Forum for Linguistic Studies

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

Nashat Alshaboul — Tue, 29 Jul 2025 00:00:00 +0800

Digital communication has fundamentally reshaped the linguistic habits of young adults, particularly university students who engage extensively with social media platforms. Within this context, the use of acronyms and abbreviations has emerged as a defining characteristic of online discourse, serving not only communicative efficiency but also socio-cultural functions. This study aims to investigate the types, frequency, motivations, and communicative implications of abbreviation use among undergraduate students at Jadara University in Jordan. Employing a mixed-methods approach, the research combined data from a structured online survey completed by 200 students with qualitative content analysis of text message samples provided by 50 participants. The survey collected demographic details, social media usage patterns, and self-reported attitudes toward abbreviation use, while the content analysis examined the real-life deployment of these linguistic forms in digital contexts. Findings revealed a high prevalence of abbreviation use across platforms, particularly on WhatsApp and Snapchat, with "LOL," "BRB," and course-related codes like "MKT101" being the most common. Motivations included efficiency, informality, identity expression, and trend-following. Qualitative data underscored the contextual fluidity and occasional ambiguity in abbreviation use, while also reflecting creativity and social bonding. These results highlight the dynamic interplay between digital communication, language economy, and identity construction. The study contributes to a deeper understanding of youth sociolinguistics and digital literacy in Arabic-English bilingual settings, with implications for educators, linguists, and communication practitioners.

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

Fri, 25 Jul 2025 00:00:00 +0800

Technology integration in English language instruction has become essential in the digital age for the development of effective communication skills, particularly in writing. The effect of Digital Storytelling (DST) on improving the narrative writing abilities of BTech students learning English as a second language (ESL) is examined in this study. Based on metacognitive theory, which stresses learners'awareness and control of cognitive processes, the study investigates how DST promotes linguistic proficiency, creativity, and structured thinking. Two BTech student groups—the control and experimental groups—were evaluated during an eight-week intervention using a quasi-experimental design. The control group received traditional writing instruction, while the experimental group used multimodal tools like voiceovers, visuals, and narration scripts to complete DST tasks. Pre- and post-tests were given to evaluate students'progress in narrative writing using rubrics that emphasized vocabulary, grammar, coherence, organization, and creativity. The experimental group's narrative writing performance significantly improved, according to the findings, highlighting the contribution of DST to improving language proficiency, deeper engagement, and reflective thinking. By giving students a feeling of purpose and ownership, the incorporation of digital storytelling not only enhanced the writing process but also inspired students. This study confirms that DST can be a transformative pedagogical tool in ESL contexts, especially for improving tertiary-level learners'narrative competencies. In order to improve student outcomes and encourage greater engagement with writing assignments, future implications recommend integrating DST into regular curricula.

English Language Maintenance Among Indonesian Returnee Children: A Qualitative Study

Suharmoko, Syamsudarni, Abd. Rahman, Hasbullah, Miftahulfadlik Dabamona — Tue, 29 Jul 2025 00:00:00 +0800

The study examines the efforts and strategies employed by Indonesian returnee parents to maintain their children's English proficiency upon their return to their home country. With the increasing importance of English for educational and career opportunities, particularly in a globalized world, the role of parents in this context is paramount. It explores the parents’ beliefs, roles, and social factors influencing English language maintenance behaviors. The study included interviews, observations, and focus group discussions (FGD) with two Indonesian families who had temporarily stayed in Australia for educational purposes. The study found that parents'beliefs in the importance of English for their children's future, especially for education and job careers, shaped their behaviors and strategies for maintaining their children's English proficiency. Furthermore, the study identified varied personal strategies that the returnee families conducted to maintain their children’s English skills, such as using English as a main language for daily communication, especially at home, having extensive English exposure through digital technology such as YouTube video and Roblox games, and maintaining relationships and communication with friends in Australia. Besides, the study concludes that societal factors are crucial in supporting or hindering the maintenance of English proficiency among Indonesian returnee children. The findings suggest that while individual strategies are essential, external support systems play a significant role in sustaining language skills in a non-English speaking environment. This study contributes to the broader understanding of language maintenance in immigrant contexts, highlighting the importance of parental involvement and societal dynamics.

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

Nasaybah Walid Awajan — Tue, 29 Jul 2025 00:00:00 +0800

The study explores the effect of using flipped learning in teaching English Literature courses in higher education institutions. The study focuses on the use of flipped learning in synchronous and asynchronous online courses despite the technological application used. The study is based on the quantitative approach, where a questionnaire was distributed to 37 lecturers of English Literature in different Jordanian universities. These instructors were asked to use flipped learning in their online English literature courses. The results showed that flipped learning helped improve the students'language and content knowledge by providing them with more time to finish the pre-lecture material and more time to prepare for the lectures. It also allows teachers to provide the students with more resources that could be accessible to them at any time. It also shows how the use of flipped learning has increased the engagement of the students on the emotional,behavioral, and cognitive levels.

Early Language Behavior in a Diglossic Context: Code-Switching Between Standard Arabic and Najdi Arabic in Preschool Children

Majedah A. Alaiyed — Mon, 04 Aug 2025 00:00:00 +0800

This study investigated diglossic code-switching among 30 Najdi Arabic-speaking preschool children aged 4 to 6 years, focusing on gender differences in the direction and frequency of switching between Standard Arabic (SA) and Najdi Arabic (NA). Data were collected through an individual storytelling task in which each child listened to and retold three short stories in SA. The analysis focused on intra-sentential code-switching within verbal clauses, particularly switching from SA or NA verbs to SA or NA nouns to examine structural constraints. The results showed that both male and female children were capable of understanding and using SA despite limited formal exposure. Quantitative analysis revealed systematic switching, with a higher frequency of switches occurring from NA verbs to SA nouns, consistent with Eid's (1988) directionality constraints and Petersen's (1988) dominant language hypothesis. While switching from SA verbs to NA nouns was also observed, it occurred less frequently. Female participants showed a slightly higher overall use of SA,whereas male participants exhibited a stronger tendency to switch from SA verbs to NA nouns; however, the difference between the two groups is negligible. The study concludes by recommending further research into diglossic code-switching across different Arabic dialects, linguistic structures, and broader populations to deepen understanding of early bilingual development in diglossic contexts.

Linguocultural Aspect of English Phraseological Units With Numbers

Mon, 04 Aug 2025 00:00:00 +0800

This article presents a comprehensive linguocultural analysis of phraseological units containing numerical components, using material from both the English and Kazakh languages. The primary objective of the study is to identify the semantic,structural, and symbolic characteristics of these expressions and to examine their role in reflecting the national worldview and value system of the respective linguistic communities. Phraseological units with numerals are deeply embedded in the collective consciousness and serve as important carriers of cultural knowledge, historical experience, and social norms. The study employs a multi-methodological approach, including lexical-semantic analysis, cultural contextualization, comparative linguistic techniques, and analytical synthesis, allowing for a nuanced understanding of how these expressions function in different cultural and linguistic environments. The research reveals that numerical phraseological units are not random linguistic formations but culturally loaded constructs that convey metaphorical meanings, stereotypes, and shared beliefs. For instance, certain numbers may carry positive or negative connotations depending on cultural context, symbolizing luck, completeness, duality, or limitation. The contrastive analysis between English and Kazakh data uncovers both universal tendencies and culturally specific patterns in the use and interpretation of numerals in idiomatic language.The findings underscore the relevance of such expressions in shaping and transmitting national identity. The practical significance of the study lies in its potential application in fields such as foreign language teaching, translation studies,intercultural communication, and cultural linguistics. Overall, the research highlights the intrinsic connection between language and culture, emphasizing the value of phraseological units as tools for understanding and bridging cultural differences.

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

Nasrullah Abdullah, Nurdin Noni, Muhammad Basri — Fri, 25 Jul 2025 00:00:00 +0800

This bibliometric analysis explores the integration of Virtual Reality (VR) technology in English language instruction within higher education institutions. This study uses Publish or Perish (PoP) and VoS Viewers software. Publish or Perish was used to find out and analyse the article indexes by Crossref related to the virtual material teaching English in higher education institutions from 2019 to 2024, with a 1000-document limitation. Examining Virtual Reality (VR) resources for English language instruction in higher education reveals a heightened research interest, particularly during the pandemic. An analysis of 1,000 articles from 2019 to 2024 indicates a significant increase in publications concerning distance learning requirements. Collaborations among researchers exhibit robust networks, highlighting substantial themes such as pandemic challenges and the integration of immersive technologies. Virtual reality possesses the capacity to enhance student engagement; however, challenges related to infrastructure, cost, and accessibility must be resolved. Collaboration between educators and researchers is crucial to surmount these obstacles and leverage technology, ensuring a balance between conventional methods and innovative practices in English language instruction. Utilizing virtual reality (VR) materials in the instruction of English within higher education institutions offers promising prospects for transforming the conventional classroom into a dynamic and interactive educational environment. The ongoing advancement of technology necessitates further investigation and examination of virtual reality (VR) applications in education to fully utilize their capacity to enhance the teaching and learning process.

Plurals in Al-Munawwir dictionary: Presentation and Critique

Mohammad Alhroot, Areen Al-tarawneh — Tue, 29 Jul 2025 00:00:00 +0800

The "Al-Munawwir Dictionary" is one of the most prominent bilingual dictionaries (Arabic-Indonesian) widely used among Indonesian students, researchers, and in Islamic boarding schools. Despite its widespread usage and esteemed reputation among Indonesians learning Arabic as a foreign language, there is an urgent need to reassess its treatment of linguistic topics, particularly in regard to the handling of plural forms. This study aims to analyze the dictionary's approach to plural forms, critically evaluate them, and refinement to address its shortcomings. The study employed a comprehensive analytical and statistical approach, examining the entire dictionary and extracting entries that include specified plural forms. The statistical analysis revealed that the number of entries containing plural forms amounted to 3,164 words distributed across 1,354 pages. Furthermore, the total number of plural forms reached 4,055, with an increase of 891 plural forms due to the occurrence of multiple plural forms for certain words. Despite the positive aspects of the dictionary, the study found several morphological, Orthographical, typographical, and pluralization-related errors that could negatively affect the process of learning Arabic as a foreign language for Indonesian speakers. The study concludes that the dictionary requires a thorough revision and update to enhance its effectiveness in teaching Arabic to non-native speakers. This would contribute to more efficient and sustainable language learning, promote linguistic diversity, and encourage multilingualism, aligning with the goals of sustainable development (DSGs).

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

Herniwati, Murni Setianingrum, Nakanishi Azusa, Noa Funaki, Andria Pragholapati — Tue, 29 Jul 2025 00:00:00 +0800

This study analyzes the need for electronic modules (e-modules) in Japanese language learning at high schools, focusing on the integration of ICT to support independent learning. A qualitative descriptive approach was employed, with subjects consisting of Japanese language students and teachers selected through purposive sampling. Data were collected through in-depth interviews and open-ended questionnaires and analyzed using thematic analysis techniques. The findings revealed that the needs analysis for e-module development indicated a significant demand for interactive and easily accessible e-modules for students, as well as effective teaching tools for teachers. Based on the data analysis from the development stages, the results showed: 1) E-modules can be used independently and are learner-centered, 2) they are integrated with various audio-visual technologies and social media to train vocabulary, sentence patterns, and conversation skills, and 3) they are easily accessible. In the feasibility test results regarding media and content, the e-module received a "very feasible" category for use in independent Japanese language learning. During the implementation phase, feedback from educators and students in a limited trial class categorized the e-module as "excellent" for independent Japanese language learning. ICT integration through e-modules can enhance students' motivation and ability to learn independently while supporting teachers in the teaching process. This study provides a solid foundation for developing effective e-modules in Japanese language education in Indonesia.

Naguib Mahfouz Through Orientalist Perspectives: A Cultural Criticism Analysis of Western Interpretations

Mon, 04 Aug 2025 00:00:00 +0800

This study aims to trace the views of Orientalists on Mahfouz's literature, elucidating their approach to studying a model of Arabic literature and analyzing these views through the lens of cultural criticism, particularly through the concepts of the "self" and the "other." The study employed the descriptive-analytical method based on cultural criticism. The study revealed that Orientalists' opinions on Mahfouz'works were diverse, largely shaped by their preexisting ideas. They interpreted Mahfouz's works based on their social and cultural perspectives, often selecting elements that aligned with their own biases. Soviet Orientalist criticism was the closest to reflecting Egyptian reality and demonstrated a deeper understanding of and fairness toward Mahfouz. Meanwhile, European Orientalist criticism provided important insights into the influence of European philosophy and modern literature on Mahfouz's works, yet it was not free from the Western superiority complex toward the East. This perspective often failed to align with Mahfouz's artistic and creative capabilities or with the Egyptian reality, instead being filtered through a cultural intermediary who imposed their own ideological framework. Israeli Orientalist criticism, in contrast, focused on tracking the manifestations of Arab society, aiming to study and understand it as it is—ultimately with the intention of exploiting this knowledge. Naguib Mahfouz served as a mirror reflecting Egyptian society in particular and the Arab world in general, presenting a truthful image to both Arab and Western audiences. However, Orientalist readings of his literary output varied significantly. Some offered a fair and appreciative evaluation of his artistic and literary contributions, while others used their analysis to highlight cultural biases that elevated the Western world's modernity and superiority over the East.

Multimodal Semiotics and Cognitive Schema: A Grounded Theory Analysis of Political Cartoons in Shaping Government Image Perception

Jingyi Duan, Jiahe Peng, Ye Tao — Fri, 01 Aug 2025 00:00:00 +0800

With the shift from “textual narrative” to “visual expression” in the context of new media, cartoons have been increasingly used in political image building and political discourse dissemination due to their multimodal visual characteristics of graphic and textual bi-construction. The public’s perception of the political effect of cartoons is of great significance to the image building of the government. Based on Multimodal Semiotics and Cognitive Schema Theory, this study employs the Grounded Theory approach to explore how multimodal symbols in government-affiliated cartoons activate the cognitive schemas of the audience and subsequently shape their perception of government image. Through in-depth interviews with thirty interviewees from diverse occupational and political backgrounds, the study applied a systematic three-level coding process—open coding, axial coding, and selective coding—until theoretical saturation is achieved. The analysis reveals that: First, multimodal activation mechanism: the cartoonised image of the leader activates the cognitive frame of “friendliness”through exaggerated proportions and soft tones; Second, metaphorical embodiment: the image of the anti-epidemic “Dabai”builds up an all-white protective suit and a smiling expression through the cartoons; Third, cognitive load optimisation: the cartoon of the new health insurance policy replaces the complex text with a flowchart, which reduces the cognitive difficulty of understanding the policy. Based on this, we propose the “Symbol-Cognition Alignment Model”, which reveals the cognitive path of the government cartoons in reconstructing abstract governance concepts through visual-verbal symbol interaction.This model not only deepens the theoretical understanding of the symbol-cognition interaction mechanism in multimodal political communication but also provides practical guidance for government agencies to optimize visual policy communication and enhance the efficiency of public cognition.

Fixed Expressions in Arabic: Classification, Translation, and Linguistic Insights

Nibal Nabeel Nazzal, Yousef Abdulraheem Rababah, Muna Mohamad Abd-Rabbo — Wed, 30 Jul 2025 00:00:00 +0800

This study examined coined or fixed verbal expressions in Arabic. The 500 collected expressions, which are widely used in Arabic literature, popular proverbs, daily conversations, and religious texts, were classified and translated into English. The study provided simplified explanations and vowel notation for the words within these expressions to ensure proper pronunciation, along with contextual examples to enhance comprehension and expand accessibility for non-native speakers. The study offers a structured resource for learners of Arabic, helping both native and non-native speakers grasp commonly used fixed expressions. It facilitates cross-cultural communication and supports non-native speakers in understanding Arabic idiomatic language. The compiled glossary can serve as a reference for writers, journalists, and translators working with Arabic texts. It enriches Arabic lexicography by systematically documenting and categorizing fixed expressions while also providing insights into the structural and semantic patterns of Arabic idioms, proverbs, and formulaic expressions. By analyzing expressions from various sources, the study highlights how language reflects cultural and historical contexts. The English translations allow for comparative studies between Arabic and other languages, contributing to research in translation studies and interlingual pragmatics. The study supports curriculum development in Arabic language teaching by offering categorized, well-documented resources for educators and learners.

Acquisition of Language, Linguistics Via Computer (AI) in Higher Education Institutions and Its Effects

Mon, 04 Aug 2025 00:00:00 +0800

The ever-evolving realm of higher education offers revolutionary prospects for educators and learners through the merging of language studies, linguistics, and artificial intelligence (AI). This paper examines the interdisciplinary integration of these fields, highlighting their combined capacity to improve teaching methods, research innovation, and educational results in higher education institutions. The study initiates by analyzing conventional methods of language and linguistics instruction, pinpointing enduring pedagogical issues like student engagement, assessment precision, and linguistic diversity. It subsequently examines the transformative influence of AI technologies—such as natural language processing (NLP), machine learning, speech recognition, and automated evaluation—in tackling these issues. The paper illustrates how AI-powered technologies may customize learning, support multilingual education, and enhance linguistic research through a comprehensive examination of existing literature, theoretical frameworks, and case studies.

The Acquisition of English Indefinite Restrictive Relative Clauses by Lattakian Arabic Speakers

Buthaina Shaheen — Thu, 31 Jul 2025 00:00:00 +0800

One of the goals of second language acquisition research is to contribute to the development of a theory that can answer intriguing issues related to the role of first language in development and the extent to which universal principles of linguistic organization (universal grammar) guide the development of second language learners’ mental grammars for the target language. This study homes in on contributing to this goal by investigating how speakers of Lattakian Syrian Arabic acquire English indefinite RRCs. Based on the well-known properties of restrictive relative clauses in English, the account that best fits the data of English is the traditional operator movement analysis, while for Lattakian Syrian Arabic a clitic left-dislocation account offers the best fit. In this study, learners of different proficiency levels (as measured by an independent proficiency test) completed a grammaticality judgement task, a guided gap-filling task and a translation task. Results show partial first language influence at early stages of learning and persistent influence in later stages of learning, but specifically on properties that involve uninterpretable features. The findings largely support the theoretical position that argues for fundamental differences in native speaker and L2 syntactic representations. The implications of these findings for theories of second language acquisition are considered.

Attitude and Motivation Toward Learning Technology Assisted Essay Writing: A Study on Malaysian Form Four Students

Tue, 29 Jul 2025 00:00:00 +0800

Technology -assisted essay writing is applied to attract interest and give pleasure to students to write better essays. The objective of this study was to identify the attitude and motivation of students, and the relationship between the attitudes and motivation of form four students toward learning of technology -assisted essay writing. This study involved a total of 128 Form Four students as a sample using a simple random sampling in a public secondary school. This study applies the Socio-Educational Model from Gardner and Lalonde. This study employed questionnaire as a research instrument, which is divided into three part of questions. Part A related to the demographics of the respondents, part B focused on the students'attitude and part C emphasized on students'motivation toward learning technology assisted essay writing. Data gathered were analysed using SPSS version 26 to perform descriptive and correlation statistical analysis. The findings of the study showed that the students'attitude and motivation level toward learning technology-assisted essay writing was high. In addition, the relationship between students'attitude and motivation towards learning to write essays with the help of technology also highly correlate. This study has proven that students'attitude and motivation are the major factors that can affect student ability to master Malay Language specifically for producing good essays. This can encourage students to achieve great success in learning Malay Language and expand their think ability to write essay effectively.

Mapping Multimodal Linguistics Research: A CiteSpace Bibliometric Analysis

Yan Lu — Fri, 25 Jul 2025 00:00:00 +0800

Using a bibliometric analysis with CiteSpace, this paper examines the current state and developmental trends of multimodal linguistics research, focusing on 2536 references from the Web of Science database from 2013 to 2023. The study also considers publication trends, top countries, universities and authors, as well as the frequency of most cited journals and literature, research topics and emerging hotspots. The results show that the field of multimodal research has grown rapidly over the last ten years, with an average annual growth rate of 38% and a peak of 435 publications in 2023,demonstrating its rapid expansion in linguistics. Research hotspots include multimodal discourse analysis, visual grammar,multimodal pedagogical applications, social semiotics and multimodal cognition and perception. The field exhibits strong interdisciplinary characteristics, such as the integration of social semiotics with cognitive linguistics and the application of digital technologies. It can be stated that multimodal research is developing into a more integrated and interdisciplinary approach, reflecting the complex and dynamic nature of communication in today's world. Future research should focus on cross-cultural variations in modal usage, the construction of multimodal grammatical systems, and innovative applications in educational contexts. This research provides quantitative evidence for understanding the knowledge map of multimodal studies, offering insights for future research directions and methodological advancements.

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

Wed, 30 Jul 2025 00:00:00 +0800

In multilingual educational environments, such as those in Kazakhstan, integrating artificial intelligence (AI) into second-language teaching presents new pedagogical possibilities. This study investigates the impact of AI-powered writing tools on academic writing achievement, student engagement, and ethical awareness among second-year Information Technology (IT) students enrolled in a Russian as a second language course at the International Information Technology University (IITU). Based on Vygotsky’s Zone of Proximal Development (ZPD), the study employed a mixed-methods design, incorporating pre- and post-tests, student surveys, and reflective journals. An instructional model was implemented that integrated AI tools into a scaffolded writing pedagogy. Results showed a 23% increase in essay length (fluency), a 31% reduction in language errors (accuracy), and an improvement in lexical diversity (TTR) from 0.52 to 0.64. Surveys and journals revealed that students perceived AI tools as helpful for enhancing writing clarity and revision, but also expressed concerns about their ethical use and potential over-reliance. Reflective journal analysis showed a significant increase in students'ethical awareness, with 70% demonstrating an understanding of authorship, transparency, and academic integrity by the end of the course. These results suggest that when thoughtfully integrated within a framework aligned with students'ZPD, AI tools can improve academic writing outcomes while supporting metacognitive and ethical development. The study offers practical implications for AI-enabled language learning in digitally-focused, multilingual university contexts.

Perspectives on Superiority Humor towards Grammatical Errors

Fri, 25 Jul 2025 00:00:00 +0800

Superiority humor has its primary intent—to highlight a sense of dominance or intellectual superiority over others. It shows implicit or explicit effort to enhance one's status by drawing attention to the perceived flaws, errors, or inadequacies of the target, thereby establishing a hierarchy and power dynamics. This is characterized by its function to elicit humor through highlighting disparities in knowledge, competence, or social standing, ultimately presenting a sense of superiority for both the perpetrator and the audience. This study explored the use of superiority humor in classrooms to address grammatical errors among college students. College students (n = 17) were purposively sampled through a preliminary online open-ended questionnaire. Narratives were collected from a one-on-one interview process. The findings revealed that superiority humor, when perceived as mocking or judgmental, acted as a barrier to learning, leading to fear, defensiveness, and reluctance to engage in discussions. Students also viewed sarcastic corrections as attempts to establish superiority, which undermined their confidence and discouraged them from taking risks in language use. Furthermore, humor that seemed excessive or irrelevant to the lesson was perceived as unprofessional, thereby diminishing the credibility of both instructors and the learning environment. In terms of emotional impact, students reported feelings of embarrassment, self-doubt,and heightened perfectionism, particularly when the superiority humor emphasized their mistakes. Such reactions often resulted in decreased participation and an overemphasis on error avoidance, which hindered language development and self-expression. While humor can be a valuable pedagogical tool, its misuse risks alienating learners and reinforcing power imbalances, which undermines effective language.

Symbolic Violence in Patriarchal Language Culture Against Women: A Sociolinguistic Analysis of English Education Students in Indonesian Higher Education

Hamid Ismail, Saiful, Rina Asrini Bakri, Selvi Panggua — Fri, 01 Aug 2025 00:00:00 +0800

This study examines the manifestation of symbolic violence within patriarchal language culture against female students in English Education departments at Indonesian universities, specifically focusing on Universitas Muhammadiyah Makassar. Utilizing Pierre Bourdieu's theoretical framework of symbolic violence and habitus, this qualitative research investigates how language serves as a tool of gender based oppression in academic environments. Through semi-structured interviews with three participants (two female and one male student) and ethnographic observations, the study reveals persistent gender-based linguistic discrimination despite students'theoretical understanding of gender equality concepts. The results demonstrate that certain vocabulary items, particularly profanity and emotional expressions, remain predominantly accessible to male students, while female students face social sanctions for using similar language. Three primary forms of symbolic violence were identified: restrictions on specific vulgar terminology (“telaso,”“sundala”), differential standards for emotional expression, and gendered expectations in formal address (“you”vs. “we”). The research identifies emotional states, humor, and disappointment as key triggers for these linguistic manifestations. The implications extend beyond mere language use to encompass broader patterns of gender subordination that reproduce patriarchal power structures within educational settings. This study contributes to the understanding of how symbolic violence operates through everyday linguistic practices, highlighting the need for critical awareness of gendered language norms in Indonesian higher education contexts. The study results demonstrate that formal gender education initiatives, while present, have proven insufficient to eliminate deeply embedded cultural practices that perpetuate linguistic inequality, indicating an urgent need for more comprehensive institutional approaches to addressing symbolic violence in academic environments.

The Symbolism of Shoes in Heritage, Art, and Literature: A Semiotic Study

Tue, 05 Aug 2025 00:00:00 +0800

This study aims to trace literary and non-literary examples and references that center on the shoe as a symbol—whether those that have gained prominence within Arab culture or universally across cultures. It seeks to analyze this symbol within its appropriate historical and social contexts, shedding light on its overt and hidden meanings, as well as the symbolic connotations of the shoe that influence both the conscious and unconscious minds of speakers across various discourse types and genres. The study employs a semiotic approach to analyze the shoe's symbolism, supported by a socio-historical perspective. Drawing on a variety of sources, it reveals the full impact of the shoe's meanings within the examined contexts. The study concludes that the shoe holds a central position in human thought—not merely in terms of material utility but also in intellectual and cultural dimensions. Some examples uncover historical and social layers unique to specific eras or groups, while others demonstrated global resonance, becoming ingrained in the collective memory across societies. Conversely, some remained confined to their own cultural or temporal environments. The shoe's symbolism extends into philosophy, art, and literature, where creators have employed it in diverse ways, making it a significant marker in human thought—whether in religious texts, artworks, or literary works. The study illuminated multiple meanings associated with the shoe, including defilement, degraded subordination,punishment, comfort, poverty, stinginess, and humiliation, among others.

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

Tue, 29 Jul 2025 00:00:00 +0800

This study investigates the linguacultural speech patterns of characters in the Marvel Cinematic Universe (MCU) and the challenges associated with their translation. Through a detailed linguacultural analysis of selected MCU films, it examines how character speech serves as a marker of cultural identity, social status, and professional background. Particular attention is given to how these elements manifest through lexical choices, idiomatic expressions, slang, sociolects, and intertextual references. Speech is categorized according to cultural, social, and professional markers, with emphasis on the inclusion of non-American cultural expressions, generational language features (such as youth slang), and context specific linguistic variations that contribute to character development and narrative authencity. The study examines the translation strategies, applied in official dubbed or subtitled versions, focusing on domestication and foreignization as key approaches to cultural adaptation. Findings suggest that although humor, sarcasm, and general tone are often preserved, many character-specific cultural distinctions and identity markers tend to be simplified or lost in translation. This loss can influence how non-English-speaking audiences perceive individual characters, particularly in terms of their distinctcultural or social identity. By addressing these issues, the research contributes to discussions in audiovisual translation theory, intercultural communication, and the representation of cultural identity in globalized media storytelling.

Impact of L1 Salar and L2 Mandarin Transfer on L3 English Grammar Acquisition Among Trilingual Salar Students

Xiaoyan Han, Hema Vanita Kesevan — Wed, 30 Jul 2025 00:00:00 +0800

In China's multilingual context, third language (L3) acquisition among ethnic minority groups remains underexplored. This study examines the impact of language transfer on English grammar acquisition among Salar students, whose first language (L1) is Salar, second language (L2) is Mandarin, and third language (L3) is English. Drawing on the Contrastive Analysis Hypothesis and Trilingual Acquisition Theory, the study investigates the transfer effects of L1 Salar and L2 Mandarin on L3 English grammar learning. The sample consisted of 50 students whose L1 is Salar and 50 students whose L1 is Mandarin, with data analyzed using SPSS. Results reveal significant differences between the two groups in English grammar acquisition, with L1 Salar students exhibiting a higher error rate in sentence writing. Further analysis reveals that, contrary to Hypothesis 2, L2 Mandarin exerts a stronger negative influence on the English writing of Salar L1 students, although L1 Salar also contributes to transfer effects. This study highlights the significant role of language transfer in the language acquisition of ethnic minority students, with a particular focus on the English learning of Salar students. The findings provide empirical evidence for understanding the impact of language transfer on English grammar acquisition and offer important implications for future language research.

On Audiovisual Translation from the Perspective of Multimodal Discourse Analysis: A Case Study of Wolf Warrior 2

Jing Ning, Xiaoxin Mo — Sat, 02 Aug 2025 00:00:00 +0800

In today's globalized world, the exchange of audiovisual products across cultures has become increasingly frequent.This research, by utilizing a comprehensive framework of Multimodal Discourse Analysis (MDA), aims to examine the subtitle translation of the Chinese action film Wolf Warrior 2 in the context of cross-cultural audiovisual translation by integrating linguistic components (words, grammar, semantics) with non-verbal components (facial expressions, body language, sound effects) to bridge cultural disparities. Subtitle translation, as an important means of audiovisual translation, not only needs to convey the literal meaning of the original text but also has to consider the integration with various non-verbal elements in the film. These non-verbal elements play a crucial role in expressing emotions, attitudes, and cultural connotations. Through a meticulous analysis of MDA principles and multimodal interactions in the film, this study puts forward effective translation strategies that take into account the cultural background of the target audience, the intended meaning of the original text, and the audiovisual context to enhance cross-cultural communication and foster a more profound global comprehension of the film’s content. This research not only makes contributions to the field of audiovisual translation but also enriches the discourse on cross-cultural communication in the globalized media environment.

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

Qingli Meng, Rafizah Mohd Rawian — Fri, 25 Jul 2025 00:00:00 +0800

Eye-tracking (ET) technology has become an important tool in second language (L2) reading research, yet a lack of comprehensive review studies highlights the need to systematically examine its applications and future directions in this emerging field. This study systematically analysed 32 ET papers, including ScienceDirect, Scopus, Wiley Online Library, SpringerLink, Google Scholar, and the ACM Digital Library, over the last decade to investigate the use of ET technologies in reading research. The study's findings identified seven domains for the use of ET technology in reading research, with strategy research and comparison research emerging as the predominant research paths. The methodologies used in ET study on reading were also recognised. Among them, fixation length, saccade, reading time, and regression were the most frequently used metrics. This review deepens our understanding of how ET technology is applied in English reading research at university, informs the design of more targeted and methodologically sound experimental studies, and promotes the adoption of broader, more diverse, and multimodal research approaches in future investigations.

Improving Pre-service students'Pronunciation with Shadowing Technique

Fri, 25 Jul 2025 00:00:00 +0800

This study investigates the effectiveness of the shadowing technique in enhancing pronunciation skills among pre-service teachers at the Universidad Técnica Estatal de Quevedo, Ecuador. Recognizing the persistent challenges that Ecuadorian EFL (English as a Foreign Language) learners face in acquiring proficient and intelligible pronunciation, this research focuses on applying the shadowing technique to improve their overall oral communication abilities. Shadowing, which involves the immediate repetition of heard speech, has gained attention for its potential to develop listening and speaking skills simultaneously. By employing a quasi-experimental design, the study enlisted 39 pre-service teachers who engaged in a structured ten-week shadowing intervention program. Participants were divided into control and experimental groups, with the latter partaking in intensive shadowing sessions based on curated audiovisual materials that reflected authentic spoken English. Pre-test and post-test assessments were conducted to measure changes in pronunciation using a comprehensive rubric that evaluated intelligibility, articulation of individual sounds, word and sentence stress, rhythm, and intonation patterns. Results indicated statistically significant improvements in all phonological aspects among the experimental group, surpassing those observed in the control group. This study contributes to the growing body of empirical evidence supporting the efficacy of shadowing as a pedagogical tool, especially for EFL contexts, and highlights its value in pronunciation-focused language instruction.

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

Belfjore Zifla, Manjola Brahaj Halili, Eris Rusi — Fri, 25 Jul 2025 00:00:00 +0800

This article analyzes the autobiographical work of Petro Marko through a linguistic and discourse-oriented methodology, focusing on the interplay of memory, self-construction, and narrative discourse. The interview format functions as a metadiscursive strategy that challenges traditional autobiographical linearity, emphasizing a dialogic engagement between different temporal selves. Linguistic and stylistic features foreground the subjective perception of lived experience, highlighting the author's artistic mediation of memory and identity. The episodic structure of the text is explored as a narrative strategy that privileges subjective meaning-making over chronological coherence, contributing to the renewal and modernization of the autobiographical genre. By examining the linguistic mechanisms that sustain self-reflection and shape autobiographical truth, the study positions autobiography as a performative act of identity negotiation within a specific historical and cultural context. The linguistic and stylistic choices reflect the challenges of narrating both personal and collective histories under ideological constraints, against the sociopolitical backdrop of the author's time. Marko's narrative articulates both aesthetic control and personal authenticity, asserting autobiography as a sincere act of self-discovery.The theoretical framework draws on Roy Pascal's conception of subjectivity in autobiography and Nietzsche's notion of self-construction. Particular attention is given to the roles of interviewer and interviewee both enacted by the aging author as a performative device that enables layered self reflection and the emergence of a multifaceted narrative voice.Through its fragmented architecture and metadiscursive devices, Marko's text reconfigures autobiography as a dynamic site of memory, identity, and historical representation.

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

Muthuhadini Lufuno Muavha, Thenjiwe Meyiwa — Fri, 25 Jul 2025 00:00:00 +0800

This study examines how Vuwani women and men perceive the use of derogatory Tshivenḓa proverb, with a focus on gender disparities. Women in Vuwani are often degraded in proverbs, while men are portrayed more favorably. Given the prominence of gender-based violence in current affairs, it is crucial to revisit the use of derogatory proverbs, particularly those directed at women. The main aim is to educate the next generation, particularly young boys in the community of Vuwani, to shy away from using derogatory proverb when referring to women. Women form part of a big community in Vuwani, and thus, they are important, and they should be treated equally to men. A qualitative approach was adopted to better understand the phenomenon of examing how Vuwani women and men perceive the use of derogatory Tshivenḓa proverbs. The study purposively selected 18 participants from Vuwani. Face-to-face, semi-structured interviews were used to collect data. In addition, the data was analysed thematically. The study is grounded in masculinity theory. The results highlight how male dominance has historically been perpetuated by proverbs. Moreover, it was discovered that Vhavenḓa women are the victims of gender-based violence, which they attribute to the usage of derogatory proverbs towards them. Among the Vuwani community, which comprises members of the Vhavenḓa culture, the study revealed that masculinity is associated with greater freedom of behaviour, as men are not subjected to the same negative labelling as women. The study recommends a reevaluation of Tshivenḓa derogatory proverbs.

Integration of Applied Linguistics, Neuro-Linguistic Programming and AI: Interactional Competence in ESL Group Discussions

Tue, 05 Aug 2025 00:00:00 +0800

Integration of multimodal strategies has emerged as a dynamic approach in advancing group discussion skills (GDS) of English language learners, job seekers, and professionals in today's globalised and technology-driven world. This study tested the impact of an integrated multimodal approach of forty hours to advance ESL learners'proficiency in GD skills. The program included ten-hour sessions each of Neuro-Linguistic Programming (NLP) integrated classroom activities, Artificial Intelligence (AI) assisted training, multimedia-assisted sessions, and practical sessions. This study was initiated with the training of two different experimental groups of thirty-seven learners who were chosen, trained and analysed as two groups using a single experimental group design. Post-test questionnaires were used to assess the framework's efficacy after the study and pre-test quantitative questions were used to gauge the learners'baseline GD ability level. Subsequently,qualitative questionnaires were administered to the learners to collect feedback on their learning experiences following the study period. To compare group discussion skills’ scores before and after the test, paired t-tests were used. The learners'test performance after the study showed a substantial statistical difference compared to their learning experiences before the study. They excelled in their final employability viva exams. Two-sample t-tests were conducted to check the impact of the multimodal intervention. The findings demonstrated that the chosen learners'experiences with this model regarding learning GDS were significant. The research confirms that this model can be effectively employed among ESL learners to enhance their GD skills, thereby making them more employable individuals.

A Comparative Study of Non-English Major Saudi Students’ Perceptions Toward Using Arabic in Teaching English as a Foreign Language

Abdullah Alshayban — Thu, 31 Jul 2025 00:00:00 +0800

In this paper, I examined gender dynamics in Saudi students' perceptions of the use of their first language (L1; Arabic) in English classrooms. Using a mixed-methods approach, I used a questionnaire with 400 students (200 men, 200 women) that assessed their attitudes towards using L1 for vocabulary, grammar, classroom atmosphere, anxiety reduction, and teacher approachability. There is a lot of gender difference: Females report much more positive attitudes toward L1 use on all factors, especially for vocabulary, grammar, anxiety reduction, and teacher approachability. L1 gives reassurance and lowers anxiety for women, who value it qualitatively, but men prioritize L2 exposure and L2 proficiency (hence express less of a preference for L1). Overall, while the differences in classroom atmosphere are not statistically significant, the broad patterns of the findings indicate that women are more likely to perceive that L1 use helped to reduce anxiety and to facilitate comprehension. These findings reinforce the notion that gender influences the ways in which learners view language learning strategies. This study contributes to existing literature by providing more recent evidence from Saudi context, taking into account further consideration of the role of gender and the provision of linguistic support in the EFL classrooms. Strategies for teaching men and women could be revised taking into account these gender-specific differences to better meet emotional and cognitive needs (for example, perhaps women need to be able to use L1 to some extent but in a strategic way), which could in turn promote engagement and make it easier to overcome barriers stemming from EFL.

AI-Enhanced Academic Speaking Skills: A Qualitative Investigation of Digital Tool Integration in Indonesian EFL University Context

Mon, 04 Aug 2025 00:00:00 +0800

Academic speaking proficiency represents a critical competency for English as a Foreign Language (EFL) learners in higher education. Traditional skill approaches often fail to provide adequate individualized feedback and authentic practice opportunities, particularly in resource-constrained Indonesian university contexts. This qualitative case study explores the use of artificial intelligence (AI) technologies in academic speaking and how they affect the development of oral competency, self-assurance, and independent learning practices in EFL learners. We used a qualitative case study approach to gather information from 15 second-year English education students at a private Indonesian university over the course of six weeks through semi-structured interviews, systematic classroom observations, and artefact analysis. Structured speech initiatives incorporated artificial intelligence (AI) techniques such as ChatGPT, text-to-speech programs,and pronunciation feedback systems. The six-phase theme analysis framework developed by Braun and Clarke, validated by several researchers, was used to analyze the data. The analysis revealed four main themes: increased learner autonomy and self-regulation, improved pronunciation and fluency through instantaneous AI feedback, improved self-confidence through nonjudgmental practice environments, and ongoing difficulties with vocabulary acquisition and the development of metacognitive strategies. AI-assisted speech projects show great promise for improving academic speaking proficiency among EFL learners, especially in the areas of targeted skill improvement and confidence building. However, effective integration necessitates thoughtful educational design that maintains human connection for the development of pragmatic and cultural competence while addressing enduring difficulties in lexical development and metacognitive strategy abilities.

Disseminating Fake News Through Translation: Critical and Ethical Concerns

Sami Abdullah Hamdi, Vipin Kumar Sharma, Wael Ali Holbah — Wed, 30 Jul 2025 00:00:00 +0800

Misinformation has been a global challenge for information and news exchange. Recognizing such a challenge, the UN has expressed concerns about the consequences of misinformation. Unfortunately, the problem is exacerbated when international news is subjected to deliberate modification or interference during translation culminating in reproducing fake news into the target language. The phenomenon has developed more with the spread of fake news in recent years. It is worth noting that the Arabic translation of some foreign news is significantly modified though widely spread especially in social networks. Such a situation requires serious attention to help control misleading news translation. This study addressed the spread of fake news through translation from a critical and ethical perspective. To this end, a set of original news stories and their corresponding manipulated or modified versions in Arabic were collected and examined. The modification strategies were investigated in light of Bielsa and Bassnett’s (2009) news translation strategies, followed by a critical discourse analysis using the sociocognitive approach proposed by van Dijk (2014, 2015). The results uncovered manipulation strategies such as Hyperbolization, negative other-presentation, framing, and blame transfer. The relevant ethical issues were stressed to raise awareness of translation ethics as a core principle in translation. The study outcomes are useful for researchers and the concerned public and private organizations as a first step toward developing tools to counter the proliferation of fake news through translation.

Gender Representation in SMILE Series: A Critical Study of Gender Roles and Bias

Osman Hassan Osman, Mahmoud Abuoaf, Ahmed Hamed Al Rahbi — Fri, 01 Aug 2025 00:00:00 +0800

Gender representation in textbooks is currently receiving increasing attention in the literature of foreign language teaching and learning. Despite this interest in gender representation in EFL materials, little attention has been paid to locally developed textbooks. This study investigates the portrayal of gender in the Sudanese SMILE course books, with focus on Books 8 and 9, which are designed for intermediate-level students. It also explores how these portrayals influence students’ self-perceptions and their understanding of gender roles. A qualitative approach, using thematic analysis, was adopted to analyse the texts, examining the extent to which the book addresses gender issues. The findings revealed that several lessons adhere to traditional stereotypes, portraying females in roles deemed socially acceptable, such as in healthcare, teaching, or performing domestic tasks like cleaning, cooking, and baking. In addition, the books seem to emphasize same gender relationships, e.g., male-male and female-female interactions. Furthermore, the Sudanese cultural diversities are absent from the course book. The results of the study contribute to an understanding of how the textbooks challenge the traditional gender stereotypes and help in promoting cognitive developments of teenagers. Practical recommendations were offered to educators and syllabus designers to write future textbooks that promote gender equality and inclusivity.

Linguistic Strategies in Health Behavior Promotion Programs: Enhancing Cognitive Abilities in Elderly Participants

Wed, 30 Jul 2025 00:00:00 +0800

Cognitive decline is a prevalent issue among elderly individuals, affecting memory, comprehension, and problem-solving abilities. Effective interventions that integrate linguistic strategies are essential in promoting cognitive resilience and overall well-being. This study evaluated the impact of language-based health behavior promotion programs on enhancing cognitive performance among elderly participants. A quasi-experimental design was employed with 60 elderly participants divided into an experimental and control group. The experimental group participated in a structured program that utilized specific linguistic strategies and cognitive training exercises to promote cognitive health. The control group continued their usual activities without linguistic interventions. The experimental group demonstrated significant improvements in all cognitive domains, including a 4.4-point increase in MoCA scores (t = 6.18, p < 0.01). Participants showed notable improvements in memory, comprehension, and problem-solving, with linguistic strategies enhancing their ability to process and retain information. The findings emphasize the effectiveness of incorporating linguistic strategies into multi-domain health behavior promotion programs.

Literary Legacy and National Identity: Exploring Kazakh Consciousness Through Poetry

Mon, 28 Jul 2025 00:00:00 +0800

Mashkhur-Zhusup Kopeev, a prominent Kazakh scholar, poet, and ethnographer of the late 19th and early 20th centuries, made significant contributions to the development of Kazakh national consciousness through his literary works. This study examines the features of national consciousness in Kopeev's poetry, highlighting his role as an innovator of the Kazakh literary genre and his introduction of new ideas. The research emphasizes the importance of considering the socio-historical factors of the epoch reflected in Kopeev's lyrics and understanding the peculiarities of everyday life,culture, traditions, and national perception of the ethnos in conjunction with the poet's creative reincarnation. The stylistic originality, ideological and artistic features, and philosophical, moral, and aesthetic aspects of Kopeev's poetry are explored, along with the origins and traces of Kazakh folklore and Zhyrau poetry's influence on his work. Kopeev's handwritten legacy, including genealogies, epics, zhyrau, dastans, and historical songs, is valuable for its historical authenticity and genealogical style. His works reflect a deep understanding of justice, freedom, and faith, addressing the social realities of his time and the impact of Russian colonial influence on Kazakh life and culture. Kopeev's literary legacy encompasses a wide range of topics, including national spirit, heroism, identity, and the pursuit of independence, which continue to resonate with modern Kazakh youth. This study aims to fill the knowledge gap by examining the relationship between Kopeev's poetry and Kazakh national consciousness, providing a comprehensive understanding of his literary legacy's impact on Kazakh identity.

From Assistance to Over-Reliance: Rethinking ChatGPT's Role in Grammar Learning

Fatmah A. Alqahtani, Asma Mohammed Abumalik — Tue, 05 Aug 2025 00:00:00 +0800

This study examines a notable trend among language learners: their reliance on ChatGPT bots for generating grammatical information. The use of these tools reflects a positive response to advancements in technology. While the study acknowledges the benefits of ChatGPT in facilitating learning for both teachers and students, it also addresses a critical concern: the accuracy of the information provided by these bots. Some students may assume that the information from ChatGPT is always reliable, leading to an over-reliance on its outputs, particularly regarding grammatical concepts.To investigate this issue, the study analyzed 12 randomly selected ChatGPT bots, each responding to a grammatical query. The results revealed a concerning lack of accuracy, with scores ranging from 0% to 80%, and none achieving a perfect score of 100%. To further understand user awareness of these limitations, two questionnaires were distributed to language instructors and learners. While both groups recognized the utility of ChatGPT, instructors expressed significant concern over students'misconceptions and their over-reliance on these tools. Acknowledging the limitations of ChatGPT, instructors are actively warning their students about those limitations, which is crucial for their effective learning. Given that learners often feel confident in ChatGPT's reliability, educators need to establish guidelines for its appropriate use in the classroom to mitigate over-reliance. Additionally, experts in various fields could provide references and resources that enhance the accuracy of information generated by such tools, making them more valuable for users across different specialties.

Investigating the Effects of AI and Teacher-Based Explicit Correction on Learner Autonomy and Grammatical Accuracy

Khalid Rokan Mansoor, Khorshid Mousavi, Afsaneh Shokri — Mon, 04 Aug 2025 00:00:00 +0800

This study investigates the effectiveness of AI-based and teacher-based explicit correction on grammatical accuracy and learner autonomy among Arabian EFL learners at the university level. A total of 75 students were initially selected, but following a proficiency test, 54 homogenized EFL learners in terms of general English knowledge were divided into three groups: AI-based explicit correction (via ChatGPT), teacher-based explicit correction, and a control group with no feedback on grammar. The study employed a pretest-posttest design with grammar tests and an autonomy questionnaire administered before and after the intervention. Participants in both experimental groups were provided feedback on grammatical points like conditional type one, conditional type two, and active/passive voice through either AI tools or direct teacher feedback, while the control group received no feedback on the grammatical errors produced in writing texts. Results from the Kruskal-Wallis and ANOVA tests indicated that AI-based corrective feedback significantly improved both grammatical accuracy and learner autonomy compared to teacher-based feedback and the control group. These findings emphasize the potential of AI as an effective tool for enhancing language learning outcomes. The significance of the current study goes back to the role of AI and how it can play an influential role in both improving students'grammar and assisting them to become more independent and self-directed learners, which is an increasingly important skill in today's world. The implications for pedagogy and future research in technology-enhanced language learning are also discussed.

Epistemic Multiplicity and Semantic Warfare: Kidung Rumekso Ing Wengi as Heterotopic Text in Contemporary Javanese-Islamic Practice

Muhammad Abdullah, Onok Yayang Pamungkas — Fri, 01 Aug 2025 00:00:00 +0800

This study examines Kidung Rumekso Ing Wengi [Song of Protection for the Night] as “heterotopic text”—a discursive space where competing epistemologies coexist without synthesis, challenging dominant paradigms in religious studies. Employing integrated deconstructive analysis, critical discourse analysis, and phenomenological ethnography across three interpretive communities in contemporary Indonesia, this research demonstrates how the kidung operates through “epistemic multiplicity”—generating irreducible semantic contradictions while maintaining operative efficacy through logical incoherence. Textual analysis reveals “escalating impossibility”in protective claims that exceed empirical verification yet remain collectively meaningful. Discourse analysis exposes “semantic warfare" where pesantren authorities accomplish “theological colonization,” rural practitioners maintain “semantic insurgency,”and urban communities employ“therapeutic appropriation”to advance exclusive authority claims. Despite interpretive violence, phenomenological in vestigation reveals remarkable consistency in embodied spiritual effects across communities (92% temporal distortion, 96% respiratory modification, 78% somatic energy sensations), indicating “embodied universality within interpretive particularity.” Statistical analysis of 89 interviews documents how spiritual meaning emerges through “agonistic hermeneutics”where authority develops through conflict rather than consensus, challenging hermeneutical approaches that assume religious communities achieve mutual understanding through dialogue. This investigation contributes to postcolonial Islamic studies by demonstrating how local spiritual languages function as contested sites where normative Islam negotiates with indigenous expressions, while advancing“postdisciplinary”religious studies methodology that operates through productive tensions between analytical approaches. The findings reveal Kidung Rumekso Ing Wengi as exemplifying contemporary spiritual authority that transcends conventional binaries between orthodox and popular Islam.

Detection of Alzheimer's Disease Using Fine-Tuned Large Language Models

Baha Ihnaini, Yongxin Deng , Yujie He, Le Geng, Jiyai Xu — Fri, 01 Aug 2025 00:00:00 +0800

Since there is no known cure for Alzheimer's disease (AD), early detection is essential to controlling its progression.Because of the high cost and invasiveness of traditional diagnostic techniques like MRIs and pathological testing, researchers are looking into less expensive alternatives that use machine learning (ML) and natural language processing (NLP). By evaluating their performance against traditional ML and deep learning (DL) techniques, this study explores the possibility of using fine-tuned open-source large language models (LLMs) to identify AD through linguistic analysis. To optimize models like Qwen1.5–7B and OLMo1.7–7B, we used supervised fine-tuning (SFT) with parameter-efficient techniques like LoRA and QLoRA on the Pitt Corpus dataset, which consists of speech transcripts from the “Cookie Theft” picture description task. The findings showed that LLMs performed noticeably better than conventional techniques; Qwen1.5–7B had an F1-score of 0.8824, which was higher than CNN (0.7987), LSTM (0.7689), and logistic regression (0.83). The study demonstrates how LLMs can detect subtle linguistic impairments in AD that are difficult for traditional models to identify, like syntactic errors and repetitions. The comparatively small dataset size and exclusive reliance on textual data are limitations, though, and it is recommended that future studies include multimodal inputs and more varied datasets. Despite limitations, the results highlight the potential of optimized LLMs as scalable, non-invasive methods for early AD detection, providing a way to enhance patient care and diagnostic precision. Through this study, a novel, accurate, and reliable method for early diagnosis of Alzheimer's disease patients can be provided.

Identity and Psychological State in Multilingual and Multimodal Posts: Insights from Indonesian Students Abroad

Wed, 30 Jul 2025 00:00:00 +0800

Identity is fluid, negotiated, and complex produced socially through self-consciousness, interpretation, and projection. This fluidity and complexity can be studied from language choice and mode selection performed by networked multilinguals on their Social Networking Sites, including Facebook. This study aimed to analyze to what extent Sasak students overseas project their multilingualism and identity (including psychological state) through language use and multimodality on Facebook. To answer the research question, this study collected 80 data corpora of participants’ Facebook posts (20 posts for each participant) posted during their study abroad. To strengthen the data gathered from the screen-based, a semi-structured interview designed based on the work of Androutsopoulos (2015) was also addressed with all participants. For multilingualism projection, all data collected were analyzed through Critical Discourse Analysis based on the theory proposed by Androutsopoulos (2015). To explore the multimodality projection, this study also employed Multimodal Critical Discourse Analysis and was thematically analysed by referring to van Leeuwen’s theory (2008). This study showed that all participants projected their multilingualism through various language resources. This projection also represented their identity as a part of their local community (Sasak community), Indonesian people, and the global community; academic professionals; international students; Muslims, and creative and humorous language users. This study also found that all participants projected their identity, including their Spatial, Relational, and Functional identity using various modes. Furthermore, the semiotic and mode choices also served as a psychological strategy to manage psychological state: stress, homesickness and emotional needs.

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

Dardane Bojaxhi Elezkurtaj, Xhafer Beqiraj, Arbër Çeliku — Tue, 29 Jul 2025 00:00:00 +0800

The acquisition of collocations—fixed or semi-fixed word combinations—plays a pivotal role in achieving fluency and naturalness in a foreign language. This article explores the significance of collocations in teaching German as a foreign language (DaF) to Albanian students aiming to support their ability to use collocations in the most accurate and effective way. Using appropriate collocations help the Albanian learners sound more natural and fluent ultimately enhancing their ability to speak like native speakers. The study also aims to identify the most common difficulties Albanian learners face when dealing with German collocations. Drawing on contrastive linguistic analysis between German and Albanian, as well as second language acquisition (SLA) theories, it investigates the challenges Albanian learners face in mastering German collocations. The research is based on some different analysis of student language samples and class observation. Following the identification of these challenges through contrastive linguistic analysis, this study proposes a variety of pedagogical and methodical strategies to address them. It also presents some effective teaching strategies and techniques for collocation that are designed to be accessible and practical for learners to understand and use. The findings, underscore the importance of explicit collocation instruction, contextual learning, and cross-linguistic awareness in improving vocabulary competence and communicative proficiency in German language.

Developing Listening Comprehension Using Podcasts in Second Language Education: A Systematic Overview of Recent Pedagogical Innovations (2019–2025)

Mon, 04 Aug 2025 00:00:00 +0800

This study illustrates a bibliometric analysis of scholarly literature on podcasting in second language (L2) listening skill development from 2019 to 2025, using the Scopus database. The research aims to identify publication trends, top authors, notable journals, frequently used keywords, and patterns of scholarly collaboration related to podcast-assisted listening instruction. A total of 1033 documents were retrieved from Scopus, of which 74 were reanalysed in depth related to Linguistics. The data was analysed using Excel for initial categorisation and VOSviewer software for visualising keyword co-occurrence and co-authorship networks. Keyword analysis revealed a strong connection between podcasting, metacognitive strategies, digital learning environments, and authentic input in Second Language (L2) contexts. Co-authorship maps revealed growing international collaboration among researchers and institutions worldwide. The analysis offers a macro-level overview of how podcasts are integrated into L2 listening instruction, identifying gaps for future research. The study also recommends future exploration of AI-enhanced podcast platforms, personalized listening instruction, and inclusive designs that accommodate learners with diverse needs. These findings contribute to a better understanding of current practices in digital listening pedagogy and offer direction for future innovations in language education.