Search results for: Algeri an literature in English

Authors: Musa Galadima Toro

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The study focused on the impact of teaching critical reading strategies on students’ performance in English and communication skills at the college of education Azare Bauchi state, Nigeria. It adopted a pre-test, post-test experimental group design. A sample of two hundred and forty (240) students was randomly selected from four departments within the school. The students were randomized into two groups: experimental and control groups. The experimental group was taught critical reading strategies as a form of treatment, while the control group involved in normal reading comprehension exercises. The findings of the study showed a significant difference in the performance of students who were taught critical reading strategies at the post- test level. Recommendations based on the findings of the study were proffered such as placing more emphasis on teaching critical reading strategies in order to improve students’ creative thinking skills and also encouraging students to read articles in science and humanities to improve their reading skills among others.

Keywords: English, communication skill, critical reading, strategies

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Authors: Ahmad Almohana

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Technology has led to rapid changes in the world, and most importantly to education, particularly in the 21st century. Technology has enhanced teachers’ potential and has resulted in the provision of greater interaction and choices for learners. In addition, technology is helping to improve individuals’ learning experiences and building their capacity to read, listen, speak, search, analyse, memorise and encode languages, as well as bringing learners together and creating a sense of greater involvement. This paper has been organised in the following way: the first section provides a review of the literature related to the implementation of CALL (computer assisted learning language), and it explains CALL and its phases, as well as attempting to highlight and analyse Warschauer’s article. The second section is an attempt to describe the move from CALL to mobilised systems of edutainment, which challenge existing forms of teaching and learning. It also addresses the role of the teacher and the curriculum content, and how this is affected by the computerisation of learning that is taking place. Finally, an empirical study has been conducted to collect data from teachers in Saudi Arabia using quantitive and qualitative method tools. Connections are made between the area of study and the personal experience of the researcher carrying out the study with a methodological reflection on the challenges faced by the teachers of this same system. The major findings were that it is worth spelling out here that despite the circumstances in which students and lecturers are currently working, the participants revealed themselves to be highly intelligent and articulate individuals who were constrained from revealing this criticality and creativity by the system of learning and teaching operant in most schools.

Keywords: CALL, computer assisted learning language, EFL, English as a foreign language, ELT, English language teaching, ETL, enhanced technology learning, MALL, mobile assisted learning language

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Authors: Marjorie Miguel

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Globalization offers better career opportunities hence demands more competent professionals efficient for the job. With the transformation of the world industry from competition to collaboration coupled with the rapid development in the field of science and technology, engineers need not only to be technically proficient, but also multilingual-skilled: two characteristics that a global engineer possesses. English often serves as the global language between people from different cultures being the medium mostly used in international business. Ironically, most universities worldwide adapt engineering curriculum heavily built around the language of mathematics not realizing that the goal of an engineer is not only to create and design, but more importantly to promote his creations and designs to the general public through effective communication. This premise led to some developments in the teaching process of English subjects in the tertiary level which include the integration of the technical knowledge related to the area of specialization of the students in the English subjects that they are taking. This is also known as English for Specific Purposes. This study focused on the development of English for Specific Purposes-Based Instructional Materials for Engineering Students of Bulacan State University (BulSU). The materials were tailor-made in which the contents and structure were designed to meet the specific needs of the students as well as the industry. Based on the needs analysis, the needs of the students and the industry were determined to make the study descriptive in nature. The major respondents included fifty engineering students and ten professional engineers from selected institutions. The needs analysis was done and the results showed the common writing difficulties of the students and the writing skills needed among the engineers in the industry. The topics in the instructional materials were established after the needs analysis was conducted. Simple statistical treatment including frequency distribution, percentages, mean, standard deviation, and weighted mean were used. The findings showed that the greatest number of the respondents had an average proficiency rating in writing, and the much-needed skills that must be developed by the engineers are directly related to the preparation and presentation of technical reports about their projects, as well as to the different communications they transmit to their colleagues and superiors. The researcher undertook the following phases in the development of the instructional materials: a design phase, development phase, and evaluation phase. Evaluations are given by some college instructors about the instructional materials generally helped in its usefulness and significance making the study beneficial not only as a career enhancer for BulSU engineering students, but also creating the university one of the educational institutions ready for the new millennium.

Keywords: English for specific purposes, instructional materials, needs analysis, write (right) job description

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Authors: Jennifer Wallbrown

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It’s not uncommon in the US to see news article headlines about public school teachers being scrutinized for what they are teaching or see the general public weighing in on whether or not they think certain controversial subjects should be addressed in the classroom- such as LGBTQ+ or multicultural literature. Even though this is a subject that has been written about and discussed for years, it continues to be a relevant topic in education as it continues to be a struggle to implement more diverse texts. Although it is valid for teachers to fear controversy when they attempt to create a more diverse or inclusive curriculum, it is a fight worth fighting because of the benefits students can gain from being exposed to a wide range of texts. This paper is different from others of its kind because it addresses many of the counterarguments often made to implementing LGBTQ+ or multicultural literature in secondary classrooms. It not only encourages educators to try to include more diverse texts, but it gives them the tools to address common concerns and be sound in their reasoning for choosing these texts. This can be of interest to those educators who are not English teachers because a truly diverse and inclusive curriculum would include other subjects as well- including history, art, and more. By the end of my proposed paper, readers will feel encouraged to choose more diverse and inclusive texts for their classrooms. They can also be confident that if met with opposition or controversy, as is sometimes common when implementing new texts, that they have sound arguments and reasoning for why they chose to include these texts. This reasoning is that, based on the research, studies have found there are benefits to students studying texts about those different from themselves, because it teaches them empathy and helps fight prejudice.

Keywords: education, diverse, inclusive, multicultural, lgbtq+, pedagogy

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Authors: Csaba Kalman

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In spite of the existence of numerous second language (L2) motivation theories, the teacher’s role in motivating learners has remained an under-researched niche to this day. If we narrow down our focus on the teacher’s role on motivating adult learners of English in an English as a Foreign Language (EFL) context in corporate environments, empirical research is practically non-existent. This study fills the above research niche by exploring the most motivating aspects of the teacher’s personality, behaviour, and teaching practices that affect adult learners’ L2 motivation in corporate contexts in Hungary. The study was conducted in a wide range of industries in 18 organisations that employ over 250 people in Hungary. In order to triangulate the research, 21 human resources managers, 18 language teachers, and 466 adult learners of English were involved in the investigation by participating in interview studies, and quantitative questionnaire studies that measured ten scales related to the teacher’s role, as well as two criterion measure scales of intrinsic and extrinsic motivation. The qualitative data were analysed using a template organising style, while descriptive, inferential statistics, as well as multivariate statistical techniques, such as correlation and regression analyses, were used for analysing the quantitative data. The results showed that certain aspects of the teacher’s personality (thoroughness, enthusiasm, credibility, and flexibility), as well as preparedness, incorporating English for Specific Purposes (ESP) in the syllabus, and focusing on the present, proved to be the most salient aspects of the teacher’s motivating influence. The regression analyses conducted with the criterion measure scales revealed that 22% of the variance in learners’ intrinsic motivation could be explained by the teacher’s preparedness and appearance, and 23% of the variance in learners’ extrinsic motivation could be attributed to the teacher’s personal branding and incorporating ESP in the syllabus. The findings confirm the pivotal role teachers play in motivating L2 learners independent of the context they teach in; and, at the same time, call for further research so that we can better conceptualise the motivating influence of L2 teachers.

Keywords: adult learners, corporate contexts, motivation, teacher’s role

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Authors: Tiffany Yung Hsuan Ma

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The Whole Language Approach, which gained prominence in the 1980s, and the increasing emphasis on multimodal resources in educational research have elevated the utilization of picture books in English as a foreign language (EFL) instruction. This approach underscores real-world language application, providing EFL learners with a range of sensory stimuli, including visual elements. Additionally, the substantial impact of picture books on fostering prosocial behaviors in children has garnered recognition. These narratives offer opportunities to impart essential values such as kindness, fairness, and respect. Examining how picture books enhance vocabulary acquisition can offer valuable insights for educators in devising engaging language activities conducive to a positive learning environment. This research entails a case study involving two kindergarten-aged EFL learners and employs qualitative methods, including worksheets, observations, and interviews with parents. It centers on three pivotal inquiries: (1) The extent of young learners' acquisition of essential vocabulary, (2) The influence of these books on their behavior at home, and (3) Effective teaching strategies for the seamless integration of picture storybooks into EFL instruction for young learners. The findings can provide guidance to parents, educators, curriculum developers, and policymakers regarding the advantages and optimal approaches to incorporating picture books into language instruction. Ultimately, this research has the potential to enhance English language learning outcomes and promote moral education within the Taiwanese EFL context.

Keywords: EFL, vocabulary acquisition, young learners, picture book, moral education

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Authors: Kerrin Burnell

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In a world of increasingly technology-dependent students, the English language classroom should ideally keep up with developments to keep students engaged as much as possible. Unfortunately, as is the case in Oman, funding is not always adequate to ensure students have the most up to date technology, and most institutions are still reliant on paper-based textbooks. In order to try and bridge the gap between the technology available (smartphones) and textbooks, augmented reality (AR) technology can be utilized to enhance classroom, homework, and extracurricular activities. AR involves overlaying media (videos, images etc) over the top of physical objects (posters, book pages etc) and then sharing the media. This case study involved introducing students to a freely available entry level AR app called Aurasma. Students were asked to augment their English textbooks, word walls, research project posters, and extracurricular posters. Through surveys, interviews and an analysis of time spent accessing the different media, a determination of the appropriateness of the technology for the classroom was determined. Results indicate that the use of AR has positive effects on many aspects of the English classroom. Increased student engagement, total time spent on task, interaction, and motivation were evident, along with a decrease in technology-related anxiety. As it is proving very difficult to get tablets or even laptops in classrooms in Oman, these preliminary results indicate that many positive outcomes will come from introducing students to this innovative technology.

Keywords: augmented reality, classroom technology, classroom innovation, engagement

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Authors: Sugandhi, Parteek Kumar, Sanmeet Kaur

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Sign Language (SL) is used by deaf and other people who cannot speak but can hear or have a problem with spoken languages due to some disability. It is a visual gesture language that makes use of either one hand or both hands, arms, face, body to convey meanings and thoughts. SL automation system is an effective way which provides an interface to communicate with normal people using a computer. In this paper, an avatar based dictionary has been proposed for text to Indian Sign Language (ISL) generation system. This research work will also depict a literature review on SL corpus available for various SL s over the years. For ISL generation system, a written form of SL is required and there are certain techniques available for writing the SL. The system uses Hamburg sign language Notation System (HamNoSys) and Signing Gesture Mark-up Language (SiGML) for ISL generation. It is developed in PHP using Web Graphics Library (WebGL) technology for 3D avatar animation. A multilingual ISL dictionary is developed using HamNoSys for both English and Hindi Language. This dictionary will be used as a database to associate signs with words or phrases of a spoken language. It provides an interface for admin panel to manage the dictionary, i.e., modification, addition, or deletion of a word. Through this interface, HamNoSys can be developed and stored in a database and these notations can be converted into its corresponding SiGML file manually. The system takes natural language input sentence in English and Hindi language and generate 3D sign animation using an avatar. SL generation systems have potential applications in many domains such as healthcare sector, media, educational institutes, commercial sectors, transportation services etc. This research work will help the researchers to understand various techniques used for writing SL and generation of Sign Language systems.

Keywords: avatar, dictionary, HamNoSys, hearing impaired, Indian sign language (ISL), sign language

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Authors: Benguerine Zohra, Merzak Siham, Bouziane Cheimaa, Si Tayeb Fatima, Jou Siham, Belkessam

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Introduction: Antibiotics, widely produced and consumed in large quantities, have proven problematic due to various types of side effects. The development of bacterial resistance to currently available antibiotics has made the search for new antibacterial agents necessary. One alternative strategy to combat antibiotic-resistant bacteria is the use of natural antimicrobial substances such as plant extracts. The objective of this study is to provide an overview of the antibacterial effects of a plant native to the Middle East and Mediterranean regions, Salvia officinalis (sage). Materials and Methods: This review article was conducted by searching studies in the PubMed, Scopus, JSTOR, and SpringerLink databases. The search terms were "Salvia officinalis L." and "antibacterial effects." Only studies that met our inclusion criteria (in English, antibacterial effects of Salvia officinalis L., and primarily dating from 2012 to 2023) were accepted for further review. Results and Discussion: The initial search strategy identified approximately 78 references, with only 13 articles included in this review. The synthesis of the articles revealed that several data sources confirm the antimicrobial effects of S. officinalis. Its essential oil and alcoholic extract exhibit strong bactericidal and bacteriostatic effects against both Gram-positive and Gram-negative bacteria. Conclusion: The significant value of the extract, oil, and leaves of S. officinalis calls for further studies on the other useful and unknown properties of this multi-purpose plant.

Keywords: salvia officinalis, literature review, antibacterial, effects

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Authors: Elitaria Bestri Agustina Siregar, Boni Fasius Siregar

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The paper concerned with the transitivity in the reading passage of English textbook for Senior High School. The six types of process were occurred in the passages with percentage as follows: Material Process is 166 (42%), Relational Process is 155 (39%), Mental Process is 39 (10%), Verbal Process is 21 (5%), Existential Process is 13 (3), and Behavioral Process is 5 (1%). The material processes were found to be the most frequently used process type in the samples in our corpus (41,60 %). This indicates that the twenty reading passages are centrally concerned with action and events. Related to developmental psychology theory, this book fits the needs of students of this age.

Keywords: transitivity, types of processes, reading passages, developmental psycholoy

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Authors: Christiana Gauci-Sciberras

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The first language (L1) could be used in foreign language teaching and learning as a pedagogical tool to scaffold new knowledge in the target language (TL) upon linguistic knowledge that the learner already has. In a bilingual context, code-switching between the two languages usually occurs in classrooms. One of the reasons for code-switching is because both languages are used for scaffolding new knowledge. This research paper aims to find out why both the L1 (Maltese) and the L2 (English) are used in the classroom of Mandarin Chinese as a foreign language (CFL) in the bilingual context of Malta. This research paper also aims to find out the learners’ perceptions of the use of a bilingual medium of instruction. Two research methods were used to collect qualitative data; semi-structured interviews with adult learners of Mandarin Chinese and lesson observations. These two research methods were used so that the data collected in the interviews would be triangulated with data collected in lesson observations. The L1 (Maltese) is the language of instruction mostly used. The teacher and the learners switch to the L2 (English) or to any other foreign language according to the need at a particular instance during the lesson.

Keywords: Chinese, bilingual, pedagogical purpose of L1 and L2, CFL acquisition

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Authors: Davut Uysal

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Turkish higher education system has experienced some structural changes in recent decades, which resulted in the concentration on English language teaching as a foreign language at high education institutions. However, the number of studies examining the relationship between organizational culture and job satisfaction among language teachers at higher education institutions, who are the key elements of the teaching process, is very limited in the country. The main objective of this study is to find out the perceptions of English language instructors regarding organizational culture and its impact on their job satisfaction at School of Foreign Language, Anadolu University in Turkey. Questionnaire technique was used in data collection, and the collected data was analysed with the help of SPSS data analysis program. The findings of the study revealed that the respondents of the study had positive perceptions regarding current organizational culture indicating satisfaction with co-worker relations and administration, supervision support and the work itself, as well as their satisfaction with the available professional development opportunities provided by their institution. A significant relationship between overall organizational culture and job satisfaction was found in the study. This study also presents some key elements to increase the job satisfaction levels of the language teachers by managing corporate communication and to improve the organisational culture based on the findings of the study as they are two interrelated issues.

Keywords: corporate communication, English teacher, organizational culture, job satisfaction

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Authors: Setyarini Sri, Nursalim Agus

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Integrating critical thinking and digital based learning is one of demands in teaching English in 21st century. Child-friendly digital storytelling (CFDS) is an innovative learning model to promote young learners’ critical thinking. Therefore, this study aims to (1) investigate how child-friendly digital storytelling is implemented to promote young learners’ critical thinking in speaking English; (2) find out the benefits gained by the students in their learning based on CFDS. Classroom Action Research (CAR) took place in two cycles in which each of the cycle covered four phases namely: Planning, Acting, Observing, and Evaluating. Three classes of seventh graders were selected as the subjects of this study. Data were collected through observation, interview with some selected students as respondents, and document analysis in the form individual recorded storytelling. Sentences, phrases, words found in the transcribed data were identified and categorized based on Bloom taxonomy. The findings from the first cycle showed that the students seemed to speak critically that can be seen from the way they understood the story and related the story to their real life. Meanwhile, the result investigated from the second cycle likely indicated their higher level of critical thinking since the students spoke in English critically through comparing, questioning, analyzing, and evaluating the story by giving arguments, opinions, and comments. Such higher levels of critical thinking were also found in the students’ final project of individual recorded digital story. It is elaborated from the students’ statements in the interview who claimed CFDS offered opportunity to the students to promote their critical thinking because they comprehended the story deeply as they experienced in their real life. This learning model created good learning atmosphere and engaged the students directly so that they looked confident to retell the story in various perspectives. In term of the benefits of child-friendly digital storytelling, the students found it beneficial for some enjoyable classroom activities through watching beautiful and colorful pictures, listening to clear and good sounds, appealing moving motion and emotionally they were involved in that story. In the interview, the students also stated that child-friendly digital storytelling eased them to understand the meaning of the story as they were motivated and enthusiastic to speak in English critically.

Keywords: critical thinking, child-friendly digital storytelling, English speaking, promoting, young learners

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Authors: Vivian Orsi

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The present research investigates the lexicon of a fashion magazine, whose universe is very receptive to lexical loans, especially those from English, called Anglicisms. Specifically, we intend to discuss the presence of English items and expressions in the Vogue Italia fashion magazine. Besides, we aim to study the anglicisms used in an Italian fashion blog called The Blonde Salad. Within the discussion of fashion blogs and their contributions to scientific studies, we adopt the theories of Lexicology / Lexicography to define Anglicism (BIDERMAN, 2001), and the observation of its prestige in the Italian Language (ROGATO, 2008; BISETTO, 2003). According to the theoretical basis mentioned, we intend to make a brief analysis of the Anglicisms collected from posts of the first year of existence of such fashion blog, emphasizing also the keywords that have the role to encapsulate the content of the text, allowing the reader to retrieve information from the post of the blog. About the use of English in Italian magazines and blogs, we can affirm that it seems to represent sophistication, assuming the value of prerequisite to participate in the fashion centers of the world. Besides, we believe, as Barthes says (1990, p. 215), that “Fashion does not evolve, it changes: its lexicon is new each year, like that of a language which always keeps the same system but suddenly and regularly ‘changes’ the currency of its words”. Fashion is a mode of communication: it is present in man's interaction with the world, which means that such lexical universe is represented according to the particularities of each culture.

Keywords: anglicism, lexicology, magazines, blogs, fashion

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Authors: Cao Xi

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This paper reports a study which used eye-tracking to examine the cognitive validity of TEM 8(Test for English Majors, Band 8). The study investigated test takers' reading patterns on four -item types using eye-tracking, and interviews. Thirty participants completed 22 items on a computer, with the Tobii X2 Eye Tracker recording their eye movements on screen. Eleven students further participated in a recall interview while viewing video footage of their gaze patterns on the test. The findings will indicate that first, different reading item types will employ different cognitive processes; then different reading patterns for stronger and weaker test takers’on each item types. The implication of this study is to provide recommendations for the use of eye tracking technology in language research.

Keywords: eye tracking, reading patterns, test for english majors, cognitive validity

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Authors: Michelle Siao-Cing Guo

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Technology is widely adopted to assist instruction and learning across disciplines. Traditional teaching method fails to capture the attention of the generation of digital native and does not accommodate diverse needs of today’s learners. The innovation in technology allows new pedagogical approaches. One approach that converts the traditional learning classroom to a more flexible learning time and space is known as the flipped classroom. This new pedagogy extends and enhances learning and accommodates different learning styles. The flipped classroom employs technology to offer course materials online 24 hours/day and to promote active class learning. However, will Taiwanese students who are used to more traditional instructional methods embrace the flipped classroom using E-learning? Will the flipped approach have an effect on Taiwanese students’ English mastery and learning autonomy? The researcher compares a flipped classroom model using E-learning and the traditional-lecture model. A pre- and post-test and a questionnaire were utilized to examine the effect of the flipped classroom on Taiwanese college students. The test results showed that the flipped approach had a positive effect on learners’ English proficiency level, topical knowledge, and willingness to participate in class. The questionnaire also demonstrates the acceptance of the new teaching model.

Keywords: flipped classroom , E-learning, innovative teaching, technology

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Authors: Nataliya L. Ogurechnikova

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The paper aims to clarify the function of articles in the English speech and specify their place and role in the English language, taking into account the use of articles for delimitation of speech. A focus of the paper is the use of the definite and the indefinite articles with different types of noun phrases which comprise either one noun with or without attributes, such as the King, the Queen, the Lion, the Unicorn, a dimple, a smile, a new language, an unknown dialect, or several nouns with or without attributes, such as the King and Queen of Hearts, the Lion and Unicorn, a dimple or smile, a completely isolated language or dialect. It is stated that the function of delimitation is related to perception: the number of speech units in a text correlates with the way the speaker perceives and segments the denotation. The two following combinations of words the house and garden and the house and the garden contain different numbers of speech units, one and two respectively, and reveal two different perception modes which correspond to the use of the definite article in the examples given. Thus, the function of delimitation is twofold, it is related to perception and cognition, on the one hand, and, on the other hand, to grammar, if the subject of grammar is the structure of speech. Analysis of speech units in the paper is not limited by noun phrases and is amplified by discussion of peripheral phenomena which are nevertheless important because they enable to qualify articles as a syntactic phenomenon whereas they are not infrequently described in terms of noun morphology. With this regard attention is given to the history of linguistic studies, specifically to the description of English articles by Niels Haislund, a disciple of Otto Jespersen. A discrepancy is noted between the initial plan of Jespersen who intended to describe articles as a syntactic phenomenon in ‘A Modern English Grammar on Historical Principles’ and the interpretation of articles in terms of noun morphology, finally given by Haislund. Another issue of the paper is correlation between description and denotation, being a traditional aspect of linguistic studies focused on articles. An overview of relevant studies, given in the paper, goes back to the works of G. Frege, which gave rise to a series of scientific works where the meaning of articles was described within the scope of logical semantics. Correlation between denotation and description is treated in the paper as the meaning of article, i.e. a component in its semantic structure, which differs from the function of delimitation and is similar to the meaning of other quantifiers. The paper further explains why the relation between description and denotation, i.e. the meaning of English article, is irrelevant for noun morphology and has nothing to do with nominal categories of the English language.

Keywords: delimitation of speech, denotation, description, perception, speech units, syntax

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Authors: Tran Thi Thuy Oanh, Nguyen Ngoc Bao Tran

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In the view of Cognitive Linguistics (CL), knowledge and experience of things and events are used by human beings in expressing concepts, especially in their daily life. The human conceptual system is considered to be fundamentally metaphorical in nature. It is also said that the way we think, what we experience, and what we do everyday is very much a matter of language. In fact, language is an integral factor of cognition in that CL is a family of broadly compatible theoretical approaches sharing the fundamental assumption. The relationship between language and thought, of course, has been addressed by many scholars. CL, however, strongly emphasizes specific features of this relation. By experiencing, we receive knowledge of lives. The partial things are ideal domains, we make use of all aspects of this domain in metaphorically understanding abstract targets. The paper refered to applying this theory on pragmatics lessons for major English students at University of Foreign Language Studies - The University of Da Nang, Viet Nam. We conducted the study with two third – year students groups studying English pragmatics lessons. To clarify this study, the data from these two classes were collected for analyzing linguistic perspectives in the view of CL and traditional concepts. Descriptive, analytic, synthetic, comparative, and contrastive methods were employed to analyze data from 50 students undergoing English pragmatics lessons. The two groups were taught how to transfer the meanings of expressions in daily life with the view of CL and one group used the traditional view for that. The research indicated that both ways had a significant influence on students' English translating and interpreting abilities. However, the traditional way had little effect on students' understanding, but the CL view had a considerable impact. The study compared CL and traditional teaching approaches to identify benefits and challenges associated with incorporating CL into the curriculum. It seeks to extend CL concepts by analyzing metaphorical expressions in daily conversations, offering insights into how CL can enhance language learning. The findings shed light on the effectiveness of applying CL in teaching and learning English pragmatics. They highlight the advantages of using metaphorical expressions from daily life to facilitate understanding and explore how CL can enhance cognitive processes in language learning in general and teaching English pragmatics to third-year students at the UFLS - UDN, Vietnam in personal. The study contributes to the theoretical understanding of the relationship between language, cognition, and learning. By emphasizing the metaphorical nature of human conceptual systems, it offers insights into how CL can enrich language teaching practices and enhance students' comprehension of abstract concepts.

Keywords: cognitive linguisitcs, lakoff and johnson, pragmatics, UFLS

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Authors: Norah Alosayl

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English is considered the most important foreign language in the Kingdom of Saudi Arabia (KSA) because of the usefulness of English as a global language compared to Arabic. As students’ desire to improve their English language skills has grown, English writing has been identified as the most difficult problem for Saudi students in their language learning. Although the English language in Saudi Arabia is taught beginning in the seventh grade, many students have problems at the university level, especially in writing, due to a gap between what is taught in secondary and high schools and university expectations- pupils generally study English at school, based on one book with few exercises in vocabulary and grammar exercises, and there are no specific writing lessons. Moreover, from personal teaching experience at King Saud bin Abdulaziz University, students face real problems with their writing. This paper revolves around the blackboard-based collaborative writing to help the undergraduate Saudi EFL students, in their first year enrolled in two sections of ENGL 101 in the first semester of 2021 at King Saud bin Abdulaziz University, practice the most difficult skill they found in their writing through a small group. Therefore, a sequential mixed methods design will be suited. The first phase of the study aims to highlight the most difficult skill experienced by students from an official writing exam that is evaluated by their teachers through an official rubric used in King Saud bin Abdulaziz University. In the second phase, this study will intend to investigate the benefits of social interaction on the process of learning writing. Students will be provided with five collaborative writing tasks via discussion feature on Blackboard to practice a skill that they found difficult in writing. the tasks will be formed based on social constructivist theory and pedagogic frameworks. The interaction will take place between peers and their teachers. The frequencies of students’ participation and the quality of their interaction will be observed through manual counting, screenshotting. This will help the researcher understand how students actively work on the task through the amount of their participation and will also distinguish the type of interaction (on task, about task, or off-task). Semi-structured interviews will be conducted with students to understand their perceptions about the blackboard-based collaborative writing tasks, and questionnaires will be distributed to identify students’ attitudes with the tasks.

Keywords: writing difficulties, blackboard-based collaborative writing, process of learning writing, interaction, participations

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Authors: Simon Mauma Efange

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The main aims of this research were to describe, in co-relational terms, the relationship, if any, between reading comprehension and academic achievement in science studied at the secondary level and, secondly, to find out possible trends in gender differences, such as whether boys would perform better than girls or vice versa. This research employed a quantitative design. Two kinds of instruments were employed: the Oxford Online Placement Test and the Local Assessment System Test. The Oxford Online Placement Test assesses students' English level quickly and easily. The results of these tests were subjected to statistical analysis using a special statistical software called SPSS. Statistical tools such as mean, standard deviation, percentages, frequencies, t-tests, and Pearson’s coefficient of correlation were used for the analysis of the results. Results of the t-test showed that the means are significantly different. Calculating the p-value revealed that the results were extremely statistically significant at p <.05. The value of r (Pearson correlation coefficient) was 0.2868. Although technically there is a positive correlation, the relationship between the variables is only weak (the closer the value is to zero, the weaker the relationship). However, in conclusion, calculations from the t-test using SPSS revealed that the results were statistically significant at p <.05, confirming a relationship between the two variables, and high scores in reading will give rise to slightly high scores in science. The research also revealed that having a high score in reading comprehension doesn’t necessarily mean having a high score in science or vice versa. Female subjects performed much better than male subjects in both tests, which is in line with the literature reviewed for this research.

Keywords: achievement in science, achievement in English, and bilingual students, relationship

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Authors: Stephanie Ho

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This project utilizes principles derived from the Surrealist movement to prioritize creative and critical thinking in secondary English Language Arts (ELA). The implementation of Surrealist-style pedagogies within an ELA classroom will be rooted in critical, radical pedagogy, which addresses the injustices caused by economic-oriented educational systems. The use of critical pedagogy will enable the subversive artistic and political aims of Surrealism to be transmitted to a classroom context. Through aesthetic reading strategies, appreciative questioning and dialogue, students will actively critique the power dynamics which structure (and often restrict) their lives. Within the ELA domain, cost-effective approaches often replace the actual “arts” of ELA. This research will therefore explore how Surrealist-oriented pedagogies could restore imaginative freedom and deconstruct conceptual barriers (normative standards, curricular constraints, and status quo power relations) in secondary ELA. This research will also examine how Surrealism can be used as a political and pedagogical model to treat societal problems mirrored in ELA classrooms. The stakeholders are teachers, as they experience constant pressure within their practices. Similarly, students encounter rigorous, results-based pressures. These dynamics contribute to feelings of powerlessness, thus reinforcing a formulaic model of ELA. The ELA curriculum has potential to create laboratories for critical discussion and active movement towards social change. This proposed research strategy of Surrealist-oriented pedagogies could enable students to experiment with social issues and develop senses of agency and voice that reflect awareness of contemporary society while simultaneously building their ELA skills.

Keywords: arts-informed pedagogies, language arts, literature, surrealism

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Authors: Hung Tran

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This interpretive qualitative study employed three theoretical lenses: Bronfenbrenner’s (1979) Ecological System of Human Development, Vygotsky’s (1978) Sociocultural Theory of Development, and Knowles’s (1970) Adult Learning Theory as the theoretical framework in connection with the constructivist research paradigm to investigate into positive and negative aspects of the extant English as a Foreign Language (EFL) faculty mentoring programs at four higher education institutions (HEIs) in the Mekong River Delta (MRD) of Vietnam. Four apprentice faculty members (mentees), four experienced faculty members (mentors), and two associate deans (administrators) from these HEIs participated in two tape-recorded individual interviews in the Vietnamese language. Twenty interviews were transcribed verbatim and translated into English with verification. The initial analysis of data reveals that the mentoring program, which is mandated by Vietnam’s Ministry of Education and Training, has been implemented differently at these HEIs due to a lack of officially-documented mentoring guidance. Other general themes emerging from the data include essentials of the mentoring program, approaches of the mentoring practice, the mentee – mentor relationship, and lifelong learning beyond the mentoring program. Practically, this study offers stakeholders in the mentoring cycle description of benefits and best practices of tertiary EFL mentorship and a suggested mentoring program that is metaphorically depicted as “a lifebuoy” for its current and potential administrators and mentors to help their mentees survive in the first years of teaching. Theoretically, this study contributes to the world’s growing knowledge of post-secondary mentorship by enriching the modest literature on Asian tertiary EFL mentorship.

Keywords: faculty mentorship, mentees, mentors, administrator, the MRD, Vietnam

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Authors: Agis Andriani

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To create an effective teaching condition, the teacher requests the students as the instruction to guide the them interactively in the learning activities in the classroom. This study involves 160 Indonesian students who study English in the university, as participants in the discourse completion test, and ten of them are interviewed. The result shows that when the students response the teacher’s request, it realizes assertives, directives, commisives, expressives, and declaratives. These indicate that the students are active, motivated, and responsive in the learning process, although in the certain condition these responses are to prevent their faces from the shyness of their silence in interaction. Therefore, it needs the teacher’s creativity to give the conducive atmosphere in order to support the students’ participation in learning English.

Keywords: discourse completion test, effective teaching, request, teacher’s creativity

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Authors: Syrine Bassi

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Sound symbolism has been able to give us an exciting new tool to target consumers’ brand perception. It acts on a subconscious level making them less likely to reject the implicit message delivered by the sound of the brand name. Most of the research conducted in the field was focused on the English language as it is the language used for international branding campaigns and global companies. However, more research is examining the sound symbolism in other languages and comparing it to the English language findings. Besides, researchers have been able to study luxury brand names and spot out the patterns used in them to provoke luxury and sophistication. It stands to a reason to connect the luxury brand names and the local language’s sound effects since a considerable number of these brands are promoting the origin of the Maison, therefore, have names in foreign languages. This study was established around the Hungarian luxury brand names. It aims to spot out the patterns used in these names that connect to the previous findings of luxury sound effects and also the differences. We worked with a non-Hungarian speaking sample who had some basic knowledge of the language just to make sure they were able to correctly pronounce the names. The results have shown both similarities and differences when it comes to perceiving luxury based on the brand name. As the Hungarian language can be qualified as a saturated language, consonant wise, it was easy to feed the luxury feeling only by using designers' names, however, some complicated names were too difficult and repulsive to consider as luxurious. On the other hand, oversimplifying some names did not convey the desired image as it was too simple and easy. Overall, some sounds have been proved to be linked to luxury as the literature suggests, the difficulty of pronunciation has also proved effective since it highlights the distant feeling consumers crave when looking for luxury. These results suggest that sound symbolism can set up an aura of luxury when used properly, leveraging each languages’ convenient assets.

Keywords: hungarian language, linguistics, luxury brands, sound symbolism

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Authors: Carlos Riobo

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This paper analyzes literature and art in Argentina from the nineteenth to the twenty-first centuries as these media used the figure of the white female captive to define a developing national identity. This identity excluded the Indians whose lands the whites were taking and who appeared as the aggressors and captors in writing and paintings. The paper identifies the complicit relationship between art and history in crafting national memory. It also identifies a movement toward purity (as defined by separation of entities) and away from mestizaje (racial and cultural mixtures).

Keywords: Argentina, borders, captives, literature, painting

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Authors: Nicholas Jobe

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English Language Learners (ELLs) often struggle in a classroom setting, too embarrassed at their skill level to write or speak in front of peers and too lacking in confidence to practice. Storytelling is an age-old method of teaching that allows learners to remember important details while listening or sharing a narrative. In the modern world, digital storytelling through the use of technological tools such as podcasts and videos allow students to safely interact with each other to build skills in a fun and engaging way that also works as a confidence booster. Specifically using a constructionist approach to learning, digital storytelling allows ELL students to grow and build new and prior knowledge by creating stories via these technological means. Research herein suggests, through the use of case studies and mixed methodologies, that digital storytelling mainly yields positive results for effective learning in an ELL classroom setting.

Keywords: digital storytelling, ELL, narrative, podcast

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Authors: Alhanouf Alharbi, Wafa Alotaibi

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This study aims to analyse students’ and teachers’ perceptions of using Plickers as a formative assessment tool in EFL classrooms. The study implements a mixed methods approach. First, a questionnaire was administered to 64 students from two schools in Almadinah, a Saudi city. Then, in structured interviews, two English teachers provided their opinions on the advantages and disadvantages of integrating Plickers into their classrooms. The findings reveal that both teachers and students believe that using Plickers positively impacts students’ learning. Moreover, the findings encourage teachers to integrate technology-based formative assessments in EFL classrooms. However, there are some drawbacks to using Plickers, such as technological issues. Finally, English teachers are recommended to engage all their students in a daily formative assessment by implementing Plickers in their classes.

Keywords: plickers, formative assessment, technology, students, EFL classroom

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Authors: Essam Hegazy

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English has solidified its role as the global lingua franca, largely due to British colonial expansion. This research investigates the use of English as a tool for Empire-building and the subjugation of colonized peoples and their languages. The objective is to examine how linguistic Anglo-hegemony contributes to the construction of otherness and identity formation, and how these processes are depicted in R.F. Kuang's novel Babel: An Arcane History. Using a post-colonial theoretical framework, this study employs textual analysis to explore the novel's portrayal of characters' conflicting loyalties to their native cultures and the British Empire. Key methods include identifying themes of linguistic dominance, othering, and identity conflict through close reading and annotation. The analysis is contextualized with historical and cultural perspectives to understand the broader implications of these themes. The findings reveal that linguistic hegemony is a central mechanism of colonial power, deeply affecting the characters' sense of identity and belonging. The study uncovers how the imposition of English creates internalized conflicts and reinforces social hierarchies. This research highlights the need to challenge hegemonic structures to preserve authentic identities and promote cultural diversity.

Keywords: linguistic hegemony, otherness, identity formation, colonialism, imperialism

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Authors: Ani Demetrashvili

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The purpose of this paper is to show how students trust online tests and determine validity and reliability in the development of online testing. The pandemic situation changed every field in the world, and it changed education as well. Educational institutions moved into the online space, which was the only decision they were able to make at that time. Online assessment through online proctoring was a totally new challenge for educational institutions, and they needed to deal with it successfully. Participants were chosen from the English language center. The validity of the questionnaire was identified according to the Likert scale and Cronbach’s alpha; later, data from the participants was analyzed as well. The article summarizes literature that is available about online assessment and is interesting for people who are interested in this kind of assessment. Based on the research findings, students favor in-person testing over online assessment due to their lack of experience and skills in the latter.

Keywords: online assessment, online proctoring

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Authors: Aruna Bommareddi

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The journey of the novel is well examined in Indian academia as an offshoot of the novel in English. There have been many attempts to understand aspects of the early novel in India which shared a commonality with the English novel. The regional novel has had an entirely different trajectory which is mapped in the paper. The main focus of the paper would be to look at the historical emergence of the genre of the regional novel in Indian Literatures with specific reference to Kannada, Hindi, and Bengali. The selection of these languages is guided not only by familiarity with these languages as also based on the significance that these languages enjoy in the sub-continent and for the emergence of the regional novel as a specific category in these languages. The regional novels under study are Phaneeswaranath Renu’s Maila Anchal, Tarashankar Bandopadhyaya’s Ganadevata, and Kuvempu’s House of Kanuru for exploration of the themes of its emergence and some aspects of the regional novel common to and different from each other. The paper would explore the various movements that have shaped the genre regional novel in these Literatures. Though Phaneeswarnath Renu’s Maila Anchal is published in 1956, the novel is set in pre-Independent India and therefore shares a commonality of themes with the other two novels, House of Kanuru and Ganadevata. All three novels explore themes of superstition, ignorance, poverty, and the interventions of educated youth to salvage the crises in these backward regional worlds. In fact, it was Renu who assertively declared that he was going to write a regional novel and hence the tile of the first regional novel in Hindi is Maila Anchal meaning the soiled border. In Hindi, anchal also means the region therefore, the title is suggestive of a dirty region as well. The novel exposes the squalor, ignorance, and the conflict ridden life of the village or region as opposed to the rosy image of the village in literature. With this, all such novels which depicted conflicts of the region got recognized as regional novels even though they may have been written prior to Renu’s declaration. All three novels under study succeed in bringing out the complexity of rural life at a given point of time in its history.

Keywords: bengali, hindi, kannada, regional novel, telugu

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