International Journal of English Language Studies
International Journal of English Language Studies (ISSN: 2707-7578) is a double-blind peer-reviewed, open-access monthly journal published by Al-Kindi Center for Research and Development. The journal is led by expert international editorial board members who take an objective approach to peer review, ensuring each research paper is reviewed and evaluated on its own scholarly merits and research integrity. Publishing your work in the International Journal of Linguistics, Literature and Translation means you will receive prompt and reliable publishing and a global platform for your research to reach its full potential. The journal is published in online version only.
Al-Kindi Center for Research and Development
The Effectiveness of an Educational Program Based on (ChatGPT) in Acquiring English Grammar Among Tenth-Grade Female Students in the Directorate of Education of Wadi Al-Seer District
The study aimed to investigate the effectiveness of using an educational program based on ChatGPT in developing English grammar skills among tenth-grade female students in the Directorate of Education of Wadi Al-Seer during the academic year (2025/2026). To achieve the objectives of the study, the researchers employed a quasi-experimental approach using a design that included both an experimental group and a control group. The study sample consisted of (50) female students from Aisha Bint Abi Bakr Mixed Basic School. They were randomly distributed into two equal groups: an experimental group that was taught using the ChatGPT-based educational program, and a control group that was taught using the traditional method. To collect the data, the study instruments were used after verifying their validity and reliability. These instruments included the ChatGPT-based educational program and an achievement test in English grammar administered before and after the implementation. The results revealed statistically significant differences in the students’ achievement test scores in favor of the experimental group in the skills of Modals, Relative Clauses, and Correction, while no statistically significant differences were found in the skill of Future Tenses. The study recommends that teachers employ educational programs based on ChatGPT to enhance the acquisition of English grammar.
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0
Developing a Genre-Based Authentic Assessment Model for Academic Writing in Higher Education: An Indonesian Case Study
Assessment in higher education has been shifting from traditional testing toward authentic performance-based assessment that mirrors real-learning experience. In the language-center industry, specifically composition instruction, this transition highlights contextualized and genre-conscious evaluation. Nevertheless, most institutions still rely on commercial-oriented grading practices, which are non-standardized, non-egalitarian, and not educative. In order to fill this gap, the study attempts to construct and validate a Genre-Based Authentic Assessment Model (GBAAM) for academic writing at the tertiary level in Indonesia. Using a 4-D design framework (Define, Design, Develop, Disseminate), the study embraced authentic assessment principles in a genre-based pedagogy to develop such a model: broad and context-sensitive. Findings revealed favorable content validity (CVI 0.82- 0.94), a strong level of reliability (α = 0.91), and a positive impact on students’ writing skills with a significant difference (p < 0.05) in their written proficiency from the upper-intermediate level in terms of dimensions such as structure, coherence, and contextual relevance. Qualitative evidence supported the model's utility and impacts on instructor objectivity and student engagement. The results indicate that the GBAAM successfully fills a gap between theory and practice by incorporating assessment for communicative competence and cultural context. The findings in this study provide a transferable model for academic writing assessment and propose future developments in digital or AI-assisted rubrics.
Copyright (c) 2026 Zakila Mardatila Ersyad, Luthviza Nabila Putri Ersyad, Arva Firas Putra Ersyad, Like Raskova Octaberlina, Andi Asrifan https://creativecommons.org/licenses/by/4.0
Enhancing students’ vocabularies through synonym and antonym quizzes at Senior High School in Tana Toraja
Learning vocabulary in senior high school is crucial for understanding synonyms and antonyms. The students need to understand the meaning of the words. This study aims to determine the effectiveness of synonym and antonym quizzes in improving first-year students' vocabulary at SMAN 2 Tana Toraja. This study used a pre-experimental method with a group pre-test and post-test. The study population comprised first-year students at SMAN 2 Tana Toraja in the academic year 2025/2026. Class IPS was selected as a sample, consisting of 25 students. The instrument for this study was a vocabulary test administered as a pre- and post-test. Findings reveal that using synonym and antonym quizzes can improve the vocabulary of the first-year students of SMAN 2 Tana Toraja. The score of the pre-test showed ‘very poor’, while the score of the post-test is generally ‘good’. The data were analysed using degrees of freedom (df = 24). The t-test result showed a significant difference from the t-table value; hence, the hypothesis is accepted. Findings reveal that using synonym and antonym quizzes enhances the students’ vocabulary. This is because the Quiz is an activity with rules, a goal, and an element of fun, which students find interesting. Students can learn while they are playing. It can brighten up the class and bring more variety to the language.
Vocabulary, synonyms, antonyms, quizzes, and interesting activities
Sonic Scenography and the 3D Binaural Turn: A Multimodal Framework for Enhancing EFL Acquisition Among Completely Visually Challenged Moroccan Students
This research addresses the pedagogical vacuum created by ocularcentric English Language Teaching (ELT) materials for completely visually challenged students in the Moroccan context. In the absence of visual imagery, this study proposes a transformative "Sonic Scenography" model, utilizing binaural 3D soundscapes to scaffold lower-order linguistic skills. Employing a mixed-methods approach, the study examines an online cohort of 15 students with a complete visual challenge across various Moroccan cities. By integrating elements of theatrical sound design and cognitive psychology, the research explores how spatialized audio can serve as a functional surrogate for visual context. Quantitative data were analyzed using Statistical Package for the Social Sciences (SPSS) software. Findings reveal that 3D acoustic environments significantly enhance vocabulary retention and phonological awareness by providing a "spatial anchor" for new language data. The results indicate that shifting from "flat" audio to immersive 3D scenography reduces cognitive load and fosters academic autonomy for completely visually challenged students.
Sonic Scenography; Binaural 3D Audio; Completely Visually Challenged Students; Cognitive Load Theory; EFL Vocabulary Retention
Investigating Moroccan EFL Students’ Writing Issues: A Case Study of First-Semester Students at Cadi Ayyad University
The present study purports to explore the major writing issues faced by Moroccan EFL students in their writing endeavor. More precisely, it focuses on the types of writing errors, their underlying causes, and the strategies students employ to overcome them. To conduct the study, a descriptive quantitative design was adopted, and data were garnered from two groups of 90 first-semester EFL students at Cadi Ayyad University in Marrakesh. The main instrument used for this study is a multiple-choice questionnaire. The latter consists of three sets of questions adapted from Sahki (2024). Data analysis revealed that grammatical (61%) and lexical (49%) errors were the most prevalent, while linguistic and psychological factors identified as the main causes of writing difficulties. Notwithstanding these challenges, participants reported using strategies such as planning, drafting, and revising to enhance their writing. The study concludes with pedagogical recommendations emphasizing explicit grammar instruction, process-based writing pedagogy, learner training in self-regulation and editing techniques, and the incorporation of writing workshops.
Copyright (c) 2026 MORAD BAKIR, KHADIJA ANASSE , WADIAI BOUDRIBILA , Ali MAZZOURH , Abdelaziz EL HAMMOUCHI https://creativecommons.org/licenses/by/4.0
Self- Defense Mechanisms and the Influences of Memories in Never let me Go
This paper examines how memories are expressed and utilized in a dystopian society through the lens of Sigmund Freud’s theory of self-defense mechanisms. The self-defense mechanisms are categorized into many themes, some of these themes will be applied to some characters throughout the sequence of actions in the novel. Each theme will offer itself as the most accurate means of understanding the importance of any individual memories and others’ attitudes. What will be mentioned in this paper, compensation, Denial, displacement, identifications, regression, repression and sublimation in Sigmund Freud’s theory. This paper will also specifically show both regression and repression characterized in some characters in the novel. Regression involves a return to either a painful or a pleasant experience in any individual, and repression is incarnated in putting things into darkness. Repression and regression also will be mentioned to show the psychological method of living in present by remembering the past. Kathy is the protagonist and the narrator of the novel, and she keeps flashing back her memories to avoid the unpleasant realities of the coming doomed future. The sequence of actions in the novel will reveal the past as a future while reading this piece of art by Kazuo Ishiguro.
Repression, regression, compensation, displacement, identification, denial, memories and sublimation.
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0
Using Short Clips as a Pedagogical Tool to Address English Speaking Challenges Among Omani College Students: A Mixed-Methods Study
This quantitative/qualitative study investigates the impact of using short English clips on improving the ability of college students who attend foundational programs in Oman to speak in English. Quantitative data were obtained through pre/post oral testing of all 72 participants, while qualitative data were obtained through semi-structured interviews of 15 teachers and 15 students, student reflective journals, and systemic classroom observation. Statistically, there was a statistically significant difference in the average speaking score of all participants after the intervention (t (71) = 8.37, p < .0001), with an increase from 12.1 to 15.4 out of 20. All participants felt more motivated and engaged to learn, while teachers indicated that cultural relevance and curriculum compatibility were important factors to consider in implementing short clips into their instruction. In general, if short clips are carefully selected and pedagogically integrated, they can greatly improve the speaking abilities of English as a Foreign Language (EFL) students, including students in Oman, and contribute to both scholarly practice and national education goals as defined in Oman Vision 2040.
EFL short clips, English speaking skills, Omani students, technology integration, speaking anxiety, pedagogical innovation
The PCCCI Model: A Future-Proof Framework for Cultivating Digitally Fluent Business English Talent in the Age of Intelligence
In an era defined by profound digital transformation, China's national strategy for vocational education reform calls for talent cultivation models that are not only deeply integrated with industry but are also inherently forward-looking. This paper presents a descriptive and theoretical case study of an evolved pedagogical framework for Business English majors: the Post-Course-Competition-Certificate-Intelligence (PCCCI) model. This five-dimensional, synergistic framework enhances the established four-pillar integration of Professional Posts, Competency-based Courses, Skills Competitions, and Industry Certificates with a crucial fifth element that serves as its core: Digital Intelligence. This new dimension represents the systematic infusion of digital literacy, data analysis capabilities, and intelligent technology application across the entire educational ecosystem, transforming it from a linear process into an adaptive, dynamic system. The study eschews empirical pedagogical data, focusing instead on a rigorous theoretical and structural analysis of the PCCCI model's design and conceptual underpinnings. We analyze its direct alignment with contemporary educational policies, such as the "1+X" certificate system, and its capacity to address the escalating demands of the global digital economy for multifaceted, tech-savvy, and application-oriented talent. The conceptual foundations of each of the five pillars and their dynamic interplay are explored in depth, arguing that the PCCCI model provides a holistic and replicable pathway for cultivating future-proof Business English professionals. A detailed narrative description of the model’s conceptual graph is provided to visually articulate the integrated workflow and the student's developmental trajectory within this enhanced framework. Ultimately, this case study contributes a detailed blueprint to the discourse on vocational education reform, offering a cohesive, competency-driven educational model that not only bridges the persistent gap between academic learning and professional practice but also strategically prepares students for the future of work in an age of intelligence.
Business English, Vocational Education, Digital Transformation, Talent Cultivation Model
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
The Israel-Palestine Conflict Coverage in the Mainstream Media: A Systematic Review
This study examines how the Israel-Palestine conflict is rendered in mainstream media. Nowadays, news discourse intensely influences the public understanding of complex conflicts. Using a systematic literature review, this study reviews literature from 2019-2024 via Google Scholar, ResearchGate, and Semantic Scholar databases. 20 selected articles were examined to see the thematic pattern and theoretical and methodological trends. Five main themes discovered were (1) using language to shape opinion, (2) media framing, (3) imbalance coverage, (4) visual framing, and (5) media bias and ideology, whereas the common method and theory applied were critical discourse analysis and Framing Theory, respectively. This study aims to intensify awareness of media framing choices in shaping public understanding of the conflict.
Israel-Palestine conflict, systematic literature review, news discourse, media framing
Copyright (c) 2025 Nurul iman alwani Ehsham, Nor Fatin Abdul Jabar, Kamariah Yunus3 https://creativecommons.org/licenses/by/4.0
AR-Enhanced AI Feedback and EFL Writing Engagement
This study investigates the impact of integrating Augmented Reality (AR) and Artificial Intelligence (AI)-based writing feedback on students’ engagement and motivation in English as a Foreign Language (EFL) context. The purpose of the research is to explore whether AR-enhanced AI feedback can foster higher levels of attention, persistence, and interest in academic writing tasks compared with traditional feedback methods. A quasi-experimental mixed-methods design was employed with 48 undergraduate EFL students enrolled in a Technical English course at a Spanish university. Participants were divided into two groups: the experimental group received AR-supported writing prompts combined with AI-generated feedback, while the control group received conventional teacher feedback. Data were collected through pre- and post-tests using standardized engagement and motivation scales, as well as semi-structured focus group interviews. The results indicated that students exposed to AR-enhanced AI feedback demonstrated significantly higher levels of behavioural, emotional, and cognitive engagement. They also reported increased intrinsic motivation and a stronger sense of autonomy during the writing process. Qualitative data revealed that students valued the immediacy, visual immersion, and personalization provided by the AR-AI learning environment. The study concludes that combining AR and AI feedback creates a more interactive and motivating writing experience for EFL learners. This synergy promotes sustained attention, reduces writing anxiety, and enhances learners’ confidence in expressing ideas in English. The findings suggest that AR-AI integration can serve as an effective pedagogical approach to support engagement-driven language learning and open new directions for feedback innovation in higher education.
Copyright (c) 2025 Sandra Abad-Bataller, Laura Soriano-Gonzalez https://creativecommons.org/licenses/by/4.0
Celebrating Diversity: Differentiated Reading Materials for Students in an Inclusive Classroom
This study aimed to evaluate the reading performance of students in selected public schools in Cebu using Differentiated Learning Materials in English during the 2024–2025 school year. It specifically assessed students' preferred learning styles—Visual, Auditory, Read/Write, and Kinesthetic (VARK)—and their reading performance based on four key comprehension strategies: Preparation, Organization, Elaboration, and Monitoring. Utilizing a quantitative descriptive-correlational research design and normative survey method, the study employed an adapted questionnaire administered to 406 students. Findings revealed that most students were at the Intermediate level in the areas of preparation, organization, and elaboration, with monitoring emerging as the strongest skill area at the advanced level. These results indicate that students generally possess developing to proficient comprehension skills, with notable strengths in self-monitoring. Statistical analysis revealed a significant relationship between learning styles and the reading strategies of Preparation, Organization, and Elaboration. However, no significant relationship was found between learning styles and the monitoring strategy. This suggests that while students' preferred learning styles influence specific comprehension strategies, monitoring skills may develop more effectively through direct and explicit instruction rather than through learning preference alone. Therefore, instructional approaches should prioritize flexible, evidence-based strategies over rigid adherence to learning styles to effectively support diverse students.
Special Education, Learning Styles, Reading Comprehension Competencies, Reading Activities, Differentiated Reading Materials
Critical Digital Approach in EMI for Decolonizing Education
The hegemony of English as a Medium of Instruction (EMI) in postcolonial education systems has always been a coercion in the reinforcement of linguistic hierarchies and marginalized local languages and, ultimately, the perpetuation of colonial legacies. In its dominance of the English language, social media, for example, has always been an illustration where of such dominance. Consequently, the article presents a theoretical account of how the Critical Digital Approach can be harnessed to challenge such trends and dismantle colonial heritage in EMI. In so doing, it appropriates diverse fields of study such as sociolinguistics, educational studies and postcolonial studies. It also attempts to investigate the pedagogical integration of social media as a space for marking linguistic diversity and voice-giving to dominated cultures. It also contains illustrative case studies to demonstrate how such sites can promote linguistic diversity and amplify marginalized cultural voices. By doing so, this article establishes a conceptual framework for mainstreaming Critical Digital Literacy (CDL) in EMI. Practical steps include promoting multilingual content creation, critically evaluating digital content, and mainstreaming local knowledge systems into curricula. This paper brings forth a discussion that aims to empower students and teachers in reclaiming digital places, promoting equality and inclusion in the use of EMI.
critical digital literacy, English as medium of instruction, postcolonial education systems, theoretical analysis
Copyright (c) 2025 Abdel Moula El Guermat, Abddellah El Boubekri https://creativecommons.org/licenses/by/4.0
Factors Influencing the Oral Communicative Competence of Omani EFL Foundation Year Students
The research investigates the factors influencing the oral communicative competence of Omani English as a Foreign Language (EFL) foundation year students. The research focuses on the influence of lexical competence, grammatical competence, and strategic competence (verbal and non-verbal communication strategies) on oral communication. Data were collected with the use of a questionnaire consisting of open- and close-ended questions and an observation checklist. The analysis revealed that psychological, language, and attitudinal barriers have an impact on the oral communication ability of students. The study brings out the significant role of language skill, attitude of the students, confidence, and familiarity with the actual use of the language. The findings of this study offer practical contributions to the challenges of Omani university EFL learners and suggest practical recommendations for better instruction in oral communication.
Oral Communicative Competence; Omani EFL Foundation Year Students
English Translation of Chinese Poetry Shijing from the Perspective of Transcreation
As a cornerstone of ancient Chinese literature, Shijing exemplifies the the rich linguistic features of Classical Chinese and reflects profound cultural traditions, which pose considerable challenges for cross-cultural translation. This study adopts the theoretical framework of transcreation and conducts a comparative analysis of English translations of selected Shijing poems by two representative translators: Xu Yuanchong and James Legge. Focusing on four key dimensions of meaning, sound, syntax, and rhetoric, the study explores the concrete application of transcreation strategies. The findings reveal that transcreation not only preserves the poetic essence of the original, but also enhances target readers’ receptivity, thereby facilitating the global dissemination of Chinese culture. This research offers methodological insights into the translation of classical texts and highlights the significant role of transcreation in intercultural dialogue.
Shijing translation; transcreation; poetry translation; cultural globalization
The power that disempowers: An analysis of how English shapes the tourism landscape of Northern Mindanao, Philippines
This study analyzes the functions of English as the prevalent language in the linguistic landscape (LL) of tourist destinations in Northern Mindanao, Philippines. It builds on Bourdieu’s language capital theory and Boudon’s theory of rationality to uncover the informational and symbolic functions of English. The data consists of 310 signage from various destinations in the region and was analyzed using thematic content analysis. The findings revealed that English is considered a powerful language in communicating informational content, underscoring its crucial role in tourism. Beyond its dominance in fulfilling informational functions lies its linguistic power to disempower local languages as reflected in the absence or minimal presence of Cebuano, the community’s lingua franca, in the LL. This study concludes that English performs a crucial role in building a tourism that is modern and globally accessible. However, there is a need to consider the invisibility of local and indigenous languages in its LL to foster cultural authenticity and representation in shaping the region’s tourism identity. Future LL research may examine the impact of using multilingual signage as tourism continues to expand in Northern Mindanao. While English undoubtedly plays a vital role in facilitating tourism, critical reflection is needed to ensure that its use does not come at the expense of local languages and cultural authenticity. Future tourism planning and policy must find ways to integrate local languages meaningfully into the public LL, thereby fostering both global engagement and local empowerment. Such efforts will contribute to more culturally responsive and linguistically inclusive tourism practices in the Philippines.
Copyright (c) 2025 Shangrela Sieras https://creativecommons.org/licenses/by/4.0
Semantic Analysis of Hyponymy on Hansel and Gretel Tale by Brothers Grimm
Semantics is the part of linguistics that is concerned with meaning. A hyponym can be an applicable teaching technique to enrich students' vocabulary that is related to the area of a semantic field. Hyponymy has many categories, and it is difficult to determine which category a word is in. Hence, this descriptive study explored the usage of hyponymy in the tale titled "Hansel and Gretel" by Jacob and Wilhelm Grimm. The purpose of this research was to find out the dominant and least hyponymic categories and figure out why the dominant category of hyponymy is used in the three short stories. To provide better analysis, the researcher used semantic analysis to analyze the data. The researcher found 80 words as the data, which fell into 19 categories of hyponymy, such as number, family, sex/gender, types of location, parts of a house, time of the day, colors, celestial bodies, parts of the human body, vehicles, prepositions of place, kinds of taste, animals, fruits, sizes, clothing/human wear, mythical creatures, pastries and period. Parts of the human body were the dominant category of hyponymy that existed in the tale, and these are the least categories that existed in the story: colors, celestial bodies, vehicles, kinds of taste, mythical creatures, pastries, and periods. Moreover, a single word included in a hyponymy category is used to complete a sentence, and its meaning can be understood to develop story ideas by the author of the tale "Hansel and Gretel." The study concluded that hyponyms contribute significantly to the richness of vocabulary and semantic depth in literary texts. This paper recommends that language and literature teachers incorporate hyponymy as a strategy in vocabulary enrichment activities.
Semantics, Hyponymy, Hansel and Gretel tale, Dominant Category, Least Category, Descriptive Study, Cebu, Philippines
Copyright (c) 2025 Airis Kim Codiñera https://creativecommons.org/licenses/by/4.0
English Writing Performance and Syntactic Errors: The Case of Southern Palawan ESL Learners
Writing is a crucial skill in English language learning, enabling learners to articulate ideas effectively and clearly. Writing is inherently complex, as it integrates content mastery, logical organization, grammar, mechanics, and stylistic choices. At the heart of this process is syntax—the rules governing sentence structure and word order, which are essential for producing clear and coherent written communication. Thus, this study examines the common syntactic errors in the English writing of Grade 10 ESL learners in Southern Palawan to identify error patterns, contributing factors, and their implications for language instruction. Using Dulay et al. (1982) Surface Strategy Taxonomy, the analysis categorized errors into omission (e.g., articles, prepositions, pronouns), addition (e.g., repetition of prepositions, singular/plural mismatches), misformation, and misordering. Data were gathered through essay evaluations and semi-structured interviews. The findings revealed that students have a satisfactory level of English writing performance. Therefore, students are still exhibiting syntactic errors, as a result, the study found out that the students are still challenged to write a clear coherent text with one of the factors including psychological condition, limited grammatical understanding, technologies specifically gadgets, and lack of exposure to structured writing that significantly contributes to these errors. Other major factors that contribute to the syntactic errors are affective, linguistic, and external factors. Findings highlight the need for tailored interventions, including explicit grammar instruction, contextualized writing exercises, vocabulary-enrichment programs or activities, and digital literacy interventions. This study offers actionable insights to enhance English language pedagogy and support ESL learners in overcoming syntactic challenges, thereby fostering improved academic and professional communication skills.
Copyright (c) 2025 Yna G. Matusalem, Jamila S. Jilhanu, Prences Mae M. Langga, Jake B. Doloricon, Ella L. Sala https://creativecommons.org/licenses/by/4.0
Critical Pedagogy in the Foreign Language Classroom: Beyond Utopian Ideals
The 21st-century English as a foreign language (EFL) classroom is challenged to prepare learners to navigate the complexities of today’s increasingly interconnected and chaotic world. Mainstream language teaching approaches, which often reduce language learning to the instrumental acquisition of linguistic skills and competencies, overlook the profound impact of language on forming identities and perpetuating social inequality. Rooted in Paolo Freire’s philosophy of education, Critical language pedagogy offers a compelling alternative by recognising the inherently political nature of language learning. This approach challenges mainstream English language teaching models and seeks to intertwine language instruction with broader social and political debates. However, critics argue that critical pedagogy is too theoretical and idealistic for practical application in mainstream EFL settings. This paper counters such critiques by demonstrating the practical relevance and applications of critical pedagogy in EFL education, providing actionable strategies for teachers to integrate these principles into their everyday practice.
EFL critical pedagogy, critical language pedagogy, practical applications
Copyright (c) 2025 Samira Essabari, Mohamed Ben Mhamed https://creativecommons.org/licenses/by/4.0
Integrating Critical Thinking and Technology in Saudi EFL Classrooms: A Framework for Culturally Responsive Language Learning
The integration of critical thinking (CT) and technology in English as a Foreign Language (EFL) classrooms has emerged as a vital pillar of Saudi Arabia's Vision 2030 educational reforms, which aims to foster innovation, global citizenship, and analytical competencies. However, systemic challenges—such as overcrowded classrooms, language proficiency disparities, and reliance on traditional rote-based assessments—hinder the effective implementation of CT-focused pedagogy. This study proposes a culturally responsive framework that combines CT development with innovative educational technologies to address these barriers. Utilizing tools such as artificial intelligence (AI), gamification, and multilingual scaffolding, the framework aligns CT activities with Saudi cultural norms and Vision 2030 goals. Employing a mixed-methods research design, the study investigates the perceptions, practices, and challenges of Saudi EFL educators through a 25-item Likert-scale questionnaire and semi-structured interviews with 25 participants. Findings reveal a strong consensus on the importance of CT for achieving Vision 2030’s objectives while identifying significant barriers, including limited teacher training, large class sizes, and the lack of culturally aligned EdTech tools. The study emphasizes the need for targeted professional development, policy alignment, and localized digital solutions to enhance CT integration. By addressing these systemic gaps, this framework provides actionable strategies to prepare a generation of critical thinkers who can navigate an evolving global landscape while preserving their cultural identity.
Critical Thinking; Culturally Responsive Pedagogy; Educational Technology; English as a Foreign Language (EFL); Saudi Vision 2030.
Comparative Pragmatic Analysis of Negative Politeness Strategies in Request Employed by Jordanian and Omani Students: A Conceptual Paper
This study explores the pragmatic application of negative politeness strategies in requests produced by Jordanian and Omani students. By comparing the negative politeness strategies utilized by each group, the research aims to highlight both similarities and differences in their approaches. A qualitative methodology, incorporating observation and semi-structured interviews, will be employed to gather data from a sample of 10 Jordanian students at Jerash University in Jordan and 10 Omani students at Sultan Qaboos University in Oman. The study will test the following hypotheses: Jordanian and Omani students tend to favor similar negative politeness strategies when making requests, and the enactment of these strategies may vary in terms of request formulation and specific linguistic choices. Future research directions include examining positive politeness strategies in requests among these populations, potentially enriching the current findings through a deeper investigation of politeness behaviors in their daily communicative interactions.
Negative Politeness Strategy, Pragmatics, Requests, Jordanian, and Omani
Does AI-assisted Instruction Facilitate Listening and Speaking in Junior High EFL Classrooms?
This review examines studies published between 2018 and 2024 to assess how Artificial Intelligence (AI) has shaped listening and speaking instruction in junior high English as a Foreign Language (EFL) classrooms. Based on an analysis of 59 empirical studies across varied educational contexts, the review addresses two key questions: (1) What are the common learning outcomes associated with AI-supported instruction? and (2) What are the challenges of integrating AI into EFL teaching? The findings highlight three main areas of impact: improved pronunciation and speaking fluency through speech recognition technologies, greater learner engagement driven by gamified and adaptive tools, and the development of digital literacy skills. Despite these, several limitations persist, including the dominance of short-term studies, cultural and regional bias, a strong urban focus, and a general lack of teacher training. The review also underscores concerns around cultural and linguistic biases in AI systems, particularly regarding speech recognition.
Artificial Intelligence; AI-assisted; Listening and speaking; EFL
Copyright (c) 2025 Zihan Wang, Lingling Li https://creativecommons.org/licenses/by/4.0
Mathematical Demands for Junior High Students During COVID-Induced Distance Learning
This research evaluated the engagement of Grade 7 and 8 learners of Liloan National High School on these Mathematical Demands in COVID-Induced Modular Distance Learning (MDL) during the last three (3) academic quarters of the school year 2020- 2021 as the basis for the Enhanced MDL Engagement Plan. Three hundred eleven respondents were asked to answer the survey questionnaires to assess their affective beliefs and engagement in the mathematical demands during the COVID-Induced. At the same time, their performance was evaluated using their math grades. The data gathered were treated using weighted mean, standard deviation, and Spearman Rank Order Correlation. Results revealed that the respondents have a positive affective belief and a high engagement in the mathematical demands, with satisfactory performance in mathematics. Furthermore, there were significant relationships between the attitudes and interests of the respondents with their performance; management of tasks and time and strong will and motivation and their performance; attitudes, interest, valuing mathematics and their focus in learning the lessons; attitudes, interest, valuing mathematics and their management of tasks and time; attitudes, interest, behaviour, valuing mathematics and working independently; attitudes, interest, valuing mathematics and their strong will and motivation. Thus, a proposed modular distance learning engagement plan is highly recommended for adoption.
Teaching mathematics, affective belief, student engagement, math performance, modular distance learning, correlational study, descriptive research, junior high school, COVID-19 education, Philippines
Copyright (c) 2025 Stephanie L. Solante https://creativecommons.org/licenses/by/4.0
Mobile Learning at Higher Education: Lecturers’ Perception of Mobile-Based Learning in Teaching English Paragraph Writing
Mobile technology has changed higher education teaching and learning. Mobile-Based Learning (MBL) provides flexible, accessible, and engaging ways to improve English language writing skills. Many studies have explored mobile learning from students' perspectives, but few have examined how lecturers view and implement MBL, especially in Islamic Higher Education. To fill that gap, we investigated UIN Alauddin Samata, South Sulawesi English paragraph writing lecturers' perspectives of MBL. The qualitative case study used interviews, classroom observations, and documentation analysis. The results show that lecturers like MBL as a classroom supplement. They shared materials, assigned tasks, and provided comments using LMS (Lentera), smartphones, and PCs. However, mobile tool limitations and technology limit the assessment of writing outcomes. According to the study, institutional support and blended learning approaches optimize MBL. These results add to digital pedagogy literature and suggest more studies on student perspectives and cross-institutional MBL writing instruction comparisons.
Copyright (c) 2025 Nurfaizah Sahib, Nurdin Noni, Maemuna Muhayyang, Andi Asrifan https://creativecommons.org/licenses/by/4.0
A Critical Stylistic Analysis of Extremism in Chimamanda Ngozi Adichie’s Purple Hibiscus (2003)
This study conducts a critical –stylistic study of Adichie’s purple Hibiscus a Nigerian-American Novelist. It concentrates on portraying the concept of extremism by using a sophisticated linguistic frame work. Applying Jeffries’ textual conceptual model of analysis which includes ten tools of analysis .The study adopts ten extracts from the chosen novel that corresponds specifically the concept ideology of extremism .In this study, the researcher adopts a qualitative methodology of analysis of the selected extracts to uncover the implication of all ten tools of the model are applied with special emphasis on some devices such as contrasting ,representing ,states and actions .The effective use of language by Adichie which is indicated by the findings of the analysis. The analysis highlights the inherited contradictions in extremist ideologies focusing on destructive effects on individual and society.Adichie motivates the readers to critically engage by employing certain techniques such as describing, naming and negation in order to investigate the radical legitimacy of extremism. Finally the Purple Hibiscus addresses a deep critique of extremism and illustrating the effective role of language in shaping and uncovering hidden ideologies in narrative.
Critique, Stylistics, Extremism, Ideology, narrative
The Implementation of Mindfulness in Chinese College English Teaching
This study aims to analyze the application cases of mindfulness in foreign language education overseas and provide suggestions for implementing mindfulness in Chinese college English teaching. It first introduces the application cases of mindfulness in the field of mental health at home and abroad. Then, it analyzes the application cases of mindfulness in foreign language education overseas. Finally, it explores the implementation of mindfulness in college English teaching, aiming to help students more effectively cope with learning pressure, reduce negative emotions, increase positive experiences, and ultimately improve their English learning outcomes.
Mindfulness; College English Teaching; Emotion Regulation
A Study on English Subtitle Translation from the Perspective of Functional Equivalence Theory: A Case Study of the Film Hidden Blade
This paper explores the application of Eugene Nida’s Functional Equivalence Theory in the English subtitle translation of the Chinese film Hidden Blade (2023). By analyzing specific translation strategies and challenges, the study aims to evaluate how functional equivalence theory enhances cross-cultural communication and audience comprehension. Through qualitative analysis of selected dialogue excerpts, the research identifies key practices in achieving lexical, syntactic, textual,and stylistic equivalence. The findings reveal that adaptations in cultural references, sentence restructuring and pragmatic adjustments are critical to preserving the original intent and emotional resonance of the film. This study contributes to the discourse on audiovisual translation by emphasizing the balance between fidelity to source content and adaptability to target-language norms.
Functional equivalence theory; subtitle translation; Hidden Blade
Copyright (c) 2025 Liang Yang, Dan Qin https://creativecommons.org/licenses/by/4.0
An Analysis of the Use of Symbolism in Al Chemist by Paulo Coelho
This research aims to read the novel closely and analyze Paulo Coelho's Alchemist and its symbols. Using Peirce's semiotic analysis approach, the research will assign the symbols widely accepted meanings and evaluate how these "accepted" meanings affect the same novel. The purpose of this research is to describe the personal legend concept of journeys that are both physical and psychological at the same time. In this novel, symbolism guides the protagonist’s inner journeys, which form a significant part of the novel. While these novels are said to appear inspirational for depressed souls with a profound philosophical and spiritual dilemma, the study of symbols found in these novels gives implications for future research.
Semiotics, Paulo Coelho, The Alchemist, Symbolism, themes, Motifs
Writing in English and Writing in Standard Arabic in Higher Education: A Correlational Study
Writing as a mental and cognitive process entails bringing into light students’ written products. Writing in higher education is considered one of the most important skills that students should develop. In this regard, this study investigates the correlation between writing in Standard Arabic and writing in English among university students in Morocco. To verify this link, two tests were used as research instruments. Students were asked to write a paragraph in Standard Arabic and another in English. The participants were 33 male and female university students. To analyse the scores that students obtained in the two tests, a Pearson Product Moment correlation was used as a statistical procedure. The results indicate that there is a significant correlation between writing in Standard Arabic and writing in English. The students who performed well in Standard Arabic also did well in writing in English. It has also been found that there is a 21.20% relationship between the two variables under examination. The findings of this study support the Chomskyan Universal Grammar perspective. It also supports the notion of positive transfer. The results of this study have different implications for language teaching and learning.
Writing skill, Writing in Standard Arabic, Writing in English, Pearson correlation
Informing the Development of an English for IT Program: A Study on Student Perceptions and Language Skill Usage
English proficiency is crucial for Information Technology (IT) students as it plays a vital role in their academic and professional success. This study aims to analyze IT students’ perceptions of their English language skills, focusing on their self-assessed mastery levels, frequency of use, and perceived importance of listening, speaking, reading, and writing skills. The findings are intended to inform the development of an English for Specific Purposes (ESP) curriculum tailored to the linguistic demands of the IT field. A quantitative research design was employed, utilizing a survey method to collect data from IT students at Universitas Muhammadiyah Parepare. The data were gathered through a structured questionnaire distributed via Google Forms, encompassing Likert-scale items to measure students’ perceptions of their English proficiency. Descriptive statistical analysis was conducted to examine the frequency of language skill usage, self-assessed mastery levels, and the perceived importance of each skill in academic and professional contexts. The results reveal that IT students frequently use their listening and reading skills for engaging with multimedia content and academic materials, whereas speaking and writing skills are primarily used in informal settings such as daily conversations and social media. However, students report lower confidence in performing formal communication tasks, such as delivering presentations and writing business correspondence. Despite recognizing the importance of all four language skills, students perceive listening and reading as more critical for their academic performance, while speaking and writing are viewed as essential for career advancement. These findings highlight the need for an ESP curriculum that bridges the gap between academic preparation and professional language demands by integrating industry-relevant content and practice-oriented instructional strategies. The study concludes that enhancing IT students' English proficiency requires targeted interventions that emphasize professional communication skills and real-world applications. The findings provide valuable insights for curriculum developers and educators in designing effective ESP programs that align with the evolving needs of IT students. Future research should explore the integration of technology-enhanced learning approaches and industry collaborations to further refine ESP instruction.
Copyright (c) 2025 Ammang Latifa, Rafi'ah Nur, Marlina https://creativecommons.org/licenses/by/4.0
Foreignization as A Cultural Expectation in the Context of Globalization: A Case Study of Chinese President Xi Jinping’s 2025 New Year Message
With China’s deepening opening-up, its publicity translation has become increasingly important. Official English translations are essential for conveying China’s policies to the world. This paper emphasizes foreignization in publicity translation, following Lawrence Venuti’s foreignization and domestication theory. Foreignization helps preserve cultural uniqueness, especially in the context of globalization, where authentic cultural expression is valued. Using Chinese president Xi Jinping’s 2025 New Year message as a case study, the paper examines the role of foreignization and domestication in translation, arguing that foreignization strengthens China’s cultural influence.
Foreignization; Cultural Expectation; Globalization; Translation Strategy; Speech