British Journal of Applied Linguistics
type: channel
description: The British Journal of Applied Linguistics (ISSN: 2754-5253) is a peer-reviewed international open access journal focussing on all areas of applied linguistics. It is particularly interested in manuscripts reporting on studies that apply a multidisciplinary approach to research on second language acquisition, pragmatics, language learner identity, code-switching, language teaching methods, language change, language policy, language teacher education, approaches to language teaching and learning, the use of technology in language teaching and learning, theories of second language acquisition, cognitive and social aspects of language learning, and other relevant areas of research.
publisher: Al-Kindi Center for Research and Development
language: en
publication name: British Journal of Applied Linguistics
issn: 2754-5253
items: “Beware of Him—He’s a Scammer Selling Fake Tickets”: A Pragmatic Study of Saudi Ticket Scam Warnings on X
items: https://al-kindipublisher.com/index.php/bjal/article/view/11705
items: Examining the debatable concept of the Interdisciplinary and Multidisciplinary fields of research from EFL students’ perspectives
items: Navigating Compliment Responses among Jordanian and Omani Students: A Conceptual Study
items: From Word Choice to Impact: Textlinguistic Insights into Albanian Advertising Slogans
items: Improving Lexical Resources among ESL Learners: A Corpus-Based Approach
items: Sustainability Transition in the Moroccan Agrarian Regime: Transformative Learning and the Coalition of Discourses
items: Ecopoetry-Based Instructional Model for Enhancing High School Students’ Creative Writing Skills in Indonesia
items: A Stylo-Linguistic Analysis of Syntactic Complexity and Narrative Coherence in Kenyan Motorsport Commentary during the 2024 Safari Rally
items: Splitting Unsplittable Foreign Words in Casual Speech by EFL Arab Learners
items: From Challenge to Catalyst: Reframing NNEST Identity in Global ELT
items: Translating Medical Terminology
items: Strategies Adopted by Libyan Students in the Production of English Onset clusters: An Acoustic Study
items: A Pragmatic Analysis of Refusal Strategies in Management Communication
items: Exploring the Impact of Digital Tools on Linguistic Competence: A New Dimension in English Language Teaching Methodologies
items: From Screen to Classroom: Exploring the Impact of Online CPD Programmes in Enhancing Literature Teaching Practices in Iraqi Schools
items: Compliment Response Strategies Utilized by Jordanian Students: A Socio-Pragmatic Study
items: Common Mistakes EFL Learners Make When Using Idiomatic Expressions: A Case Study of Saudi Tertiary Level EFL Learners
items: Foreign Language Teaching: What Are Students' Opinions on Scientific Research?
items: Language Dominance in the Input and Use Patterns of Cameroon’s Special Bilingual Students
items: Pronunciation Challenges of Saudi Female EFL Learners: A Multidimensional Needs Analysis
items: Politeness Connotations of Silence in the Jordanian EFL Classroom
items: A Critical Discourse Analysis of American News Reports on the Opening Ceremony of Beijing Winter Olympics
items: The Modification of Talmy's Three-step Process for Reading Comprehension of Legal Texts
items: Investigating the Learners’ Communicative Skills in ESL Classes
items: The Effect of Reflective Journal Writing on Moroccan EFL Master Students’ Reflective Thinking: A Mixed Methods Study
items: Phonological Processes Triggered by Means of Verbs Conjugation in Bantu Languages
items: Investigating the Use of the First Language in Moroccan EFL Classes
items: The Theoretical Merits and Practical Challenges of Adopting an ESAP Methodology in Teaching ESP, with an Emphasis on the Pragmatic Viability of an EGAP Approach
items: Exploring the Pedagogical Significance of Grammar: A Comprehensive Review of Its Role in Language Learning and Teaching

“Beware of Him—He’s a Scammer Selling Fake Tickets”: A Pragmatic Study of Saudi Ticket Scam Warnings on X
type: item
description: Little research has examined the pragmatic structure of Arabic digital warning discourse. The present study aims to address this gap by investigating how Saudi users on X (formerly Twitter) construct public warning acts against ticket scams during Riyadh Season. It explores how these warnings are linguistically and culturally shaped and what politeness strategies users employ to intensify or mitigate face-threatening acts. The dataset comprises authentic Saudi digital discourse, including tweets, replies, and quoted posts related to ticket-scam incidents. Each warning message was qualitatively analysed for its explicit or implicit fulfilment of felicity conditions and its politeness strategy. The findings show that bald-on-record strategies overwhelmingly dominate Saudi digital warning discourse, indicating that users prioritize urgency and clarity over face-saving considerations when alerting the public. The highly explicit realisation of the Propositional Content, Sincerity, and Essential conditions suggests that Saudi users treat warning acts as high-stakes, socially consequential speech events where explicitness strengthens illocutionary force and minimizes the risk of misinterpretation. The study highlights that Saudi digital warnings are intentional and effective in high-risk contexts for community protection. The study contributes to the underexplored area of Arabic digital warnings about online fraud, offering new insights into how warning acts are pragmatically constructed in rapid, high-risk digital contexts.
subject: Research Article
  topic: section
subject: Speech Acts, Warning, Politeness, Pragmatics, Riyadh Season, Saudi users, Ticket Scam, High-risk contexts, X
  topic: keywords
creator: Maha Abdulghafar Alayyash
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0
date: 2025-12-15
publication date: 2025-12-15
starting page: 15
ending page: 27
doi: 10.32996/bjal.2025.5.4.3

https://al-kindipublisher.com/index.php/bjal/article/view/11705
type: item
title: Integrating ESP, Value Education, and AI-Enhanced Pedagogy in Chinese Vocational Colleges: A Theoretical Construction of the “Three-Chains, Four-Dimensions, Five-Contexts” Teaching Model for Workplace Communication English Course
description: The increasing demand for workplace-oriented English proficiency, value education, and technological integration has posed new challenges for English for Specific Purposes (ESP) curricula in Chinese vocational colleges. Addressing the need to meaningfully integrate Curriculum Ideological and Political Education (CIPE) into professional English instruction, this conceptual paper proposes a theoretically grounded “Three-Chains, Four-Dimensions, Five-Contexts” teaching model for the Workplace Communication English Course. Drawing on ESP theory, sociocultural learning, moral education, and AI-enhanced pedagogy, the model conceptualizes learning as a developmental process that links linguistic knowledge acquisition, situated workplace practice, and professional identity formation. It further integrates knowledge, values, skills, and application within authentic communicative tasks, supported by AI-mediated interaction and multidimensional assessment. By embedding value formation within workplace communication rather than treating it as an external addition, the model addresses critiques of superficial CIPE implementation in ESP. This study contributes a coherent conceptual framework for vocational English curriculum design and offers directions for future empirical research and pedagogical innovation.
subject: Research Article
  topic: section
subject:
  topic: keywords
  value: English for Specific Purposes (ESP); Curriculum Ideological and Political Education (CIPE); vocational English education; workplace communication; AI-enhanced language learning; value-integrated pedagogy; professional identity development
creator: Qiaoqiao Lin
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by-nc/4.0
date: 2025-12-15
publication date: 2025-12-15
starting page: 09
ending page: 14
doi: 10.32996/bjal.2025.5.4.2

Examining the debatable concept of the Interdisciplinary and Multidisciplinary fields of research from EFL students’ perspectives
type: item
description: This study attempts to investigate the of the Interdisciplinary and Multidisciplinary fields of research from EFL students’ perspectives field of research from EFL students’ perspectives. A vast literature review shows that many Applied Linguistics contributors believe that the field necessitates insights from diverse academic disciplines, such as sociology, psychology, anthropology, political science, and education. Therefore, researchers are attempting to determine how EFL students may find it challenging to differentiate between interdisciplinarity and multidisciplinarity and grasp the connection between linguistic studies and other fields such as psychology, sociology, education, and cultural studies. To conduct this investigation, the researchers used a quantitative research methodology. A questionnaire of 15 items was distributed to a sample of 48 study subjects randomly selected during the academic year 1441 – 1442 at Qassim University, KSA. One of the key findings indicates that it is challenging to differentiate between the primary focus of applied linguistics and certain theoretical linguistics areas like sociolinguistics. The study also shows that the subjects are aware that areas like computational linguistics and clinical linguistics are also branches of applied linguistics.
subject: Research Article
  topic: section
subject: Applied linguistics, Interdisciplinarity, Multidisciplinarity, EFL, Perspectives
  topic: keywords
creator: Abdulghani Eissa Tour Mohammed
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/
date: 2025-11-30
publication date: 2025-11-30
starting page: 01
ending page: 08
doi: 10.32996/bjal.2025.5.4.1

Navigating Compliment Responses among Jordanian and Omani Students: A Conceptual Study
type: item
description: Compliment is one of the linguistic aspects used by Jordanian and Omani speakers. Therefore, understanding the strategies of compliments is essential to improve communication during interactions. This study aimed to investigate the pragmatics of compliment responses between Jordanian and Omani students, highlighting the differences and similarities in their use of compliment strategies in their interactions. A quantitative approach, in the form of a questionnaire, was adopted to collect data from both student groups. This study employs Herbert's (1986, 1990) theoretical framework to analyze the data. It categorizes compliments into five types: acceptance, mitigation/deflection, rejection, no response, and request interpretation. It is expected that there will be some differences and similarities, although the forms of their compliments may vary considerably. Thus, the hypotheses to be examined are: First, the Jordanian and Omani students' compliment strategies are different. Second, the compliment strategies used by both groups are largely similar. Third, the forms of compliments differ between the two groups despite speaking the same language.
subject: Research Article
  topic: section
subject: Compliment, Oman, Jordan, pragmatics, sociolinguistics
  topic: keywords
creator: Mouad Mohammed Al-Natour
creator: Wuroud Hosni Ateeq
creator: Abdul Raheem Al Jaraedah
creator: Faisal Lafee Alobeytha
creator: Abdallah Mohammed Mufadi Alharahsheh
creator: Zainab Yousef Musa
creator: Zakaryia Almahasees
creator: Haitham M.K AlYousef
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/
date: 2025-11-27
publication date: 2025-11-27
starting page: 09
ending page: 14
doi: 10.32996/bjal.2025.5.3.2

From Word Choice to Impact: Textlinguistic Insights into Albanian Advertising Slogans
type: item
description: This paper examines the language of advertising, with a special focus on the textlinguistic analysis of advertisements and slogans in the Albanian press. The study aims to identify the linguistic strategies and features used in advertising texts to capture readers’ attention, communicate messages effectively, and ultimately motivate action. By applying textlinguistic methods, various aspects of advertising language are analyzed, including lexis, syntax, stylistics, and rhetorical devices. The analysis is based on a comprehensive collection of advertisements and slogans extracted from different Albanian newspapers and magazines. The findings reveal how advertisers employ specific linguistic techniques to present products and services in an appealing and persuasive way. Particular attention is also given to cultural aspects and local specificities in language use within the Albanian advertising landscape. The results of the study not only provide insights into the practices of advertising language in a specific media and cultural context but also contribute to understanding the role of language in commercial communication.
subject: Research Article
  topic: section
subject: text linguistics, advertising language, Albanian press, rhetorical strategies, cultural contextualization
  topic: keywords
creator: Jonida Bushi
creator: Ema Kristo
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/
date: 2025-11-01
publication date: 2025-11-01
starting page: 01
ending page: 08
doi: 10.32996/bjal.2025.5.3.1

Improving Lexical Resources among ESL Learners: A Corpus-Based Approach
type: item
description: This study aims to investigate the effectiveness of utilizing the Corpus of Contemporary American English (COCA) in fostering the writing skills, particularly the lexical resources, of ESL learners. A quasi-experimental design was implemented involving two groups. An experimental group (n = 25) in which COCA was integrated into their teaching practice, and a control group (n = 25) that received no COCA intervention. Data were gathered using pre- and post-writing tests designed to evaluate students' vocabulary. The data were analyzed using independent and paired samples t-tests, supported by an Analysis of Covariance (ANCOVA) to contrast the performance of the two groups. Results showed a statistically significant and positive change in the writing skills of the experimental group compared to the control group. Furthermore, the two tests revealed dramatic gains within the experimental group from pre-test to post-test. The ANCOVA further supported the positive effect of the COCA intervention. These findings suggest that integrating COCA can significantly enhance the lexical resources of ESL learners, resulting in improved writing skills. The study supports the use of corpus-based tools in language instruction to enhance vocabulary learning and overall writing proficiency among ESL learners. The research suggests that COCA is a valuable resource in English language teaching and can be applied to other criteria, such as grammar, cohesion, and coherence.
subject: Research Article
  topic: section
creator: Amjed A. Ayyat
creator: Emad A. Alqdumi
creator: Haitham Al-Yousef
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
date: 2025-08-30
publication date: 2025-08-30
starting page: 47
ending page: 55
doi: 10.32996/bjal.2025.5.2.5

Sustainability Transition in the Moroccan Agrarian Regime: Transformative Learning and the Coalition of Discourses
type: item
description: Soulaliyine Social Movement in Morocco, as any social movement, could function as a means of social change. This social change happens as a result of empowering oppressed people. Empowerment, contesting hegemony, social change mechanisms, and social movement dynamics are the focal points of the majority of the existing studies. This study takes a different direction, using in-depth interviews with two activists and based on their real life and pedagogical experiences. it aims to establish how social tension over collective land led activists to adjust their thinking and actions as well as shed light on how notions of sustainability penetrated their discourse. By using Mezirow’s Transformative Learning theory as a lens for analysis, the examination of activists’ experiences and narratives showed that activists’ perceptions and frames of references changed as a result of participating in Soulaliyine Social Movement, and this change in their personalities is irreversible. This study also shows that openness to sustainability discourse helped those activists legitimize their demands.
subject: Research Article
  topic: section
subject: Soulaliyine Social Movement, Morocco, Activism, Transformative Learning, Sustainability Transitions.
  topic: keywords
creator: Anasse BOUNAGA
creator: Souad EDDOUADA
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/
date: 2025-08-07
publication date: 2025-08-07
starting page: 36
ending page: 46
doi: 10.32996/bjal.2025.5.2.4

Ecopoetry-Based Instructional Model for Enhancing High School Students’ Creative Writing Skills in Indonesia
type: item
description: In a time of increasing environmental challenges, it is essential to incorporate ecological literacy into education, especially through subjects that involve both cognitive and emotional engagement, such as literature. In the setting of Indonesian high schools, poetry education frequently lacks relevance to students' lived experiences and environmental issues, hence constraining its transformative capacity. Current methodologies rarely use ecological issues as a stimulus for creative writing, resulting in a deficiency in educational frameworks that connect ecological consciousness with literary creation. This study presents and analyzes an Ecopoetry-Based Instructional Model, based on Garrard’s six ecological categories, aimed at improving students’ creative writing abilities while promoting ecological awareness. The model was designed, verified, and evaluated using a Design-Based Research (DBR) methodology across three public high schools in Parepare, Indonesia, engaging 180 Grade X students. Results demonstrate considerable enhancement in poetic components like imagery, metaphor, and emotional tone, as well as heightened student motivation and engagement. The validation results affirmed the model's educational clarity and practical viability. The research emphasizes the value of incorporating local knowledge and personal experiences into poetry expression, hence enhancing ecocritical theory within effective classroom practices. These results indicate that ecopoetry can function as an effective medium for environmental teaching and provide scalable applications across many educational settings.
subject: Research Article
  topic: section
subject: Ecopoetry
  topic: keywords
subject: Creative Writing
  topic: keywords
subject: Ecological Literacy
  topic: keywords
subject: High School Education
  topic: keywords
subject: Design-Based Research
  topic: keywords
creator: Muhammad Taha Taking
creator: Anshari
creator: Juanda
creator: Andi Asrifan
rights: Copyright (c) 2025 British Journal of Applied Linguistics
date: 2025-08-07
publication date: 2025-08-07
starting page: 22
ending page: 35
doi: 10.32996/bjal.2025.5.2.3

A Stylo-Linguistic Analysis of Syntactic Complexity and Narrative Coherence in Kenyan Motorsport Commentary during the 2024 Safari Rally
type: item
description: The study explores the linguistic processes of motorsport commentary of the 2024 Safari Rally in Kenya, paying attention to the syntax complexity and narrative integrity as the key characteristics of spoken sports language. Based on Critical Stylistics (Jeffries, 2014), the study will examine how commentators negotiate the challenges of telling stories under real-time pressure, combining technical accuracy and appeal to the audience. A qualitative research design was utilized, and purposive and stratified sampling was executed to identify 60-minute live broadcast commentary segments on radio (KBC), television (TNT Sports), and online streaming (WRC+). These clips were selected depending on race intensity, commentator experience, and linguistic diversity. Audio recordings were used as a method of data collection, as well as orthographic transcriptions of the data with ELAN software, and contextual metadata (race stage, driver position, crowd reactions). Lexical density, syntactic variation (clause coordination/subordination, verb-argument constructions), and narrative strategies (temporal sequencing, thematic repetition) were investigated using qualitative content analysis and discourse analysis. Important discoveries indicate that commentators dynamically switch between simple exclamations and highly complex subordinate structures to reflect the race dynamics, and syntactic complexity is used to achieve clarity and dramatic impact. It was sustained by discourse markers (e.g., “Suddenly,” “Meanwhile”) and theme framing, which would commonly employ nationalistic or heroic motives. The commentary was in multiple languages, mixing English, Swahili, and local dialects, which offered a better cultural fit but necessitated an efficient code-switching strategy to maintain its intelligibility. The study contributes to African linguistics in sports because it puts motorsport commentary in the context of a stylistically rich genre formed by sociocultural and ideological proces…
subject: Research Article
  topic: section
subject: Narrative coherence, motorsport commentaries, multilingualism, syntactic complexity , kenyan Languages.
  topic: keywords
creator: Lucy Kusunza
creator: Joseph Maina.
creator: Leonorah Mugalla
rights: Copyright (c) 2025 British Journal of Applied Linguistics
date: 2025-07-23
publication date: 2025-07-23
starting page: 12
ending page: 21
doi: 10.32996/bjal.2025.5.2.2

Splitting Unsplittable Foreign Words in Casual Speech by EFL Arab Learners
type: item
description: This study sheds light on a novel mispronunciation problem in L2 where Arabic-speaking EFL learners split unsplittable foreign long words in the flow of speech into two sub-parts and the factors involved in this faulty word segmentation. A sample of 15 unsplittable foreign long words segmented by 74 Arab college students was analyzed. Results showed that Arab learners split words to two parts as in Skype > Sky + pe, Kaspersky > Kasper + sky, Swarovski > Swaro+viski, Google > Go + gil, vegetable > vege + table, marshmallow > Marsh + mello, Michigan > Mit + shigan, Wednesday > Wednes + day, manipulated > manu + plated and so on. In segmenting long words, Arab learners often rely on the words’ written form, treating unfamiliar long words as consisting of familiar parts and pronouncing them as if they were two words, with a slight pause between both parts, especially in the case of segments that resemble known English words as sky, table, go, day, marsh. They rearrange consonant clusters based on their Arabic (L1) phonotactic constraints, insert a vowel to break the clusters, and stress the penultimate syllable in the second part. Some faulty word segmentation in the sample is based on cross-linguistic lexical associations, where segments evoke meaningful words in their native language (Arabic) as Swaro سوار meaning (bracelet). Learners intuitively reconstruct unfamiliar words using analogies from both English and Arabic. Their pattern of phonological segmentation is driven by both orthographic influence and phonotactic constraints in Arabic. Learners try to make sense of unfamiliar phonological forms using Arabic phonology, English orthography, and semantic associations. To enable Arab learners to pronounce long words without segmenting them, this study recommends awareness-raising of orthographic mismatches, phonetic awareness training, stress and rhythm drills, listening to native speakers and shadowing their pronunciation, pause, juncture and boundaries, metacogniti…
subject: Research Article
  topic: section
subject: Pronunciation errors, unsplittable words, word splitting, word segmentation, foreign words, casual speech, Arab EFL learners, educated Arabs. Arabic speaking learners
  topic: keywords
creator: Reima Al-Jarf
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/
date: 2025-06-23
publication date: 2025-06-23
starting page: 01
ending page: 11
doi: 10.32996/bjal.2025.5.2.1

From Challenge to Catalyst: Reframing NNEST Identity in Global ELT
type: item
description: The English language teaching (ELT) profession remains steeped in native-speakerism ideologies that disproportionately marginalize non-native English-speaking teachers (NNESTs), despite their constituting the majority of the global ELT workforce. This paper investigates the systemic challenges NNESTs face, including hiring discrimination, wage gaps, and accent bias, while spotlighting their resilience and transformative potential within the profession. Drawing on recent empirical research and policy developments, this paper reframes perceived professional deficits as sources of pedagogical strength. NNESTs’ multilingual awareness, personal language-learning journeys, and cross-cultural competencies position them uniquely to connect with learners and model realistic paths to English proficiency. This paper explores how native speakerism is embedded in structures of coloniality and neoliberalism. It then highlights emerging shifts—both pedagogical and institutional—that prioritize intelligibility over accent. Ultimately, this paper argues that NNESTs are not only overcoming entrenched bias but actively reshaping what it means to be a credible, effective language teacher in a global context. By asserting their legitimacy, NNESTs challenge outdated norms and help create a more inclusive, authentic, and learner-centered vision of English education.
subject: Research Article
  topic: section
subject: Non-native English-speaking teachers (NNESTs), native-speakerism, accent bias, teacher credibility, World Englishes, inclusive pedagogy, multilingual competence
  topic: keywords
creator: Khalid Al-Seghayer
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/
date: 2025-04-21
publication date: 2025-04-21
starting page: 71
ending page: 75
doi: 10.32996/bjal.2025.5.1.8

Translating Medical Terminology
type: item
description: Translating medical terminology presents unique challenges due to its complexity, specificity, and reliance on Latin and Greek roots. This paper explores strategies such as morphological decomposition—breaking terms into prefixes, roots, and suffixes—to enhance comprehension and accuracy. An interdisciplinary approach integrating morphology, translation, and semantics is proposed to address linguistic and cultural barriers. The study also examines the role of foreignization in contexts where target-language equivalents lack precision. Findings emphasize the importance of structured methodologies for learners, educators, and translators in the medical field.
subject: Research Article
  topic: section
subject: Medical translation, morphology, foreignization, interdisciplinary approach, terminology
  topic: keywords
creator: Gamal M. A. Abdullah
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/
date: 2025-04-17
publication date: 2025-04-17
starting page: 60
ending page: 70
doi: 10.32996/bjal.2025.5.1.7

Strategies Adopted by Libyan Students in the Production of English Onset clusters: An Acoustic Study
type: item
description: This acoustic study investigates how Libyan second-semester university students at the Department of English, University of Tripoli, produce English word-initial three-consonant clusters. The study seeks to explore vowel epenthesis as one of the strategies adopted by those students to facilitate the production of these consonant clusters which do not exist in their mother tongue. The study also aims to investigate the site where the epenthetic vowel is inserted and its acoustic characteristics, such as duration and quality. Twenty Libyan second-semester students were recorded while reading nine sentences with the clusters /spl/, /spr/, /spj/, /str/, /skj/, /skr/, /skl/, /skw/ and /stj/ in word-initial position. Results of the acoustic analysis showed significant variability in participants' performance, with vowel epenthesis as the most preferred strategy to simplify the production of problematic clusters. In addition, the findings revealed that Tripolitanian Libyan Arabic shows features of both VC and CV dialects. As for the duration and quality of the epenthetic vowel, the results showed that epenthetic vowels are shorter than neighbouring vowels, and their quality is that of the short high-front unrounded vowel [ɪ]. These results highlight the importance of recognising phonological differences between first and second language and they could improve our understanding of phonological adaptation in second languages and the role it plays in improving learners’ proficiency level and communication skills.
subject: Research Article
  topic: section
subject: Simplification Strategies, Consonant Clusters, Epenthetic vowels, EFL Libyan learners
  topic: keywords
creator: Abdurraouf Shitaw
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/
date: 2025-03-26
publication date: 2025-03-26
starting page: 53
ending page: 59
doi: 10.32996/bjal.2025.5.1.6

A Pragmatic Analysis of Refusal Strategies in Management Communication
type: item
description: This study examines the refusal strategies employed in superior-subordinate communication during departmental meetings. It aims to reveal these strategies' function, specifically exploring why individuals use particular refusal techniques in their interactions. Data is collected through observation of participants' turn-taking patterns in departmental meetings. The findings indicate that both heads of departments and department members utilized direct and indirect refusal strategies. Participants employed two direct refusal strategies, as defined in the Beebe et al. (1990, pp. 55-73) framework, and five indirect refusal strategies: explanation, statement of alternatives, attempts to dissuade, acceptance functioning as a refusal, and silence. The most frequently used direct strategy is the non-performative statement, while the most common indirect strategies are explanation and statements of alternatives. Social power dynamics are evident in the heads of departments' speech, as they seek to control dissenting opinions. Department members, however, exercise social power by forming coalitions to support specific viewpoints discussed in the meetings. Future research could investigate the politeness strategies used by superiors and subordinates in these meetings and their impact on influencing heads of departments.
subject: Research Article
  topic: section
subject: Management, Refusal Strategies, Superior-Subordinate Communication, Academic Setting.
  topic: keywords
creator: Mouad Mohammed Al-Natour
creator: Shireen Ibraheem Al-Qawasmeh
creator: Areej Mohammad Mahmoud Al-Hawamdeh
creator: Salaam M. Alhawamdeh
creator: Haitham M.K Al Yousef
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/
date: 2025-03-22
publication date: 2025-03-22
starting page: 43
ending page: 52
doi: 10.32996/jgcs.2025.5.1.5

Exploring the Impact of Digital Tools on Linguistic Competence: A New Dimension in English Language Teaching Methodologies
type: item
description: We are currently in an era where technology is everywhere and essential. Additionally, technology has transformed how we teach English. Integrating modern technology represents a significant advancement in contemporary English language teaching and learning. Most current English language teachers are actively utilizing various technological tools to enhance teaching effectiveness. In terms of language education, digital media is becoming increasingly prominent in the classroom. Generally, teaching and learning language today appear to be more engaging due to the technological landscape. It fosters a sense of creativity and, above all, an innovative approach. The concept of 'e-learning' or 'Technology in Language Acquisition' has turned into a prominent term in all educational environments. Learners in the 21st century recognize the importance of technology in the language acquisitions. While traditional methods mostly rely on lecturing, today's learning systems emphasize interactivity. Recent technologies like blogs, the internet, interactive whiteboards, smartphones, Skype, Twitter, YouTube, and many others have not only enhanced learning but also boosted student engagement and genuine interactivity in the classroom. This paper intends to identify the various technological elements utilized in English teaching and learning that introduce innovative techniques and foster effective, high-quality education.
subject: Research Article
  topic: section
subject: Technology, Advancement, Tools, Digital Media, 21st Century, Learning System, Innovative Techniques
  topic: keywords
creator: Mohammad Jalaluddin
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/
date: 2025-03-05
publication date: 2025-03-05
starting page: 29
ending page: 34
doi: 10.32996/jgcs.2025.5.1.3

From Screen to Classroom: Exploring the Impact of Online CPD Programmes in Enhancing Literature Teaching Practices in Iraqi Schools
type: item
description: The potential of continuous professional development (CPD) programmes to drive change and improve teaching practices is frequently restricted by the contextual challenges, particularly in contexts described as challenging EFL environments. Furthermore, CPD programmes delivered through online modes are often deemed less effective than conventional face-to-face programmes. This study sought to explore the potential of improving Iraqi English teachers’ practices in teaching literature. Nine secondary school teachers were recruited in the study and took the online training for a period of six weeks. Data were collected through two rounds of class observation and follow-up interviews with the participants. First data collection round was conducted prior to the training, and the second round followed its completion. The results indicate that the training led to significant improvements, including shifting from teacher-centred informational methods to more interactive and engaging teaching methods, reducing the excessive reliance on direct translation, minimizing the amount of teacher talk and maximizing the amount of students talk, implementing some technology-based activities, and assigning different types of tasks and classroom games. This change is also manifested through the rise in students’ engagement and their motivation to participate in speaking and writing activities. However, the study identified several factors that impact the effectiveness of online CPD programmes in Iraq. These included the gap between the objectives of teaching and the students’ exam-driven motivation, the need to recognize and reward teachers’ commitment and efforts, and the lack of IT facilities and infrastructure limitation in the local context. The reported findings underscore the importance of contextualizing the training material to fit the local educational realities and overcoming local barriers to facilitate change making and improving teaching practices.
subject: Research Article
  topic: section
subject: teacher training
  topic: keywords
subject: Iraq
  topic: keywords
subject: Online CPD programmes
  topic: keywords
subject: literature
  topic: keywords
subject: online
  topic: keywords
creator: Amjed Al-Rickaby
rights: Copyright (c) 2025 British Journal of Applied Linguistics
date: 2025-03-16
publication date: 2025-03-16
starting page: 35
ending page: 42
doi: 10.32996/jgcs.2025.5.1.4

Compliment Response Strategies Utilized by Jordanian Students: A Socio-Pragmatic Study
type: item
description: Complimenting is a common communicative act in daily interactions that occurs among people in their daily communication. Complimenting practices vary across societies due to social and contextual factors. This study examined compliment response strategies employed by Jordanian students in an academic setting). This study collected data from undergraduate students at Jerash University who study in the English departments. A mixed-methods approach, employing observation and interviews, was used. Chen and Yang (2010) theoretical framework was adopted to analyze the data. The results showed that Jordanian students used various types of compliment responses: acceptance, mitigation/deflection, rejection, non-response and request interpretations. They utilized different strategies for each type, such as thanking, downgrading, disagreement, and silence. This study recommends future research comparing these findings with compliment response strategies used by students in other cultural contexts.
subject: Research Article
  topic: section
subject: Compliment response strategies (CRs), Jordanians, speech act, academic setting
  topic: keywords
creator: Mouad Mohammed Al-Natour
creator: Arwa Mohammad Rabee
creator: Abdul Raheem Mohammad Al Jaraedah
creator: Haitham M.K Al Yousef
rights: Copyright (c) 2025 British Journal of Applied Linguistics
date: 2025-01-27
publication date: 2025-01-27
starting page: 17
ending page: 28
doi: 10.32996/bjal.2025.5.1.2

Common Mistakes EFL Learners Make When Using Idiomatic Expressions: A Case Study of Saudi Tertiary Level EFL Learners
type: item
description: This study examines EFL learners' blunders and difficulties with English idioms. The study emphasizes the role of idiomatic expressions in EFL learners' communication and cross-cultural understanding. Researchers have adopted the analytical research method; data was gathered through a questionnaire which was distributed to a random sample 65 EFL learners from different Saudi universities. Data was interpreted using Statistical Package for the Social Sciences (SPSS) and reported as a percentage. The study indicated that EFL learners misuse English idioms by choosing literal interpretations or employing them out of context. Cultural variations, limited exposure, lack of context, and trouble understanding figurative meaning also make English idioms challenging for EFL learners. The study found that explicit instruction, cultural context, background information, authentic language use, multimedia resources, and a practice context improve EFL learners' English idiomatic expressions. Idioms' literal meanings can also help language students remember them. This study recommends explicit instruction, cultural context, and background information to help Saudi EFL learners understand idioms, authentic language use, multimedia resources, and context.
subject: Research Article
  topic: section
subject: Idiomatic expressions, common mistakes, teaching strategies, idiomatic translation, cultural context.
  topic: keywords
creator: Mohammed AbdAlgane
creator: Omer Elsheikh Hago Elmahdi
rights: Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/
date: 2025-01-01
publication date: 2025-01-01
starting page: 01
ending page: 16
doi: 10.32996/bjal.2025.1.1.1

Foreign Language Teaching: What Are Students' Opinions on Scientific Research?
type: item
description: This study examines students' perceptions and challenges regarding scientific research in the field of foreign language teaching. By analyzing data collected through a structured questionnaire completed by first- to third-year university students in disciplines such as teaching, translation, and communication, the study aims to provide a deep understanding of their attitudes and experiences. The results reveal a variety of perceptions about the importance of scientific research and identify the challenges students face during the research process. This analysis aids in the development of strategies to enhance students' research skills and promote the integration of innovative methodologies. The study is part of a project funded by the University of Tirana, aimed at strengthening research capacities in foreign language teaching.
subject: Research Article
  topic: section
subject: Scientific Research, Foreign Language Teaching, Research Challenges, Innovative Methodologies, Research Skill Development
  topic: keywords
creator: Jonida Bushi
creator: Ema Kristo
creator: Marsela Likaj
creator: Ilda Themeli
rights: Copyright (c) 2024 https://creativecommons.org/licenses/by/4.0/
date: 2024-11-09
publication date: 2024-11-09
starting page: 31
ending page: 41
doi: 10.32996/bjal.2024.4.2.4

Language Dominance in the Input and Use Patterns of Cameroon’s Special Bilingual Students
type: item
description: This paper examines dominance in the language input and use patterns of students of Cameroon’s Special Bilingual Education Programme (SBEP). The participants were 373 bilingual students from 10 schools set in French-speaking Cameroon, who submitted self-ratings via an adapted version of the Bilingual Language Profile questionnaire by Birdsong, Gertken and Amengual (2012). The data were analysed using the subtraction method to determine dominance. The results showed a consistent pattern of OL1-dominance for all the three domains considered under language input (viz. listening, reading, and watch time), but a more contrasted pattern for language use, as the respondents were found to be French-dominant (or slightly OL1-dominant to balanced) in the outer circle of relationships (circle of friends and school environment) and OL1-dominant in the inner circle (self-talk and family circle). The findings of this study suggest that individual language use is more significantly impacted by societal dominance than language input is, most likely because the latter is less constrained by relationships and offers a greater possibility of choice. They equally suggest that there is a directionality in the influence of societal dominance, with a decreasing effect from the public to the private sphere. Lastly, the study underscores the powerful negative impact the lack of official recognition can have on the maintenance of local ethnic languages in a multilingual context.
subject: Research Article
  topic: section
creator: Claude Lionel Mvondo
creator: Edmond Biloa
rights: Copyright (c) 2024 British Journal of Applied Linguistics
date: 2024-11-09
publication date: 2024-11-09
starting page: 42
ending page: 49
doi: 10.32996/bjal.2024.4.2.5

Pronunciation Challenges of Saudi Female EFL Learners: A Multidimensional Needs Analysis
type: item
description: Mastering English pronunciation poses persistent obstacles for Saudi learners pursuing higher education and careers reliant on strong oral skills. This mixed methods study explores female Saudi university students’ and vocational trainees’ self-reported experiences with pronunciation via questionnaires and interviews. Quantitative findings reveal ongoing segmental and suprasegmental difficulties, with consonant contrasts, vowel distinctions, and stress/rhythm issues most prevalent. Participants emphasize interconnected sociocultural variables influencing development, including class size, technology access, family support, teacher expertise, and learner confidence. Qualitative insights underscore pronunciation as a multifaceted process requiring aligned pedagogical responses. Recommendations center on specialized instructor training, personalized feedback techniques, targeted lessons, and technology integration. By capturing diverse learner perspectives, this research contributes an inclusive examination of needs to advance responsive policies and practices that optimize Saudi females’ pronunciation attainment. Findings affirm pronunciation as a complex yet critical developmental process necessitating comprehensive support structures.
subject: Research Article
  topic: section
subject: Anxiety, Autonomous, Learning Obstacle, Practice, Proficiency, Self-access-centres Sounds
  topic: keywords
creator: Asjad Ahmed Saeed Balla
creator: Omer Elsheikh Hago Elmahdi
rights: Copyright (c) 2024 https://creativecommons.org/licenses/by/4.0/
date: 2024-10-19
publication date: 2024-10-19
starting page: 15
ending page: 30
doi: 10.32996/bjal.2024.4.2.3

Politeness Connotations of Silence in the Jordanian EFL Classroom
type: item
description: This study aims to identify the exact meaning of politeness in silence among Jordanian EFL students. It seeks to elaborate on the implicit meaning of silence between professors and their students in the EFL classroom. Professors and students were interviewed in the English and translation department. Brown & Levinson (1987) politeness theory was adopted to analyze the data. This research found that the professors and their students employed the silence strategy for various purposes. On the one hand, Professor silence was used to stop interruptions, unacceptable answers, and unaccepted behaviors. On the other hand, students' silence was used to show embarrassment, inadequate knowledge, and thinking for answers. This study recommends that future researchers look into the usage of silence among students in their communications.
subject: Research Article
  topic: section
subject: Silence, Politeness, EFL students, Professors, Jordan
  topic: keywords
creator: Mouad M. Al-Natour
creator: Shafiq Banat
creator: Shireen Ibraheem Al-Qawasmeh
rights: Copyright (c) 2024 https://creativecommons.org/licenses/by/4.0/
date: 2024-10-08
publication date: 2024-10-08
starting page: 09
ending page: 14
doi: 10.32996/bjal.2024.4.2.2

A Critical Discourse Analysis of American News Reports on the Opening Ceremony of Beijing Winter Olympics
type: item
description: The opening ceremony of Beijing Winter Olympic Games in 2022 has been extensively covered in international news reports. Although these news reports seem impartial and objective, they carry underlying ideologies that can influence public opinions and judgments. This paper examined the discursive representation of China in American news reports on the opening ceremony of the Beijing Winter Olympics using Fairclough’s critical discourse analysis model as the theoretical basis. News stories from American media were collected and analysed in terms of headline, collocation, and quotation pattern. The research found that American news reports present mixed and multifaceted views toward the host country. They showed appreciation for the host country’s success in delivering a spectacular opening ceremony, but they tended to frame China negatively, portraying it as an intimidating power and a geopolitical threat. This study can improve our understanding of the discursive practice of news reports and enhance critical awareness in interpreting news texts.
subject: Research Article
  topic: section
subject: critical discourse analysis
  topic: keywords
subject: news report
  topic: keywords
subject: opening ceremony
  topic: keywords
subject: Olympic Games
  topic: keywords
creator: Xinmiao
rights: Copyright (c) 2024 British Journal of Applied Linguistics
date: 2024-08-21
publication date: 2024-08-21
starting page: 01
ending page: 08
doi: 10.32996/bjal.2024.4.2.1

The Modification of Talmy's Three-step Process for Reading Comprehension of Legal Texts
type: item
description: This research aims to improve the comprehension of legal documents by using Talmy's (2017) three-step process for identifying and integrating references from contextual cues into linguistic forms. This study investigates the cognitive processes used to comprehend legal writing, drawing on ideas from pragmatics, discourse analysis, cognitive semantics, and Talmy's force dynamics notion. The study utilizes a qualitative content analysis method to examine how readers mentally handle cue detection, attention allocation, and semantic integration when they come across excerpts from court indictments. Data is collected from 10 Vietnamese indictments including various criminal counts. An analysis is conducted on the indictments to determine different sorts of contextual cues that are there. The study focuses on analyzing the distribution and interaction of cue categories (lexical, collateral, background, temporal) in order to better understand how they facilitate or impede the three-step process of comprehension. The aim is to identify factors that might improve or hinder understanding. The purpose of the results is to enhance readers' ability to effectively use contextual cues while interpreting legal processes, rules, and arguments in written form. This will ultimately improve the efficiency of understanding legal texts.
subject: Research Article
  topic: section
subject: Legal text analysis, Referent identification, Cognitive semantics, Force dynamics
  topic: keywords
creator: Ly Ngoc Toan
rights: Copyright (c) 2022 https://creativecommons.org/licenses/by/4.0/
date: 2023-11-29
publication date: 2023-11-29
starting page: 69
ending page: 80
doi: 10.32996/bjal.2023.3.2.7

Investigating the Learners’ Communicative Skills in ESL Classes
type: item
description: This article focuses on the communicative skills of learners in ESL classes. English conversation plays a crucial role in understanding each other and dealing with different kinds of uncovered problems. This means that not only do the soldiers that I teach need English for communication abroad, but Czech teachers also need English to communicate with them. It is always valuable to have a chat with them and ask questions to make sure our judgement colleagues are native speakers. At my work, I have an opportunity to encounter people from various parts of the world, and I am very interested in the way they use English as their mother tongue. These co-workers have a greater supporting role in our teaching process and were right. Even if they come from America, England, or Australia, and their accents differ, it is just a question of time for teachers and students to adjust to their speech and distinguish differences in pronunciation. Being able to keep a fluent conversation with a native speaker is viewed as the main goal of my students, which underlines the importance of speaking skills from a student´s point of view. Therefore, in my thesis, I decided to concentrate on communicative activities that might be helpful for English teachers and enhance their students´ communicative skills. My thesis is divided into two parts – theoretical and practical. In the theoretical part, I deal with the difference between speaking and conversation and explain its practical use in everyday life. I also aim to highlight the importance of motivation in teaching practice and the techniques and approaches used to enhance students´ desire to speak a foreign language. While dealing with communicative activities, I focused on distinguishing them either as accuracy or fluency activities and provided definitions of these terms. The role of a teacher is also discussed, and useful ideas are suggested to make the speaking lesson as effective as possible. The practical part consists of a set of p…
subject: Research Article
  topic: section
subject: Communicative Skills, Communication, Learners, EFL Classes, Second Language Classes.
  topic: keywords
creator: Toryalay Itimmadi
rights: Copyright (c) 2024 https://creativecommons.org/licenses/by/4.0/
date: 2024-06-10
publication date: 2024-06-10
starting page: 63
ending page: 69
doi: 10.32996/bjal.2024.4.1.7

The Effect of Reflective Journal Writing on Moroccan EFL Master Students’ Reflective Thinking: A Mixed Methods Study
type: item
description: Reflective thinking is one of the transferable skills necessary for academic and professional success. Therefore, stimulating English as a foreign language (EFL) students’ reflective skills is undoubtedly important. Reflective journal writing is a pedagogical strategy proposed to help students build their reflective potential. Although previous research investigated the effect of this strategy on the development of students’ reflective skills, there are inconsistent conclusions regarding its effectiveness. Also, limited research has investigated this issue in relation to EFL students in the Moroccan context, specifically in higher education. The aim of this study is to evaluate the effectiveness of reflective journal writing in improving EFL master students reflective thinking. A convergent mixed methods approach associated with a quasi-experimental design was adopted. To collect quantitative and qualitative data, Kember, Leung, et al (2000) Reflective Thinking Questionnaire and reflective journal writing were used, respectively. A purposive sample of 69 EFL master students, including two intact groups, took part in the study. They were randomly assigned to experimental (n = 39) and control groups (n = 30). Quantitative results and qualitative findings revealed that the experimental group, after using reflective journals, has significantly developed reflective thinking compared to the control group. Also, a statistically significant change over time in the experimental group level of reflective thinking was observed. As it can be inferred, reflective journal writing is an effective strategy which could be used to help EFL students engage in a reflective reasoning. Accordingly, the results of this study encourage the formalization of reflective practice as a didactic approach to stimulate EFL students’ reflective thinking at the tertiary level.
subject: Research Article
  topic: section
subject: Reflective thinking, reflective journal writing, reflective teaching pedagogy, higher education
  topic: keywords
creator: Nawal Abrouq
rights: Copyright (c) 2024 https://creativecommons.org/licenses/by/4.0/
date: 2024-05-20
publication date: 2024-05-20
starting page: 45
ending page: 62
doi: 10.32996/bjal.2024.4.1.6

Phonological Processes Triggered by Means of Verbs Conjugation in Bantu Languages
type: item
description: This study explores the complex relationship between phonological processes and verb extensions, focusing on the concept of word elasticity, which describes the transformations words undergo based on linguistic contexts. Anchored in the Generative Phonology Theory, which postulates a transition from underlying representation to surface structure, the research aims to understand the phonological outcomes stemming from verb extension morphology, particularly in Bantu languages. Employing a qualitative approach through a documentary systematic review of peer-reviewed literature and academic articles across diverse languages, findings reveal multiple phonological processes, such as elision, assimilation, and palatalization, demonstrating the dynamic shifts induced by verb conjugations. The study concludes that understanding the interplay between morphology and phonology is fundamental, emphasizing the transformative nature of verb extensions in shaping phonological processes across languages.
subject: Research Article
  topic: section
subject: Verb conjugation, phonological processes, phonological rules, generative phonology
  topic: keywords
creator: Chipanda Simon
rights: Copyright (c) 2024 https://creativecommons.org/licenses/by/4.0/
date: 2024-04-25
publication date: 2024-04-25
starting page: 36
ending page: 44
doi: 10.32996/bjal.2024.4.1.5

Investigating the Use of the First Language in Moroccan EFL Classes
type: item
description: This study aims to investigate whether there is any significant effect of using Moroccan Arabic (Darija) in the English as a Foreign Language classroom on Moroccan students’ language learning. It highlights where Darija is preferred to be used either by students or teachers. Moreover, it seeks to scrutinize whether the mother tongue positively or negatively affects the learners. Multiple case studies research was conducted in five high schools belonging to Beni Mellal-Khenifra region. 132 students and 7 teachers were the population targeted for data collection. The study adopts a mixed method design where quantitative data is generated through a questionnaire and qualitative data is generated through interviews. The gathered data were analyzed using SPSS and content analysis. The findings show that the vast majority of the targeted populations have positive attitudes towards using Moroccan Arabic (Darija) in English classes. The study gives insights into how to adequately implement Moroccan Arabic in EFL classes. Additionally; the study also sheds light on some obstacles and limitations and provides some future research perspectives.
subject: Research Article
  topic: section
subject: Moroccan Arabic; EFL Teaching; Mother Tongue; and Classroom Learning Practices
  topic: keywords
creator: HICHAM Khalid
creator: EL HARCH Omar
creator: BOULANOUAR Abdellatif
creator: Nabil EL OUARDI
rights: Copyright (c) 2024 British Journal of Applied Linguistics
date: 2024-03-13
publication date: 2024-03-13
starting page: 27
ending page: 35
doi: 10.32996/bjal.2024.4.1.4

The Theoretical Merits and Practical Challenges of Adopting an ESAP Methodology in Teaching ESP, with an Emphasis on the Pragmatic Viability of an EGAP Approach
type: item
description: This article vividly exhibits and distinguishes the distinctions between teaching ESAP and EGAP. It defines the two approaches and shows which teaching approach is the realistic option according to the author's point of view. The author hence proceeds with elucidations on why EGAP is the realistic option and elaborates on the five roles of an ESP teacher. In addition, the author mentions a study that was conducted in Vietnam. The study was based on a systematic literature review of current research on English for Specific Academic Purposes (ESAP) and English for General Academic Purposes (EGAP) teaching approaches, and 15 relevant studies were synthesized. Some of this research showed positive results, while others showed negative results of the approaches. The final results of this study show that ESAP learning was hard in practice. It shows how EGAP is considered a course to equip and prepare students for ESAP courses. It prompts EGAP through group work and suggests it will make students feel less intimidated. The weaker students will learn from the stronger students in an EGAP group working class. It shows one of the relevant study's responses and teachers who think EGAP is significant in teaching before students can enter ESAP courses. Scaffolding is considered a significant role teachers need to ensure learners have reached their needs in both approaches. In the latter part of the article, the author mentions her experience teaching ESAP at Kuwait University, specifically at the College of Engineering. The authors show what difficulties they have gone through and how they managed to teach at this college.
subject: Research Article
  topic: section
creator: Bashayer Jassim Al Bloushi
rights: Copyright (c) 2024 https://creativecommons.org/licenses/by/4.0/
date: 2024-02-09
publication date: 2024-02-09
starting page: 17
ending page: 26
doi: 10.32996/bjal.2024.4.1.3

Exploring the Pedagogical Significance of Grammar: A Comprehensive Review of Its Role in Language Learning and Teaching
type: item
description: In the contemporary era of interactive language instruction, there are several language instructors and students who think that grammar is not necessary when it comes to communication. On the other hand, some specialists maintain that grammar continues to be an essential component in the development of language learning capabilities among students. This review paper aims to explain the role of grammar as a set of rules that governs the structure and formation of sentences in a language. It is helpful because it provides a framework for effective communication by ensuring clarity, coherence, and precision in written and spoken language. A comprehensive investigation is carried out to investigate the significance of grammar in the process of language acquisition and pedagogy, as well as the methods that may be used to successfully include grammar training in language instruction. This review is based on the latest perspectives and findings of several researchers. The findings indicate that grammar encompasses more than a mere compilation of rules or structures. Moreover, possessing a comprehension of grammar might enhance the proficiency of English learners in the process of acquiring it as a foreign language.
subject: Research Article
  topic: section
subject: role of grammar, instructing grammar, grammar pedagogy, language education
  topic: keywords
creator: Zanyar Nathir Ghafar
creator: Murad Hassan Mohammed Sawalmeh
rights: Copyright (c) 2024 https://creativecommons.org/licenses/by/4.0/
date: 2024-01-23
publication date: 2024-01-23
starting page: 13
ending page: 16
doi: 10.32996/bjal.2024.4.1.2