues reinforce English as a marker of academic modernity and global aspiration, often shaping the user's first impression of institutional identity. Rather than articulating a balanced bilingual identity, these websites reflect a strategic linguistic negotiation shaped by ideology, audience, and institutional ambition. The study contributes to debates on Englishization, institutional branding, and the politics of language in digital higher education, with particular relevance to contexts across the Global South where institutions seek to balance global competitiveness with cultural and linguistic rootedness.

AI's Struggle with Arabic: A Study on Pragmatic Failures in Contextual Communication

Shadi Majed Alshraah, Ashwaq Abdulrahman Aldaghri, Iman Mohammad Oraif — Wed, 29 Oct 2025 00:00:00 +0800

AI systems, such as ChatGPT, often face challenges when using language in ways that fit social and cultural contexts, especially when making requests. While these models are strong in grammar and meaning, they frequently face challenges in capturing social and cultural aspects, leading to misunderstandings. To explore this issue, two frameworks were used: Taguchi’s Pragmatic Appropriateness Model and Brown and Levinson's Politeness Theory. A mixed-methods approach compared AI and human responses to specific scenarios testing power, familiarity, and obligation. The findings reveal common problems, such as AI being overly formal in casual situations, misusing honorifics, mixing dialects, and misunderstanding context. These issues highlight the need for AI to better adapt to social and cultural differences, particularly in diverse environments. Integrating linguistic theories into AI training can enhance its ability to comprehend context and establish trust with users. This research stated that AI struggles to adapt to social norms, especially in situations where making requests requires accuracy. Most concerns involve being too formal, using honorifics incorrectly, mixing dialects in unnatural ways, and misunderstanding the context. These results highlight the need to include sociolinguistic principles in AI training to improve its understanding of culture and context. Furthermore, the results of the current study can help AI developers and policymakers in the MENA region.

Highlights

The paper identifies specific pragmatic failures encountered by AI systems when processing Arabic, highlighting issues such as misinterpretation of context, cultural nuances, and idiomatic expressions that affect communication effectiveness.

Through a detailed analysis of various communication scenarios, the study demonstrates how AI's inability to grasp social cues and contextual subtleties leads to misunderstandings, thereby impacting user experience and trust in AI applications.

The paper offers actionable recommendations for enhancing AI's performance in Arabic, including the integrating culturally relevant training datasets, improving natural language processing algorithms, and emphasizing the importance of human-in-the-loop systems to mitigate pragmatic errors.

From Listening to Learning: How Journals Shape the Comprehension of EFL Students

Mon, 20 Oct 2025 00:00:00 +0800

This study aims to examine the perceptions of students about listening journals and the influence on their comprehension. A qualitative design was adopted and participants included were 43 fourth-semester students enrolled in listening course. This was in the form of interviews conducted to collect in-depth insights as the primary source of data. Moreover, the question related to the perceptions of students was answered through a survey conducted using a Likertscale questionnaire to provide quantitative data in support of the interviews. The results showed that listening journals were implemented in 12 sessions, and students submitted weekly reflections after completing the assignments. The journals included prompts that focused on comprehension challenges, new vocabulary, and listening strategies. It was also observed that students participated in a variety of materials including lectures, podcasts, and videos with flexibility in content selection to ensure increased engagement. Furthermore, lecturers provided general feedback on the journals to motivate deeper reflection and self-assessment. Students reported that the journals assisted in focusing listening practice, tracking progress, and identifying areas for improvement. These results provide a useful perspective on the application of listening journals in English as a Foreign Language (EFL) context and suggest educational implications to improve listening comprehension and autonomy of students.

Teacher and Student Reflections on a Flipped Learning Model for Engineering Students: A Qualitative Study at a Vietnamese University

Ngo Phuong Anh — Fri, 17 Oct 2025 00:00:00 +0800

This study explores teachers' and students' reflections on a flipped learning model implemented in five English courses for engineering students at a Vietnamese university, targeting CEFR levels A1–B1. The study was conducted as a two-phase qualitative investigation; each phase involved 325 students in 17-week blended courses comprising 60% face-to-face instruction and 40% online self-study. The flipped model integrated listening, speaking, reading, and writing activities across both digital and classroom settings. Students engaged in online practice to prepare for interactive in-person sessions, thereby enabling more effective classroom engagement. Both teachers’ and students' reflections addressed key aspects such as course content, workload, learning materials, platform features (e.g., speech recognition and writing tasks), instructional alignment, and teacher support. Based on Phase 1 feedback, the course design was refined and adapted in Phase 2 to strengthen learning outcomes. Evaluations across both phases highlighted high levels of student engagement, stronger coherence between online and face-to-face components, and generally positive perceptions of the flipped approach. This article focuses on teachers' reflections, providing valuable insight into the effectiveness and adaptability of flipped learning within the context of technical higher education. The findings suggest that when carefully aligned, flipped learning can enhance both student participation and instructional effectiveness, offering a viable pedagogical model for English language instruction in specialized academic programs.

Translation Feature of Occasionalisms in Harry Potter: A Comparative Study of English, Russian, and Kazakh Versions

Aizhan Talgatkyzy Kussaiynova, Gaukhar Tleukabylovna Yersultanova — Fri, 24 Oct 2025 00:00:00 +0800

Occasionalism is very important to the imaginary world, how characters develop, and how the story is told, so translators need to find a balance between being faithful to the original and creating linguistic and cultural substitutes for the audience. This study explores the difficulties in converting nonce words inside the Harry Potter books, and it stresses their stylistic, semantic, and cultural subtleties. This study also explains the particular foreignization as well as domestication that is applied for the transfer of English occasional words into Russian along with the Kazakh language. Some instances within certain studies show how many translations encounter those problems. The research utilized a comparative and corpus-based approach by creating a parallel corpus of the texts in English, Kazakh, and Russian, finding 100 occasionalisms, and analysing their translation strategies which included borrowing, calque, substitution, and descriptive translation. In addition to the textual analysis, using the surveys to collect evaluation data allowed us to analyse the audience perception with regard to the clarity, culture, and acceptability of the translations of occasionalisms. This paper highlights the importance of specific inventiveness, subtle cultural awareness, and expert language skills in translating nonce words. By examining the multiple strategies along with specific challenges within the Harry Potter translations, it offers useful insights into the wide-ranging field of literary translation, in addition to the detailed interplay between language and imagination.

A Study on the Interlanguage Development of the English Present Simple Tense in Chinese Primary Students' Acquisition

Jun Lai, Xiaoang Li — Fri, 17 Oct 2025 00:00:00 +0800

This study is situated within the context of China's ongoing reforms in basic education, initiated in the 21st century. Within this framework, understanding students' learning behaviours and challenges becomes crucial for improving teaching quality and outcomes. The present simple tense is one of the most commonly used English tenses and aspects. It is also a major difficulty in teaching elementary English grammar. Several factors might contribute to errors made by primary school students in the acquisition of the present simple tense, including the influence of Chinese morphology, the fossilisation of interlanguage, and the development of cognitive ability. Currently, there is a relative lack of studies on errors in the acquisition of the English present simple tense by Chinese primary school students. The current paper aims to investigate the nature and patterns of errors related to the English present simple tense and discuss the principal linguistic and cognitive factors contributing to these specific errors. Through categorising and analysing various errors encountered in the real context of a fundamental English classroom setting in China, the present study probes to inform language learning and teaching practices, thereby enhancing the effectiveness of language instruction for primary students. This study sheds light on optimising elementary English grammar teaching, including enhancing the frequency effect, reducing negative transfer, and strengthening positive psychological hints.

Etymology of Semantically Obscure Words in the Composition of Fixed Expressions

Botagoz M. Suiyerkul, Abdizhalel A. Akkuzov, Meruyert Z. Shakenova — Wed, 22 Oct 2025 00:00:00 +0800

This article explores the etymology of archaic words embedded in Kazakh phraseological units, emphasizing that it is insufficient to analyze only their figurative meanings in modern usage. Many fixed expressions retain lexical elements whose original senses have become obscure, yet these components are crucial for understanding the full semantic and cultural content of the idioms. The research applies the historical-comparative method, drawing on Old Turkic inscriptions, medieval sources, explanatory dictionaries, and comparative data from related Turkic languages. Words such as jürek (“heart”), arqa süieu (“to rely on the back”), bauyr (“liver, kin”), and tüiemūryndyq (“camel nose rope”) are examined to uncover their earliest meanings and subsequent semantic developments. The study also includes an empirical component carried out with first-year students of Kazakh philology, who were tasked with interpreting the meanings of obscure words in idioms, consulting historical works, and comparing them with contemporary dictionary definitions. This exercise showed that while some students could successfully identify the literal and figurative meanings, many struggled with words like tüiemūryndyq, highlighting the need for etymological awareness in language study. The findings confirm that investigating obscure components of phraseological units reveals not only the lexical evolution of Kazakh but also its broader ethnolinguistic and cultural worldview. Etymological research thus plays a vital role in preserving the national code, deepening the understanding of cultural memory, and ensuring the accurate transmission of idiomatic meanings to future generations.

Ethnicity and Performance on Language Tests in Indonesia: A Comparison between Five Ethnic Groups

Mon, 20 Oct 2025 00:00:00 +0800

Assessing cognitive performance across diverse ethnic groups in Indonesia poses a challenge due to the multitude of ethnic groups and their languages. Compounding this issue is the absence of distinct cultural norms for assessment measures. This study explored the effects of spoken language differences between five ethnic groups in Indonesia on three commonly used language tests. The ultimate objective was to determine whether new norms that incorporate Indonesian ethnic groups are warranted, akin to established practices for demographic factors such as age, and years of education. A dataset comprised of 690 individuals across five ethnic groups assessed in Bahasa Indonesia was used to examine performance differences on the Indonesian Boston Naming Test (I-BNT), a phonemic verbal fluency test, and the Token Test, and the role of spoken languages, at home and in public. Medium-sized ethnicity and small spoken language effects were observed with a Multivariate analysis of covariance, along with large education, medium age, and small sex effects in performance. In particular, the I-BNT and the fluency test showed opposite ethnic differences. The variations in these differences across ethnic groups suggest that multiple factors contribute to the observed score disparities. It can be concluded that the study's findings underscore a need to develop new norms for two of the three language tests for different ethnic groups. Future research will be imperative to determine if there may be performance differences in other cognitive domains to warrant further adaptations of the Indonesian norms.

Enhancing Prospective English Teachers' Reading Skills with Eco-ELT: An Ecoliteracy-Based Learning Model Integrated with Metacognitive Skills

Haerazi Haerazi, Dedi Sumarsono, I Made Permadi Utama — Fri, 17 Oct 2025 00:00:00 +0800

Incorporating an ecoliteracy-based learning model within ELT also provides opportunities to promote ecological health through reading activities. By engaging with texts that explore environmental themes, learners can develop a nuanced understanding of ecological challenges and their broader societal implications. Therefore, this study aims to investigate the efficacy of the ecoliteracy-based learning model integrated with metacognitive skills in improving prospective English teachers' reading skills. This study employed a mixed method with an explanatory sequential design. 63 prospective English teachers are involved and share a similar level of language proficiency, ensuring uniformity in their academic background. The data are collected using reading tests, metacognitive tests, and interviews and the instruments are stated as valid and reliable instruments before used. Based on the data analysis, the findings showed that the ecoliteracy-based learning model integrated with metacognitive skills has a significant effect on learners' reading skills about environmental sustainability issues. Due to this, learners have positive responses to the implementation of ecoliteracy-based learning model integrated with metacognitive skills. This study underscores the transformative potential of ecoliteracy-based learning in enhancing language education. By integrating ecological principles with metacognitive skill development, the ecoliteracy-based learning model not only improves learners' reading comprehension and linguistic abilities but also fosters a deeper awareness of environmental issues.

Dehumanizing Politics through Object Metaphors: A Corpus-Based Analysis of Facebook Discourse in Malaysia

Mon, 27 Oct 2025 00:00:00 +0800

This study investigates how metaphorical language in Malaysian Facebook comments constructs negative portrayals of political figures through object-based metaphors. Grounded in Conceptual Metaphor Theory (CMT) and the Great Chain of Being Metaphor (GCBM), it identifies HUMAN IS OBJECT as a dominant conceptual schema that demotes political actors to inanimate or degraded matter. A 916,000-word Malay-language Facebook corpus was compiled from public pages of news outlets and political forums (2022–2024) and analyzed using the Metaphor Identification Procedure (MIP) and #LancsBox X. Five salient object metaphors were selected: kencing (urine), sampah (garbage), mangkuk (bowl), kayu (wood), and tahi (feces), based on their frequency and cultural salience. Collocational analysis and semantic clustering revealed how these lexical items metaphorically signify deception, worthlessness, foolishness, stagnation, and moral decay. Findings demonstrate that these metaphors are not isolated insults but systematically embedded within cognitive, cultural, and metonymic structures. For instance, kencing collocates with habitual deception (kaki kencing), while sampah aligns with imagery of waste management (tong sampah, angkat), framing political actors as disposable. These mappings illustrate how object metaphors interact with GCBM and GENERIC FOR SPECIFIC metonymy to reinforce symbolic exclusion and ideological polarization. The study contributes theoretically by expanding the metaphor typology beyond war or animal metaphors, and by situating the analysis in a Southeast Asian context. Practically, it underscores the strategic role of metaphors in online political communication, where repetition and memetic uptake amplify ideological effects.

Reimagining Business English Pedagogy through A BELF Lens: A Pragmatics- and Culture-Driven Framework

Hélder Fanha Martins, Maria João Ferro, Ana Sofia Carvalho — Mon, 27 Oct 2025 00:00:00 +0800

English has progressively become the common language of international business, primarily in providing a means of conversation between non-native speakers and their multicultural environments. The response to this phenomenon has been the emergence of Business English as a Lingua Franca (BELF), which prioritizes the ability to close communicative gaps through pragmatic enacting clarity, intercultural agility, and strategic competence over achieving native-speaker linguistic accuracy. In spite of BELF’s importance, traditional Business English instructional practices continue to be driven by native-speaker standards, correctness of grammaticality, and standardized assessments, which set learners up for failure in a reality of dynamic and unfolding communication (almost entirely) with international co-workers. This paper offers evidence from current curricula clarifying the lack of pragmatic and intercultural training, and presents a pedagogical framework explicitly grounded in BELF principles. The proposed framework includes explicit methodological instruction on pragmatic behaviors and strategies, cultural and interactional awareness to simulate authentic business experiences, and strategies for tolerating linguistic variation. Practical guidance is provided on assessing pragmatic effectiveness, revising curricula based on key principles, and recreating authentic materials for pedagogical purposes. Recognizing institutional and teacher-related challenges, it also outlines practical solutions for overcoming resistance through targeted professional development and stakeholder engagement. The contributions of this paper recommend moving beyond communicative competence, reframing proficiency levels, and connecting pedagogical practice to the realities of communicating in global business, while making a significant impact on professional competence and student readiness to communicate in global contexts.

Analyzing EFL Learners' Learning Needs in Developing the Ecoliteracy-Based Teaching Materials in Reading Skills

Haerazi Haerazi, Dedi Sumarsono, I Made Permadi Utama, Lalu Ari Irawan — Fri, 24 Oct 2025 00:00:00 +0800

This study addresses the challenge of enhancing both linguistic competence and environmental awareness among undergraduate learners. With growing concerns about environmental issues, there is a critical need for educational models that integrate ecoliteracy with language learning. The study investigates learners' needs in developing an ecoliteracy texts-based instructional model that incorporates metacognitive skills to improve reading abilities. Using a mixed-methods approach with a sequential explanatory design, the research involved 264 undergraduate students from various universities. Data were collected through questionnaires, interviews, and metacognitive tests, with statistical analysis performed using SPSS and qualitative analysis for interview data. The findings reveal that learners require ecoliteracy texts focusing on waste management, climate change, nature conservation, and environmental pollution. Integrating these topics into reading materials is vital for two main reasons: they enhance learners’ understanding of critical environmental issues and improve their language skills. The study suggests that incorporating ecoliteracy into reading curricula not only boosts linguistic proficiency but also fosters environmental awareness and critical thinking. Educators are encouraged to adopt this approach to create a more comprehensive and relevant learning experience, equipping students to be both proficient readers and environmentally conscious individuals. This model represents a solution to the dual challenges of language learning and environmental education.

Language Variation and Identity among Transcarpathian Hungarian Refugees in Hungary

István Csernicskó, Anikó Beregszászi — Tue, 28 Oct 2025 00:00:00 +0800

This study examines how Transcarpathian Hungarian refugees who relocated to Hungary after 24 February 2022 negotiate language variation, identity, and integration in a same-language migration context. Employing a mixed-methods design, an online questionnaire (n = 120) assessed perceptions of dialectal difference, use of Slavic borrowings, comprehension breakdowns, and experiences of evaluative comments; semi-structured follow-up interviews (n = 18) provided in-depth qualitative insights into everyday adaptation and identity work. Quantitative results indicate that the vast majority (90.8%) detected differences between the variant they brought from Transcarpathia and varieties encountered in Hungary; 57% reported instances where their lexical choices were not understood by Hungarian interlocutors, and 40% recalled direct evaluative or stigmatising remarks. Interview narratives clarify these patterns: a shared language eased immediate practical integration, yet heightened metalinguistic salience led many speakers to actively self-monitor, suppress dialectal markers and Slavic loanwords in public contexts, and seek to acquire competence in formal administrative registers. Applying Yeung and Flubacher's framework, the study shows that categorisation, selection, and activation processes operate even within same-language migration, converting subtle intralinguistic features into markers of inclusion/exclusion. The findings underscore that integration policy should extend beyond basic language provision to include orientation to regional registers, administrative terminology, and sociolinguistic norms, while designing interventions that reduce intralinguistic stigma and support maintenance of migrants' dialectal identities.

Talent Management Strategies and Their Impact on Positive Thinking Patterns Among Saudi Graduate Students at Local and Foreign Universities

Ibrahim Abdah Ali Alzubaidi — Tue, 21 Oct 2025 00:00:00 +0800

The study aimed to identify language-mediated talent management strategies and their impact on positive thinking patterns among Saudi graduate students: a comparative study between local and foreign universities. To achieve the study objectives, the researcher prepared two tools: the first tool, "The Effectiveness of Talent Management Strategies," consisted of (32) paragraphs distributed across (4) areas, and the second tool," Developing Positive Thinking Patterns," consisted of (34) paragraphs distributed across (4) areas. The study sample consisted of (410) students, including (236) male students and (174) female students, who were randomly selected during the second semester (2025 AD/1446 AH). The results indicated that the arithmetic means of the effectiveness of talent management strategies were moderate, while the effectiveness of developing positive thinking patterns was high. There were no statistically significant differences between the two tools according to the gender variable, nor were there differences in the areas of (talent retention, talent development and nurturing, and talent attraction) according to the university variable. No differences were found in the areas of emotional intelligence, love of learning, and healthy cognitive openness based on the university variable. Differences were found in the area of talent management in favor of foreign universities. No statistically significant differences were found based on the college type variable for either instrument. The study recommended strengthening the culture of talent management, identifying the types of skills required, and developing a mechanism for academically developing talent and improving performance.

Empowering EFL Student Teachers through AI: Promoting Creativity, Critical Thinking Skills and Collaboration

Zulaikha Al-Saadi, Aaisha Al Balushi, Hanan Khalil — Fri, 17 Oct 2025 00:00:00 +0800

The current study aims to explore the influence of Generative Artificial Intelligence (AI) tools on empowering English as a Foreign Language (EFL) student teachers. In particular, the study investigated the impact of AI tools in promoting creativity, critical thinking skills and collaboration as perceived by EFL student teachers. 25 EFL major student teachers in their fourth year, who took part in this qualitative focus group-based study, were enrolled in a 15-week EFL course where AI generative tools were introduced and integrated into the course to assist students in creating a poster. The data were collected from focus group interviews, targeting information about the student teachers' experience in utilizing these tools and their effects on fostering students' creativity, critical thinking skills and teamwork among their peers. Thematic analysis was used. Insights from the focus group interviews show that participants express positive attitudes towards AI tools, particularly in enhancing their creativity, critical thinking and collaboratively improving the quality of their final product. Despite acknowledging the positive effects of AI tools, participants highlight several concerns including excessive reliance and limited technical skills required to use this technology effectively. The study has implications for the successful integration of AI tools into future EFL classrooms and contributes to understandings of how student teachers perceive that AI can be creatively implemented in practice, harnessing the benefits as well as dealing with the challenges.

A Stylistic and Semantic Study of Artificial Intelligence and Human Literary Translation of Salinger's The Catcher in the Rye into Arabic

Lee Jung Ae , Majd Abu Shariha, Zaydun A. Al-Shara — Mon, 20 Oct 2025 00:00:00 +0800

The future of literary translation has become a major concern due to the rapid development and integration of artificial intelligence in creative and interpretive domains. This research performs a comparative analysis of the Arabic translation of J.D. Salinger's iconic novel The Catcher in the Rye, translated by Ghalib Halasa, and the Arabic translation produced by ChatGPT, developed by OpenAI. The study explores how both translations convey complex literary elements, including stylistic voice, cultural allusions, idiomatic expressions, and emotional resonance. The evaluation employs carefully selected excerpts of the text and relies on formal theories of translation. These include Vinay and Darbelnet's stylistic approach, Peter Newmark's semantic and communicative approach, and Eugene Nida's dynamic and formal equivalence. The results show that although ChatGPT achieves high lexical accuracy and syntactic fluency, it consistently ignores the pragmatic and cultural meanings of the source text. Halasa's human translation, by contrast, reflects cultural sensitivity, interpretive depth, and contextual awareness more in line with the goals of literary Arabic communication. The research contends that artificial intelligence, at present, lacks the creativity and skill to simulate human literary translation. By exploring the potential and limitations of AI for translating literature across cultures, this study contributes to the cross-disciplinary debates among the fields of Arabic literary studies, machine translation, and digital humanities.

Culture of the Balto-Slavic Border Area: Good / Bad in the Language Consciousness of Latgale Youth

Elvira Isajeva, Elina Vasiljeva — Thu, 23 Oct 2025 00:00:00 +0800

Recent cognitive studies on language and linguistic units lead to the conclusion that language, as a person's cognitive ability, plays a central role in processing, storing and transmitting not only various types of objective knowledge about the world but also evaluative knowledge. The topicality of the theme considered in the given article lies in the study of the specifics of the functioning of both Russian as a diaspora language and Latvian in the same cultural space of the eastern region of Latvia-Latgale. The study aims to characterize the ways in which evaluative judgments are expressed in the linguistic consciousness of young Russian and Latvian speakers on the basis of modelling and analysis of the associative field of the stimulus words good and bad. Theory and practice of associative experiment were used as a methodological basis for the study. The words good/bad were suggested as stimulus words. The reactions obtained as a result of the experiment were analysed according to linguistic and cultural-contextual characteristics; as well as the modelled associative fields of the stimulus words were considered as a fragment of the image of the world of the Russians and the Latvians living in the south-eastern part of Latvia, its motives and assessments. Data processing and analysis allow defining the evaluative words good/bad in Russian and Latvian linguistic worldviews as full-fledged evaluative categories in the perception of young Russian and Latvian speakers in Latgale, since in their linguistic consciousness, not only dictionary meaning is actualised, but also multilevel contextual connotations.

Translation Styles in Two Chinese Versions of A Bend in the River: A Corpus-Based Study through Bourdieu's Practice Theory

Xin Zhang, Rachel Suet Kay Chan, Raan-Hann Tan — Fri, 24 Oct 2025 00:00:00 +0800

This study adopts a corpus-based translation studies (CTS) approach to compare Fang Bolin's and Li Yongping's Chinese translations of A Bend in the River. A bilingual one-to-two parallel corpus was constructed with sentence-level alignment; quantitative indices include STTR, lexical density, four-character idiom frequency, syntactic restructuring profiles, and strategies for culture-loaded words. Using Bourdieu's practice theory, it examines linguistic and non-linguistic features through quantitative methods, focusing on differences in lexical richness, syntactic patterns, and translation strategies. The findings show that Li Yongping’s translation demonstrates higher lexical richness (STTR = 52.76%), greater frequency of four-character idioms (0.94%), and more active syntactic restructuring. In contrast, Fang Bolin's translation relies more on the syntactic strategy of direct correspondence (80.0%) and shows a higher proportion of high-frequency words (22.11%). The stylistic differences can be attributed to the translators' different field positions, cultural capital accumulation, and translation habitus formation. As a mature writer-translator, Li Yongping occupied a central position in the translation field, possessed rich cultural capital and a strong creative habitus, and tended toward a domestication translation strategy. Fang Bolin, by contrast, as a novice translator, occupied a peripheral position in the translation field, relied on academic capital and a conservative habitus, and tended toward a foreignization translation strategy. Interpreted through the field–capital–habitus lens, these contrasts move the analysis from description to explanation and point to implications for translator training.

The Concept of Mugham in the Azerbaijani Language

Mansura Shukur qizi Ahmadova, Rasim Arif oglu Heydarov — Fri, 17 Oct 2025 00:00:00 +0800

In this article music, one of the unique pieces has been studied as the means of expression of national values and folk thought in the conceptual system. Talking about Azerbaijani culture and Azerbaijani music, "mugham" that has a matchless importance and value mass is especially highlighted. Mugham's being accepted as a concept and being studied is one of the main objectives of conceptual linguistics. However, though up to the contemporary period, mugham has been studied in terms of structure and internal consistency and from philosophical, national and some several other aspects in the countries such as Azerbaijan, Turkey, Russia, Ukraine, Arabia, Germany and Iran, it still hasn't been investigated as a linguistic fact. From this point of view, mugham has been approached in a conceptual way in our research, its all-verbal base has been explained as a means of expression of Azerbaijani thinking. That is to say, mugham has been explored as a part of cultural thinking and all the internal structure of a mugham dastgāh has been interpreted from lexical and semantic aspects. It is worth pointing out that mugham has been involved in the research in a broad sense in this article. And each of the mugham dastgāhs is a topic of separate studies.

Intonational Features of the Azerbaijani Poetic Language

Sadagat Hasanova — Mon, 27 Oct 2025 00:00:00 +0800

Poetic language represents a distinct and elevated mode of expression that transcends conventional linguistic usage, aiming to convey the nuanced complexities of human emotion, aesthetic perception, and intellectual thought. In poetry, the communicative function of language goes beyond lexical semantics and is significantly enriched by prosodic features, including sound patterns, rhythm, intonation, and tone modulation. These phonetic elements play an important role in shaping the emotional and aesthetic dimensions of poetic discourse, thereby enhancing its expressive depth and influence. Among these prosodic features, intonation, especially tone modulation, plays a central role. It serves not only as a means of transmitting syntactic and emotional information but also as a structural tool that enhances the poetic function of language. Intonation in poetic texts embodies complex rhythmic and melodic patterns that critically influence both interpretation and perception. This study explores the main components of intonation in Azerbaijani poetic language. In Azerbaijani poetry, dynamic modulation of intonation emerges as a key aesthetic and rhetorical mechanism that contributes to both formal beauty and emotional resonance in verse. Ultimately, the study suggests that intonation serves as a crucial link between linguistic form and artistic function in poetry. The analysis of intonation patterns in Azerbaijani poetic texts facilitates the discovery of deeper semantic layers, helping to comprehensively understand the complex convergence of sound, structure, and emotion in poetic discourse.

Narrative Voice and Female Subjectivity: A Socio-linguistic Inquiry into Violence in Tarantino's Cinema

Luyin Cao — Tue, 21 Oct 2025 00:00:00 +0800

This study investigates how Quentin Tarantino's films construct discourses of female violence and subjectivity, focusing on Kill Bill (2003) and Inglourious Basterds (2009). It examines how the protagonists, Beatrix Kiddo and Shosanna Dreyfus, are positioned as active architects of violence who reclaim autonomy within within male-dominated social and narrative frameworks.Employing Critical Discourse Analysis (CDA), the study emphasizes the linguistic dimensions of speech acts, metaphors, and narrative framing, showing how language functions as a medium for resistance and the negotiation of gendered power relations. Beatrix embodies vengeance through direct combat, while Shosanna employs vigilance and silence as strategic tools; both approaches reveal different pathways to restoring subjectivity. Yet the empowerment they achieve is inherently paradoxical: their use of violence reproduces the traditional masculine models of aggression and retribution, blurring the line between liberation and conformity. This duality demonstrates that while Tarantino's female characters resist patriarchal constraints, they simultaneously embody its logic of power. The findings contribute to feminist film theory by providing a nuanced perspective on how language and violence together shape, challenge, and complicate the representation of femininity in contemporary action cinema.

Cognitive Style and Conceptual Modeling in the Poetry of Mukagali Makatayev

Aigul Amirbekova — Fri, 17 Oct 2025 00:00:00 +0800

The study of a poet's cognitive style offers valuable insights into the interaction between individual creativity, linguistic expression, and cultural perception. This article examines the cognitive style of Mukagali Makatayev, a prominent figure in modern Kazakh literature, whose poetry intricately combines personal experience, national identity, and metaphysical reflections. The relevance of this research lies in the growing interest in cognitive approaches to literary studies, which illuminate how poets structure thought, organize imagery, and convey complex emotions through language. The aim of the study is to identify and analyze the key cognitive models in Makatayev's poetry, including imitation, abstraction–concretization, iconic signs, and material symbolism. These models demonstrate how the poet perceives and interprets reality, shaping both the form and semantic depth of his poetic imagery. The novelty of the article consists in integrating cognitive linguistic analysis with literary interpretation, providing a systematic framework for understanding conceptual structuring and cognitive mechanisms in Kazakh poetry. The research employs qualitative content analysis, cognitive modeling, and figurative-language interpretation. Practically, the findings can enhance literary criticism, pedagogy, translation studies, and cultural preservation by offering tools to analyze poetic imagery and cognitive patterns. By revealing the underlying mechanisms of Makatayev's creative thinking, the study contributes to both the theoretical understanding of cognitive stylistics and the practical appreciation of national literary heritage.

Exploring the Potential of Artificial Intelligence in Supporting Dyslexic ESL Learners in Higher Education: A Theoretical Perspective

Wed, 22 Oct 2025 00:00:00 +0800

This paper examines how AI can transform the delivery of learning to dyslexic learners of English as a Second Language (ESL), specifically within higher education. It explores how dyslexia impedes the acquisition of a second language, particularly in relation to reading, comprehension, and writing. AI tools are opening new avenues that provide exciting opportunities for tackling these challenges, through personalized adaptive learning experiences that respond to each learner's differing needs. The paper employs a comprehensive survey of the literature on dyslexia, language learning, and AI in education, to identify key gaps in dyslexic learners support. AI-based tools, such as speech recognition, NLP and adaptive learning platforms, are also assessed in terms of optimizing ESL learning for dyslexic students. It also discusses some case studies where AI-based tools have been successfully integrated in ESL classroom. The study reveals that even though AI enhances learning and student engagement, it raises privacy, infrastructure and educator readiness issues. It concludes with strategic recommendations and advocates for a collaborative approach involving educators, technology This paper examines how AI can transform the delivery of learning to dyslexic learners of English as a Second Language (ESL), specifically within higher education. It explores how dyslexia impedes the acquisition of a second language, particularly in relation to reading, comprehension, and writing. AI tools are opening new avenues that provide exciting opportunities for tackling these challenges, through personalized adaptive learning experiences that respond to each learner's differing needs. The paper employs a comprehensive survey of the literature on dyslexia, language learning, and AI in education, to identify key gaps in dyslexic learners support. AI-based tools, such as speech recognition, NLP and adaptive learning platforms, are also assessed in terms of optimizing ESL learning for dyslexic students. It also discusses some case studies where AI-based tools have been successfully integrated in ESL classroom. The study reveals that even though AI enhances learning and student engagement, it raises privacy, infrastructure and educator readiness issues. It concludes with strategic recommendations and advocates for a collaborative approach involving educators, technology developers, and policymakers to harness AI's full potential in supporting dyslexic ESL learners, thereby promoting equitable access to educational opportunities.

The Pragmatic Functions of Xalasˁ in Jordanian Spoken Arabic

Oday Alshorafat, Manar AlHassi — Tue, 21 Oct 2025 00:00:00 +0800

This study aims to identify and classify the pragmatic functions of the discourse marker Xalasˁ (literally "enough") in Jordanian Spoken Arabic (henceforth JSA), a frequently used yet underexamined linguistic element. Despite its high frequency and wide functional range in everyday communication, Xalasˁ remains largely unexplored in existing research, which has primarily focused on other Jordanian discourse markers. The data for the present study were gathered through a mini-questionnaire, an extended questionnaire, and an acceptability judgment task, all validated by experts to ensure content and face validity. The findings reveal that Xalasˁ serves 14 distinct pragmatic functions, namely expressing approval, signaling the end of an action, ending a conversation, expressing reassurance, disapproval, anger, relief, surrender, understanding, ridicule, boredom, jealousy, fear, and attention-getting. However, these functions vary in frequency and acceptability across different speakers of Jordanian Arabic. The study concludes that Xalasˁ is a multifunctional discourse marker whose usage is highly context-dependent. The results hold significant implications for Arabic language instruction and intercultural communication. As the focus of this study is on JSA, future research may examine the pragmatic functions of Xalasˁ in other Arabic dialects (e.g., Syrian, Iraqi, and Egyptian) and investigate the role of non-verbal cues in shaping its pragmatic functions.

Documenting the Discourse Particle ʔaðʕaahir in Najdi Arabic

Eisa Sneitan Alrasheedi — Fri, 17 Oct 2025 00:00:00 +0800

This paper discusses the Najdi Arabic discourse particle ʔaðʕaahir (roughly: 'evidently', 'obviously', 'clearly') as an evidential marker. The primary goal of this paper is to provide a descriptively adequate account of this particle in Najdi Arabic. The paper first discusses the particle ʔaðʕaahir from a semantic point of view, showing that it does not contribute directly to the propositional content of an utterance since it does not provide an additional meaning. Rather, the presence of ʔaðʕaahir pragmatically provides a certain degree of epistemic certainty about the propositional content of the clause in which it occurs, thus expressing the speaker's certainty in relation to the utterance. Since ʔaðʕaahir has not been investigated before and deserves to be given special recognition by means of a proper description, the paper provides a theory-neutral syntactic analysis of this particle. The paper discusses several syntactic facts and observations regarding the syntactic position of ʔaðʕaahir within the clause, casting doubt on the view that it occupies a position in the verbal domain. It also discusses the observable distributional restrictions on the use of ʔaðʕaahir with regard to the complementizer ʔinn both in main and embedded clauses, supporting the assumption that ʔaðʕaahir must be located in a higher position syntactically.

Global Health Communication: Linguistics Strategies for Translating English Medical Texts into Urdu

Fri, 17 Oct 2025 00:00:00 +0800

This study explores the linguistic strategies of translation of Patient Information Leaflets (PILs) from English to Urdu language to enhance global health communication. The theoretical framework of the study is based on Skopos Theory and Nida’s Dynamic Equivalence, addressing linguistic complexity and cultural adaptation. Medical translations must balance technical accuracy with accessibility to ensure that non-specialist readers understand crucial healthcare information that is essential for human health. This research analyzes four PILs translated into Urdu to evaluate strategies such as paraphrasing, restructuring, selective omission, and addition. The findings of the study suggest that these techniques enhance readability while maintaining the functional purpose of medical texts. The study highlights how cultural adaptations, including region specific terminology and tone adjustments, improve comprehension and enhance patient adherence. The comparative analysis demonstrates that Skopos-aligned translation strategies successfully adapt medical content to different linguistic and cultural contexts. Furthermore, the research emphasizes the importance of maintaining medical accuracy while simplifying language to ensure that health communication remains effective. By integrating Skopos Theory’s purpose-driven approach with Nida's focus on audience reception, this study provides a comprehensive framework for the translation of medical texts for global audiences. The findings have implications for medical translation, health literacy, and patient safety, emphasizing the need for communication that is both culturally and linguistically appropriate.

Arabic Loanwords in the Language of the Zhyraus: Pragmatic Motivations and Stylistic Effects

Thu, 23 Oct 2025 00:00:00 +0800

This paper examines the usage of Arabic-derived loanwords in the poetic language of classical Kazakh zhyrau (traditional Kazakh bard) of the 16th–18th centuries, focusing on pragmatic motivations and stylistic effects. Prominent zhyraus such as Shalkiiz, Zhienbet, Marqasqa, Bukhar, Aqtanberdi, Tatıqara, Umbetei, Kotesh, and Shal frequently employed Arabic-origin terms in their tolgau (didactic poetic speech transmitted orally). We analyze why these poets integrated Arabic loanwords into their predominantly Turkic lexicon and how these borrowings enriched orality and literary style. Drawing on examples from the zhyraus' verses and on linguistic studies, we find that Arabic words were adopted to convey key religious and abstract concepts, to lend authority and erudition to the bard's message, and to achieve particular rhetorical effects. Pragmatically, the use of Arabicisms helped the zhyraus address their audience in culturally resonant terms-invoking Islamic values, reinforcing moral instructions, and aligning with the listeners' worldview. Stylistically, the loanwords contributed to an elevated "bookish" tone, enhanced the expressive depth of the poetry, and introduced novel sounds and imagery that made the performances more memorable. By situating these findings in the broader context of Kazakh linguistic history and literature, the study sheds light on the interplay between language contact and literary artistry in Kazakhstan's oral epic tradition. Furthermore, the findings provide practical insights that can inform contemporary Kazakh literature studies and enrich language education by highlighting the cultural and didactic functions of loanwords in poetic discourse.

Disrupting the Communicator Paradigm: Systematic Mapping of Artificial Intelligence in Contemporary Communication Theory

Vinda Maya Setianingrum, Pramana, Prahastiwi Utari, Rifqi Abdul Aziz — Mon, 27 Oct 2025 00:00:00 +0800

This study presents a systematic literature review (SLR) of 132 peer-reviewed articles to examine how artificial intelligence (AI) is reconceptualized as a communicator within contemporary communication theory. Drawing on Robert T.Craig’s (1999) seven communication traditions, the review maps how AI disrupts established models by acting not only as a medium but also as an active participant in meaning-making, emotional simulation, and symbolic interaction. Thematic synthesis reveals five dominant conceptual shifts: from human-centered agency to hybrid systems, from linear transmission models to algorithmic mediation, and from sender–receiver logic to co-constructed symbolic exchanges involving non-human actors. The analysis further identifies tensions across traditions concerning intentionality, empathy, authorship, and communicative ethics, underscoring the uneven uptake of AI across theoretical perspectives. Critical insights emerge regarding the ideological and infrastructural power of AI in shaping discourse, trust, and relational dynamics. In response, the study proposes an operational framework conceptualizing AI as a synthetic communicator encompassing dimensions of agentic presence, symbolic interlocution, affective simulation, and algorithmic mediation. This framework generates testable propositions for future empirical inquiry and bridges the synthesis with language-focused approaches such as pragmatics and discourse analysis. Ultimately, the review contributes a foundational synthesis and a roadmap for advancing communication scholarship in the era of intelligent systems, highlighting both opportunities for theoretical integration and challenges of ethical accountability.

Development of Peer Tutoring-based Worksheet in Elementary School to Enhance Students' Learning Outcomes in Indonesia Language

Wed, 22 Oct 2025 00:00:00 +0800

Many elementary students struggle with understanding and constructing procedural texts, which affects their overall Indonesian language proficiency, proved by the issue of poor comprehension and practical application of procedural texts among them. Present study aims to produce a valid, practical, and effective peer tutoring-based worksheet in enhancing students' learning outcomes in Indonesian language, including cognitive and psychomotor aspect. A developmental study using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model was applied, involving 87 fifth-grade students from three elementary schools in Bandar Lampung, Indonesia. The instruments included a validated test measuring cognitive and psychomotor skills, along with surveys and interviews to assess student and teacher perceptions. Data analysis involved N-gain calculations and paired sample t-tests. Results indicated significant enhancements in both cognitive (N-gain = 0.71, high; t-value = -19.461, statistically significant) and psychomotor aspects (N-gain = 0.60, moderate; t-value = -15.358, statistically significant). Teachers and students expressed high levels of interest and acceptance of the worksheet-based peer tutoring method. It means that integrating peer tutoring-based worksheets into the curriculum fosters interactive and student-centered learning, enhancing students' learning outcomes in Indonesian language, including cognitive and psychomotor aspect. Consequently, structured peer tutoring can serve as an effective instructional strategy, promoting deeper understanding and practical Indonesian language application.

Social Language Function and Identity Recognition in University Volunteer Service Education: A Case Study of China and Kazakhstan

Tue, 21 Oct 2025 00:00:00 +0800

This study investigates the role of language as a social function and identity marker within the framework of volunteer service education at universities in China and Kazakhstan. Set against the backdrop of the United Nations' Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 10 (Reduced Inequality), and SDG 17 (Partnerships for the Goals), the research explores how sociolinguistic approaches can illuminate the intersection between language use and identity formation among university student volunteers. By employing comparative case study methodology and drawing on survey and interview data, the study identifies both convergences and divergences in how volunteer participants in China and Kazakhstan experience and negotiate their social roles through language. Language not only mediates communication but also serves as a means of identity building and intercultural comprehension embedded within the framework of global citizenry that falls within the SDG global citizenship agenda. In both countries, the use of multiple languages—especially English and national/local languages— played a pivotal role in shaping volunteers' perceptions of themselves and others. The sociolinguistic analysis further reveals that the institutional context and national language policies significantly influence students' linguistic behavior and their perceived identity in volunteer roles. The present study contributes to this debate through its argument for the application of a sociolinguistic approach in service learning programs offered in universities. It provides policy and pedagogical guidelines on creating more inclusive, culturally sensitive, and linguistically competent volunteer programs that meet the Sustainable Development Goals at the global level.

From "Aqyl" to Reason: Challenges of Translating Kazakh Concept in Abai Kunanbayev's Works

Ulzhan Bailiyeva, Zhangara Dadebaev, Bibigul Dautova — Fri, 24 Oct 2025 00:00:00 +0800

This article examines the translation of the Kazakh concept aqyl (reason) in Abai Kunanbayev's prose (Book of Words) and poetry into English. As one of the author's central philosophical categories, aqyl encompasses intellectual and cultural dimensions that do not always find equivalents in English. The study aims to explore how the concept aqyl is represented in the source texts and subsequently reconfigured in translation. Methodologically, the study combines comparative textual analysis with cognitive-linguistic and metaphor-oriented approaches. The componential analysis makes it possible to distinguish the different semantic facets of aqyl, which are then traced in their English equivalents. The research identifies a wide range of translation equivalents (mind, reason, intellect, wisdom, conscience, advice, sage) and classifies them according to strategies such as literal rendering, functional equivalence, conceptual transfer, and metaphorical or poetic reframing. The distribution of these variants and strategies is presented in charts, which highlight the predominance of literal renderings but also demonstrate the important role of the interpretative approaches in maintaining conceptual richness and cultural nuance. These findings highlight the methodological challenges of translating culturally embedded concepts that lack direct equivalents in the target language. The study contributes to broader debates in translation studies on equivalence and cultural adaptation. The research shows how translator choices influence the reception of culturally specific concepts across languages and traditions. It further illustrates how translator choices shape the semantic and cultural reception of the author’s philosophical vision and underscores the need for approaches that balance linguistic accuracy with the preservation of conceptual and cultural depth.

Identity Construction of K-12 EFL Teachers in China: A Systematic Review

Jinying Huang, Huey Fen Cheong, Thanalachime Perumal — Fri, 17 Oct 2025 00:00:00 +0800

Language teacher identity has garnered significant scholarly attention, given its pivotal role in shaping pedagogical practices and teacher development. This systematic review examines empirical research on the identity construction of Chinese K-12 English as a Foreign Language (EFL) teachers since 2000. Departing from previous reviews confined to English-language databases, this study synthesises 52 empirical studies from both English and Chinese sources by thematic analysis, offering a more comprehensive analysis of the field. Findings reveal six major teacher cohorts explored in the literature: cross-border teachers/overseas returnees, novice teachers, participants in university-school collaborations, private-sector educators, second-career teachers, and rural practitioners. Two dominant research approaches emerge: one examines how teachers construct multiple identity categories to navigate diverse contexts, and the other traces the development of identity trajectories over time in response to various influencing factors. Discussion thereafter centres on these factors spanning three interrelated levels: the micro-level of individual experiences, the meso-level of institutional contexts, and the macro-level of sociocultural dynamics. To advance the field, the study advocates for identity-informed interventions in teacher education and calls for longitudinal, cross-generational research on the evolution of identity. The review concludes by urging teacher educators, policymakers, and researchers to integrate EFL teacher identity as a central consideration in future pedagogical practice, policy development, and scholarly inquiry.

The A Systematic Review of Automated Writing Evaluation (AWE) Systems on University Students' English Writing Performance

Jiapeng Du, Nur Rasyidah binti Mohd Nordin — Tue, 21 Oct 2025 00:00:00 +0800

Automated Writing Evaluation (AWE) systems, supported by advances in artificial intelligence and natural language processing, have become increasingly prominent in higher education as tools to enhance English writing instruction. This paper presents a systematic literature review of empirical studies published between 2020 and 2024 that examine the impact of AWE on university students' English writing. Following the PRISMA framework, 20 peer-reviewed studies were selected and analyzed across multiple dimensions, including writing performance, feedback types, and students' perceptions. Findings indicate that AWE systems generally improve surface-level writing features, particularly accuracy and fluency, while their effect on higher-order skills, such as content development, organization, and critical thinking remains limited. Comparative studies suggest that AWE feedback is efficient and consistent, yet often less effective than teacher feedback in fostering deep learning. Students' perceptions of AWE are mixed: many value the immediacy and convenience of feedback, while concerns about overreliance, limited adaptability, and occasional inaccuracies persist. Moreover, the lack of long-term, cross-cultural research highlights methodological and contextual gaps in the current literature. This review not only synthesizes the main contributions of existing studies but also identifies key challenges, emphasizing the need for more integrated, longitudinal, and learner-centered approaches. Several directions for future research are proposed, aiming to optimize the pedagogical potential of AWE systems and support their effective integration into university-level English writing instruction.