Forum for Linguistic Studies

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

Badriyya Al-onazi, Danya Shaalan — Thu, 03 Jul 2025 00:00:00 +0800

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

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

Muhajir, Sumarwati, Kundharu Saddhono — Thu, 03 Jul 2025 00:00:00 +0800

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

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

Rika, Sahat Siagian, Abdul Muin Sibuea, Deny Setiawan — Thu, 03 Jul 2025 00:00:00 +0800

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

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

YAQIONG MENG, Supyan Hussin, Harwati Hashim — Fri, 04 Jul 2025 00:00:00 +0800

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

Linguoconcentual Nature of Intellectual Parameters in Kazakh Legal Discourse

Altyn Bakytzhanova, Syrym Zhanzhigitov, Assem Yelubay, Aliya Mussabayeva — Wed, 09 Jul 2025 00:00:00 +0800

The relevance of the scientific article is conditioned by the need for a comprehensive understanding of the cognitive nature of legal discourse in the conditions of transformation of the Kazakh legal system and strengthening the role of language in legal regulation. The study is aimed at identifying and systematising the linguoconceptual features of such intellectual parameters as ‘kukyk’, ‘korgau’, ‘qorlau’, “adildik”, ‘tendik’, etc., which play a key role in the formation of legal norms, concepts and legal reasoning. Theoretical significance of the study lies in the expansion of the conceptual apparatus of linguoconceptology of law and clarification of cognitive-discursive models used in Kazakh legal language. The practical value of the study is manifested in the possibility of applying the results obtained in legal translation, legal education, examination of normative texts and forensic linguistics. This study offers a focused analysis of the semantic and intellectual dimensions of Kazakh legal discourse—an area that remains underexplored in current legal linguistic research. By highlighting how native speakers interpret legal concepts, the research helps bridge the gap between national legal language practices and international legal communication standards. It contributes to existing scholarship by offering insights that can enhance legal translation, support the development of linguo-legal frameworks, and inform policy-making in the digital age. Ultimately, this work lays essential groundwork for future interdisciplinary studies at the crossroads of linguistics, law, and cognitive science, promoting both the preservation and modernization of Kazakh legal language.

The Role of Gender and Year of Study on Learning Engagement in a Blended Learning Context

Xuan Di, Shuhan Ma, Chaoyu Lin — Fri, 04 Jul 2025 00:00:00 +0800

With the development of science and technology, blended learning (BL) has replaced traditional face-to-face teaching to become the mainstream learning mode in colleges and universities. This shift has led to the emergence of various teaching and learning challenges, particularly concerning students' learning engagement (LE) within the BL environment. Previous research indicates that students' learning engagement is greater in face-to-face teaching environments compared to online teaching modes. Conversely, some scholars hold a differing viewpoint. The purpose of this study was to investigate the factors that influence student engagement in blended learning environments, with a particular focus on the effects of gender and years of study. This research employed a quantitative approach utilizing a questionnaire, with a sample of 936 participants selected through random sampling. The findings revealed that there was no significant difference in LE between male and female students, but there was a significant difference in engagement between different years of study, with third-year students being significantly more engaged than students from other years of study in a blended learning context. Conversely, second-year students are significantly less engaged in learning than students in other grades. The research findings may provide theoretical support and practical guidance for educational reform in higher education institutions, promoting flexibility and personalization in teaching. The implications of the study were discussed.

Challenges in Translating English Phrasal Verbs: A gender case of EFL undergraduate students at Saudi Electronic University

Mohammad Husam Alhumsi, Saleh Belhassen, Soleman Alzobidy, Achwak Hamda — Tue, 08 Jul 2025 00:00:00 +0800

A review of existing literature reveals that phrasal verbs are inherently polysemous, possessing multiple interrelated meanings. Despite this well-documented characteristic, few studies have systematically explored how such polysemy influences second language learners’ comprehension and translation of phrasal verbs. Also, the current paper tackled the influence of gender, addressing a previously unexplored area. To bridge this research gap, the present study seeks to analyze the specific difficulties EFL learners encounter when translating polysemous phrasal verbs and determine whether gender significantly correlates with performance differences in semantic translation accuracy. This study used a quantitative research method and data were statistically analyzed. A total of 66 EFL student participants were given a test containing ten phrasal verbs that needed to be translated into the Arabic language. The results showed that 73.7% of EFL students do not struggle with translating English phrasal verbs and a small number of them (28.5%) experience semantic problems. In addition, the study concluded that there is a significant difference between EFL students’ scores of correct answers of semantic translation test and their gender. Such significance goes in favor of female participants. Future research involving other aspects of translation, such as pragmatic understanding, could provide deeper insights into translation difficulties pertaining to English phrasal verbs.

Code-Switching in Multilingual Societies: Significance, Patterns, Functions, and Sociolinguistic Implications

Fri, 11 Jul 2025 00:00:00 +0800

This study examines the phenomenon of code-switching within multilingual societies, emphasizing its patterns, communicative functions, and sociolinguistic implications. This study utilizes data gathered from various multilingual communities, specifically in India, Nigeria, and the United States. It employs both qualitative and quantitative methodologies to investigate the factors and motivations behind language switching among speakers. The results indicate that code-switching functions as both a linguistic mechanism and a social practice, intricately connected to aspects of identity, power relations, and cultural representation. Additionally, Multilingual communities serve as rich environments for linguistic innovation, characterized by the dynamic and intricate interactions of languages rather than their segregation into distinct categories. In these contexts, code-switching transcends its function as a simple linguistic mechanism; it serves as a significant process for the construction of identity, the negotiation of social dynamics, and the creation of meaning. In the contemporary context characterized by globalization, the prevalence of multilingualism has transitioned from a peripheral occurrence to a significant aspect of societal dynamics. The prevailing perspective has shifted significantly, moving away from simplistic interpretations towards more nuanced understandings that acknowledge code-switching as a complex and regulated linguistic phenomenon. The findings indicate notable patterns in both inter-sentential and intra-sentential switching, while also proposing potential implications for educational policies, digital communication, and sociolinguistic theory.

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

Thu, 03 Jul 2025 00:00:00 +0800

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

Goethe and Arabic Literature: Reception, Interaction, and Aesthetic Transformation

Nadia Naqrash, Ismail Suliman Almazaidah — Mon, 07 Jul 2025 00:00:00 +0800

This study investigates the dynamic intellectual and aesthetic engagement between the German poet Johann Wolfgang von Goethe and the Arab-Islamic literary tradition by analyzing West-östlicher Divan as a paradigm of East–West cultural dialogue. It focuses on three principal dimensions: Goethe’s reception of Arabic and Islamic texts, their integration into his poetic framework, and their reciprocal influence on modern Arabic literature and thought. Adopting a comparative analytical methodology, the study juxtaposes Goethe’s Divan with selected works of classical Arabic poetry, especially those of Ibn ʿArabi, Ibn al-Fāriḍ, al-Mutanabbī, and Hafez al-Shīrāzī. The analysis draws upon frameworks of cultural intertextuality and postcolonial theory to explore Goethe’s literary construction of the “self” and the “other”. The findings reveal that Goethe’s engagement with Arabic literature was both profound and artistically transformative. Rather than a superficial appropriation, his Divan constitutes a creative synthesis of Eastern Sufi poetics and German Romanticism. This synthesis influenced prominent Arab intellectuals such as Ṭāhā Ḥusayn, Adonis, and ʿAbd al-Raḥmān Badawī, reshaping Arab perceptions of the West and offering a model for transcultural literary dialogue. The West-Eastern Divan emerges as a seminal contribution to world literature and comparative aesthetics. It demonstrates that dialogue with the cultural “other” is not confined to translation or admiration but represents a collaborative aesthetic vision. Such interaction underscores literature’s potential to bridge civilizational boundaries while preserving the integrity of cultural identities.

The Three-Dimensional Debordering of Language Policies by AI Translation: Theoretical Modeling and Multicultural Cases from Complex Adaptive Systems

Pengfei Bao — Fri, 11 Jul 2025 00:00:00 +0800

This study employs Complex Adaptive Systems (CAS) theory to construct a Technology-Mediated Language Ecology (TMLE) framework, decoding how AI translation technologies restructure language policies through adaptive agent interactions and nonlinear emergence—two core principles of CAS. The TMLE model proposes a three-dimensional analytical framework (geospatial, socio-functional, and semiotic debordering), reimagining language policies as dynamic ecosystems where technological mediation and societal practices co-evolve. Taking the EU’s multilingual governanceand Egypt’s 2023 educational reform on dialectal Arabic as paradigmatic cases, the research demonstrates how adaptive agent coalitions—comprising governments, translation platforms (e.g., DeepL), and grassroots communities—collaboratively dismantle traditional policy boundaries. For instance, in the EU, neural machine translation (NMT) enabled a tripartite interaction among the European Commission, tech developers, and regional language activists, facilitating the rise of non-English languages in official domains. In Egypt, WhatsApp’s auto-transliteration tools, used by students and educators, compelling policymakers to recognize Egyptian Arabic (Masri) in digital literacy curricula, illustrating how bottom-up tech practices and institutional responses form a CAS-driven feedback loop. Through these cases, the study reveals that the traditional "territory-function" paradigm fails due to its static, linear logic, whereas the TMLE model—rooted in CAS’s principles of emergence and adaptive coordination—provides a robust framework for understanding tech-mediated language policy dynamics. The findings call for a shift from state-centric regulatory control to ecosystemic stewardship, where policies act as facilitators of adaptive linguistic networks rather than enforcers of rigid boundaries.

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

Xiaofang Zhang, Issra Pramoolsook — Thu, 03 Jul 2025 00:00:00 +0800

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

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

Jamilah Maflah Alharbi — Tue, 08 Jul 2025 00:00:00 +0800

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

Validation of Adapted Scales Assessing Affective Filter Hypothesis Among Second Language Chinese Learners

Wenting Bao, Farrah Dina Yusop — Thu, 10 Jul 2025 00:00:00 +0800

Affective factors, including anxiety, motivation, and self-confidence, significantly influence second language acquisition (SLA), yet existing measurement tools often lack cultural and linguistic specificity for non-English contexts. This study adapted and validated three scales, which are Foreign Language Speaking Anxiety Scale, Attitude and Motivation Test Battery (AMTB) Scale, and Foreign Language Self-Esteem Scale, under Krashen’s Affective Filter Hypothesis for international students learning Chinese speaking in China. Through a multi-stage process, including scale modification, back-translation, expert opinions, and pilot testing, the revised instruments demonstrated strong psychometric properties. Expert content validity assessments yielded CVIs above 0.7, and reliability analyses run in IBM SPSS Statistics 26 produced Cronbach’s α values above 0.8. Key modifications included removing redundant statements and localizing linguistic references to align with Chinese speaking contexts. The results validate the applicability of the Affective Filter Hypothesis to Chinese SLA, highlighting the necessity of culturally adapted tools to assess affective barriers and facilitators. The findings confirm that the adapted questionnaires effectively capture the key affective factors based on the Affective Filter Hypothesis in Chinese speaking settings. Researchers can employ these scales to further investigate affective influences on SLA, and educators can use the findings to tailor Chinese speaking instruction, foster higher motivation, bolster self-confidence, and reduce anxiety in the classroom.

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

Ribahan, Soni Ariawan — Mon, 30 Jun 2025 00:00:00 +0800

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