Journal of Language Teaching and Research
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Dutch Passive Use in CLIL and Non-CLIL Learners: A Multimethod Study
This study examines the use of Dutch passive constructions by French-speaking L2 learners in Content and Language Integrated Learning (CLIL) and non-CLIL educational settings. While prior research has documented CLIL benefits in areas such as vocabulary acquisition (e.g., Bayram et al., 2019) and listening comprehension (e.g., Nieto Moreno de Diezmas, 2018), its impact on the acquisition of more complex syntactic structures like the passive voice remains underexplored. Employing a mixed-methods design, this study triangulates spontaneous productions from the Multilingual Traditional Immersion and Native Corpus (MulTINCo) (Hiligsmann et al., 2021) with data from a controlled elicitation task. Results show that CLIL learners produce passive constructions more frequently than their non-CLIL peers but demonstrate lower morphosyntactic accuracy. Their production diverges from native patterns in agent expression, favoring medial agent placement, alongside a marked overreliance on zijn-passives and a notable absence of impersonal passives. These findings indicate that while CLIL instruction may enhance structural engagement and syntactic experimentation, it does not guarantee consistent target-like accuracy. The study underscores the importance of supplementing content-based exposure with explicit, form-focused instruction to facilitate the accurate acquisition of complex grammatical forms in CLIL contexts.
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Framing Educational Materials to Develop the Foreign Language Communicative Competence: A Case Study of Contemporary English Textbooks in Ukrainian Higher Education
This study examines how English-language textbooks used in Ukrainian higher education and international EFL/ESL contexts frame learning materials to develop students’ foreign language communicative competence (FLCC). The issue is central to Ukraine’s integration into the European educational space, where communicative and intercultural effectiveness are key outcomes. Despite reforms, most Ukrainian universities still rely on materials dominated by theoretical grammar, lexicology, and stylistics, with limited learner autonomy, multimodality, or authentic interaction. To reveal contrasts between national and international resources, thirty-two textbooks from Kharkiv universities were analysed and compared with international series such as SpeakOut, Headway, and Cutting Edge. The analysis employed the General Framing Index (GFI), a diagnostic tool measuring the balance between cognitive, integrative, and interactional framing through thirteen indicators in four analytical categories (A1–D3). Inter-rater reliability (Cohen’s κ = 0.82) confirmed strong coding consistency. Results show that Ukrainian textbooks are mainly cognitive-dominant (average GFI = 4), single-volume, teacher-centred, and lacking audiovisual support. The collaborative textbook A Way to Success scored 8, representing a transitional or hybrid pattern, whereas international coursebooks reached GFI = 11, indicating interactional dominance with multimodal tasks, online components, and learner-centred methodology. These findings reveal a methodological gap. Ukrainian materials preserve theoretical depth but limit communicative and intercultural practice. International textbooks engage learners through authentic contexts yet often simplify linguistic theory. Textbook modernisation in Ukraine therefore requires cooperation between Ukrainian and English-speaking authors to combine analytical precision with interactive design and align national materials with global communicative standards.
Omani EFL Students' and Their Teachers' Perceptions of Written Corrective Feedback
This study examines the EFL teachers' and students' perceptions of the effectiveness of written corrective feedback (WCF) in the EFL context. The data was collected from 104 male and female students and 11 professors at Sultan Qaboos University in Oman. Two questionnaires, one for students and one for professors, were used to collect quantitative data and some qualitative data. Descriptive statistics were used to analyze the quantitative data, and thematic analysis was used to analyze the qualitative data. The participants agree on the provision of selective, mid-focused, rather than comprehensive WCF. They prefer a focus on a group of categories of errors rather than flooding the students with feedback on all types of errors. Unlike previous research, the EFL students and their teachers do not solely prioritize accuracy issues over content-focused feedback. The EFL students affirm that they are not seeking error-free writing but rather effective communication of their ideas. In addition, the students perceive the student-teacher engagement with feedback via discussion as an essential pedagogical practice to maximize their WCF uptake. The study confirms the ecological nature of WCF by calling attention to the methodological variable of oral feedback scaffolding strategies that might affect the effectiveness of WCF but go unnoticed in WCF studies.
Assessing the Impact of English for Academic Purposes (EAP) Instruction on the Rhetorical Features and Structure of Student Writing in an English Medium Instruction (EMI) University
This study looks at changes in the rhetorical structure and features of L2 university student writing after receiving English for Academic Purposes (EAP) instruction. Previous research suggests that the way ideas are presented in text can vary across different cultures. This potentially means that L2 students, who study in English Medium Instruction (EMI) universities, may have to learn how to organize and arrange their ideas in writing to align with what their content area instructors expect to see. The EAP courses that L2 students take, to prepare them for the challenges of studying in an EMI university, primarily focus on language use, but these also may draw students’ attention to possible differences in written discourse in L1 and L2 and help learners to produce the type of writing that is expected by their EMI instructors. To examine this, the present study looked at changes in the rhetorical features and structure of L2 student writing produced before and after learners had completed a 17-week EAP course. After the completion of writing, semi-structured interviews were also carried out with 10 randomly selected participants to gauge their opinions about possible rhetorical differences in written discourse in their first and second languages. Findings revealed that there were significant changes in the rhetorical structure and features of L2 student text after learners had completed EAP instruction. These results suggest that EAP instruction may help students to produce writing that aligns with the expectations of their instructors.
Growth Language Mindset Across Disciplines: Evidence From Thai Higher Education
This study investigated the growth language mindset of undergraduate students in Thailand, focusing on their beliefs about intelligence, aptitude, and age sensitivity in English language learning. A total of 1,174 students from diverse academic disciplines participated in the survey, which employed the adapted Language Mindset Inventory (LMI). Descriptive statistics, multivariate analyses of variance (MANOVA), and confirmatory factor analysis (CFA) were conducted to address four research questions: (1) the overall level of growth mindset in English learning, (2) variations of mindset across disciplines, (3) differences based on the urban–rural divide, and (4) the construct validity of the proposed three-factor model. Results revealed that students generally hold strong growth-oriented beliefs, with the highest mean score for age sensitivity. MANOVA results indicated significant disciplinary differences in intelligence beliefs and age sensitivity beliefs, with students in telecommunication engineering, polymer engineering, manufacturing automation and robotics engineering, and mechanical engineering reporting the strongest growth mindsets. In contrast, bioscience and environmental engineering students showed weaker orientations. A separate MANOVA showed significant urban–rural differences across all three constructs, with urban students consistently reporting higher growth beliefs, particularly in age sensitivity. The CFA provided strong support for the three-factor model, and fit indices confirmed an excellent model fit. These findings highlight that while growth-oriented beliefs about language learning are widespread among Thai undergraduates, disciplinary and geographical disparities remain. The validated three-factor model confirms that intelligence, aptitude, and age sensitivity beliefs are distinct but interrelated dimensions of language mindset. The study highlights the need for tailored interventions to foster growth-oriented language learning environments.
From Mischief to Heroism: A Transcultural Reappraisal of Tom Sawyer in Western and Asian Children’s Narratives
This article re-examines Mark Twain’s The Adventures of Tom Sawyer through a transcultural lens. It focuses on the dual characterization of its protagonist as both mischievous and heroic. While Tom’s truancy, trickery, and playful defiance initially cast him as a rebellious figure, his moral growth and courage reposition him as a prototype for later child heroes. Using qualitative close reading and drawing on classical and contemporary theories of characterization, the study situates Tom Sawyer within a broader archetype of mischievous child figures across cultures. Western texts such as J. K. Rowling’s Harry Potter, Rick Riordan’s Percy Jackson, and Roald Dahl’s Matilda demonstrate how youthful rebellion can be reframed as empathy, resilience, and civic responsibility. Vietnamese narratives of Trạng Quỳnh (Scholar Quynh) and Trạng Tí (Scholar Ti) valorize mischief as social critique and communal pride, while Chinese myths of 哪吒 (Nezha) and 红孩儿 (Red Boy) transform unruly defiance into cosmic justice and spiritual devotion. Findings suggest that the “mischief-to-heroism” paradigm constitutes a transcultural archetype that negotiates between entertainment and moral formation. By bridging nineteenth-century American fiction with Asian traditions, the study highlights children’s literature as a global medium through which rebellion is narratively reshaped into justice, responsibility, and identity.
Relationship Between Flipped Learning and Creative Reading Skills Among Arabic Language Teachers in the United Arab Emirates
This study examined the relationship between Flipped Learning and creative reading skills among Arabic language teachers in the United Arab Emirates (UAE). Using a descriptive-analytical design, a 62-item questionnaire was administered to a random sample of 146 teachers. The results indicated that the perceived implementation of Flipped Learning was high (M = 4.36, SD = 0.79), while the overall level of creative reading skills was also high (M = 4.34, SD = 0.58). Among the four dimensions of creative reading, elaboration ranked first (M = 4.35), followed by flexibility (M = 4.34), originality (M = 4.34), and fluency (M = 4.32). A strong, statistically significant positive correlation was found between Flipped Learning and creative reading skills (r = 0.867, p ≤ 0.05), indicating a robust association rather than a causal relationship. These results suggest that greater engagement with Flipped Learning strategies is associated with higher levels of creative reading competencies. The study recommends integrating Flipped Learning into Arabic language teaching practices and teacher evaluation systems, and providing professional development programmes to enhance teachers’ capacity to foster creativity and critical literacy within the UAE educational system.
Transforming English Language Learning: The Role of Mobile Applications in Enhancing Skills Among Undergraduates at Thamar University, Yemen
English language acquisition is vital for academic and professional advancement in non-English-speaking countries. Traditional classroom-based English instruction in Yemeni universities is often constrained by limited resources, prompting the investigation of alternative pedagogical approaches. The literature on Mobile-Assisted Language Learning (MALL) indicates its effectiveness as a communicative tool for enhancing English language learning through mobile applications. This study examines the perceived impact of mobile applications on English language learning outcomes among undergraduate students of English at Thamar University in Yemen. The study employed a quantitative research design, using a structured questionnaire administered to 103 students from the colleges of Arts and Education, which demonstrated strong internal consistency (Cronbach’s alpha = 0.908). Statistical analysis (descriptive statistics, t-tests, ANOVA) revealed a clear consensus: 78.6% of participants either ‘agreed’ or ‘strongly agreed’ that their knowledge of English language proficiency improved due to mobile learning applications. A significant gender effect was observed, with female participants reporting higher perceived benefits. Likewise, the results showed that participants from the College of Education perceived a significantly greater impact than their peers from the College of Arts. However, variables such as age, academic level, or app usage frequency did not show significant differences. The study suggests that integrating MALL into the curriculum could be highly beneficial for overcoming resource constraints and improving learning outcomes. Future research should explore the comparative effects of specific applications and their long-term impact in resource-constrained contexts.
A Computational Dialectology Approach to Mapping Bidayuhic Varieties in Tayan Hulu Using Gabmap
This study examines the linguistic variation of the Bidayuhic language in Tayan Hulu, West Kalimantan, Indonesia, through a computational dialectological approach using Gabmap. This study applies Levenshtein Distance to measure lexical and phonological differences in six observation sites, analyzing 491 lexical items. The findings show that the Bidayuhic language forms a linguistic continuum, where dialectal variation is not entirely aligned with geographical boundaries. Instead, lexical and phonological differences are influenced by language contact, social mobility, and cultural interaction. This study identifies the merger of the Proto-Malayo-Polynesian (PMP) phonemes R and l into /r/, /ɣ/, and /h/, reflecting phonological innovations in the Bidayuhic language. Furthermore, ablaut in verb morphology is observed, distinguishing between transitive and intransitive verb forms. Cluster analysis via Multidimensional Scaling (MDS) and probabilistic clustering revealed two main groups, confirming that variation is gradual rather than regionally segmented. Despite adding 0.8 probabilistic disturbances, the clustering remained stable, validating the effectiveness of Gabmap in dialect classification. These results emphasize that Bidayuhic variation is shaped more by sociolinguistic interactions than geographical factors. This study highlights the role of Gabmap in linguistic mapping, offering a methodological model for mapping local languages in Indonesia.
Practicing Constructivist Teaching by English Language Teachers in Jordan
Constructivist teaching methods help students become better by placing more emphasis on the acquisition of tangible knowledge than just gathering facts about a subject. This method works well for teaching English and promises that learners get the material better. This study aims to assess the effectiveness of constructivist teaching strategies used by English teachers in Jordan. The descriptive approach was used in the basic quantitative phase to analyse the data. With the aid of IBM SPSS software, statistical analysis was carried out using metrics like mean and SD, which show a moderate to high degree of variance. A T-test and Pearson's coefficient correlation were also included in the evaluation, and they showed that constructivist education is used in elementary schools in Jordan at a moderate to high level.
Navigating Chinese Language Policy and Intercultural Adaptation: Insights From Multilingual Southeast Asian Ethnic Chinese Students in China
Drawing on Spolsky’s (2004) language policy framework and Kim’s (2001) theory of cross-cultural adaptation, this study explores how ethnic Chinese students from Southeast Asia experience linguistic preparedness, intercultural challenges, and identity negotiation at a university in China. A qualitative case study approach was used with semi-structured interviews of three students from Malaysia, Indonesia, and Thailand. Findings show that home-country Chinese education policies shape proficiency, confidence, and identity before arrival. Xie, from Malaysia’s structured system, arrived with high fluency but faced discipline-specific terminology gaps. Ada, from Indonesia’s restrictive setting, displayed fragmented preparation, multilingual coping, and double exclusion. Wong, from Thailand’s peripheral system, had basic proficiency, relied on English and international peers, and withdrew when over-accommodation heightened discomfort. Across cases, identity negotiation was uneven and influenced by policy legacies, gaps between everyday and academic competence, and institutional conditions such as limited transport, scarce counseling, and reduced cultural programs. These results extend Spolsky’s and Kim’s frameworks by showing how national policies travel across borders to produce multiple adaptation pathways. They also indicate that discipline-specific bridging courses, stronger infrastructure and mental-health support, and expanded intercultural opportunities can transform identity negotiation into deeper engagement and enhance the inclusiveness of Chinese higher education.
Morphological Processing of L2 Arabic by Indonesian Speakers
In contrast to word formation in stem-based languages, Arabic words are derived through a process of mapping a consonantal root into a vowel pattern. Ample evidence suggests that, during lexical processing of real words in Arabic, native speakers are successful in decomposing words into their roots and patterns such that there is priming between Arabic words that share the same root. In L2 acquisition, however, the question remains whether L2 learners adopt L2 morphological processing mechanisms especially when these are different from L1 processes. The current study explores this question by investigating L2 Arabic learners’ sensitivity to the presence of roots when processing auditory speech in Arabic. 38 Indonesian learners of Arabic as a second language and 38 native Arabic speakers rated the word-likeness of auditorily presented nonwords in Arabic. Results reveal that L2 Arabic learners, like native speakers, are sensitive to the presence of roots in the nonwords. These findings are discussed in light of lexical processing models.
Functions of ESP Teachers’ Classroom Language: A Conversation Analysis Perspective
The language used by foreign language teachers in the classroom serves a dual role: as a means of communication and as a source of rich, meaningful input for learners. From a Conversation Analysis (CA) perspective, EFL teachers’ classroom language actively shapes interaction with learners, as it can either facilitate or hinder their oral performance and may discourage or encourage their initiation to use the language. This study explores the classroom language functions of English for Specific Purposes (ESP) teachers in Vietnamese universities. Sixteen hours of classroom time, drawn from English for Transportation and English for Tourism and Hospitality courses taught by eight ESP teachers, were recorded, transcribed and analyzed using CA approach. The data analysis showed three main functions of teachers’ classroom language: classroom management, pedagogical function, and feedback provision. Quantitative results indicated that classroom management accounted for only a small proportion of classroom discourse, while pedagogical function and feedback provision were almost equally dominant. Qualitative findings further highlighted specific sub-functions within each category. For classroom management, ESP teachers primarily used discourse to monitor time and regulate learning pace. Within pedagogical function, delivering instructions emerged as the most common sub-function, whereas providing corrective feedback was most frequent in the feedback provision category. The analysis also revealed how teachers integrated different sub-functions and functions of their discourse to facilitate students’ speaking. These findings underscore the crucial role of ESP teachers’ classroom language and point to the need for training in classroom discourse for both EFL and ESP teachers.
Exploring Motivation in L2 Arabic From Students’ Perspective
In the field of second language acquisition (SLA), motivation has long been considered a key factor in determining learners’ achievement in learning a second language (L2). In this sense, high motivation can help students succeed in their L2 learning and perform well in classroom activities. Being of such importance, this paper aims to investigate why students choose to learn Arabic as a second/foreign language and how it affects their learning experience. It mainly explores the living experiences of Arabic learners in the context of Saudi Arabia. Data were collected from semi-structured interviews with six Arabic learners studying at a university program in Saudi Arabia. The results indicated that the learners had a positive attitude towards the Arabic language due to a set of internal and external factors. The paper concludes with several recommendations that would enhance the learning experience of students learning the Arabic language.
Whispering Sounds in Arabic Language: An Analytical Study
The study aims to investigate the phenomenon of whispering sounds in Arabic, emphasizing the impact of phonetic harmony and sound proximity within words on their articulation and pronunciation. The research examines how consonants and vowels influence each other, leading to modifications such as voicing and devoicing, which facilitate or complicate pronunciation. Through analytical methodologies, including spectral graph analysis of short vowels, the study highlights the role of whispering sounds in interpreting meanings and enhancing communication in Arabic. Finally, one of the key findings is that the benefit of whispering for movements lies in the desire to keep the vocal cords' stoppage from vibrating to conserve muscular effort by using a single place of articulation.
Translation Models Empowering Immigrant Workforce Integration in the US Policy and Economic Implications
This study examines a critical deficiency in the literature regarding the effects of diminished government translation services on the assimilation of immigrants with limited English proficiency (LEP) into the U.S. labor market while simultaneously assessing the efficacy of alternative, scalable translation models. While previous studies have identified language barriers as impediments to labor market engagement, empirical information assessing both policy reductions and the relative efficacy of professional, AI-assisted, and hybrid translation methods is scarce. The study employs a mixed-methods design, incorporating surveys from 150 LEP immigrants alongside interviews with 50 employers and 20 translation service providers in various linguistically diverse U.S. cities. It integrates quantitative analysis using SPSS Version 28 and qualitative thematic coding via NVivo 14 to deliver a comprehensive understanding. Research demonstrates that professional and hybrid human–AI translation services significantly enhance employment alignment, retention, and workplace satisfaction, with hybrid models attaining up to 40% greater accuracy in job placement and 20% higher retention rates, thereby illustrating their superior effectiveness compared to conventional methods. Conversely, cuts to governmental translation services intensify employment gaps, dependence on informal translation, and systemic injustices. This research is innovative due to its comparative, multi-model evaluation inside a singular labor market scenario, providing strong empirical evidence that was previously inaccessible. The study theoretically extends workforce integration and social inclusion frameworks to include language access mechanisms and practically offers policymakers, workforce agencies, and employers culturally sensitive, scalable strategies that improve immigrant integration, foster equitable labor market participation, and reduce structural inequalities.
Integrated 6C-Multisensory and Growth Mindset Model for Strengthening Reading and Writing Literacy in Indonesian Elementary Schools
The low interest in reading and the uneven distribution of basic literacy skills among early grade elementary school students indicate the need for a more holistic, contextual, and developmentally responsive learning model. This study aims to develop a literacy model that integrates the principles of 6C, multisensory approaches, and growth mindset. The research employed a Design and Development (D&D) approach, which consisted of the following stages: problem identification, model design, development, trial implementation, and evaluation. The sample comprised 70 first- and second-grade students from four elementary schools located in West Java, DKI Jakarta, and Banten provinces. Data collection techniques included tests, classroom observations, and questionnaires. Quantitative data analysis was carried out through normality testing, t-tests, and descriptive analysis, while qualitative data were analyzed thematically by examining teachers’ observation notes and students’ responses to identify patterns in learning experiences, perceptions, and challenges in implementing the model. The findings reveal that the literacy model developed in this study significantly improved students’ reading and writing literacy skills, with the average gain categorized as moderate. Additional findings emphasize that students became more enthusiastic, willing to take risks, and felt supported through the use of multisensory learning materials. Teachers also reported that the approach facilitated differentiated instruction tailored to students’ needs. Furthermore, the integration of growth mindset encouraged motivation and perseverance in task completion. Overall, the integrated 6C, multisensory, and growth mindset literacy model not only produced significant improvements in learning outcomes but also fostered positive, adaptive, and developmentally appropriate learning experiences for early grade elementary students.
Artificial Intelligence or Peer Discussion? Investigating Learning Outcomes in Medical Translation Tasks
With the growing integration of artificial intelligence (AI) in translation education, understanding its influence on learning outcomes has become increasingly important. This mixed-methods study examined the effects of different types of translation tasks on participants’ ability to learn and remember terminology. Participants consisted of 48 undergraduate students taking a medical translation course. Half collaborated in traditional group tasks, while the rest employed the large language model (LLM) tools DeepL and ChatGPT. Progress was measured quantitatively by having each participant take pre-, immediate post-, and delayed post-tests. In addition, semi-structured interviews were conducted with six of the participants to gather qualitative data. Participants showed significant improvement on the initial post-test regardless of the group they were assigned to. On the delayed post-test, however, the participants doing group work maintained this improvement, while the participants using LLM tools suffered a significant drop in test scores. These results indicated that either strategy could work in the short run, but using LLM tools was not an effective long-term strategy. This aligned with the interviews, in which group work participants highlighted the value of discussing tasks and supporting each other, in contrast to those using LLM tools, who pointed out an absence of peer interaction, despite how convenient they found the tools to be. These findings suggest that group work in a medical translation course could help students acquire and maintain new vocabulary, although using LLM tools could have short-term benefits as well.
The Dynamics of Readers’ Reception of the Novel Habibie & Ainun Among University Students
This study examined the reception of the novel Habibie & Ainun (2010) using Jauss' literary reception theory, focusing on how readers from different cultural and linguistic backgrounds interpret biographical prose fiction. Employing a mixed-method approach, this research involved 145 students from universities in Indonesia, including Manado State University, Makassar State University, Republic of Indonesia Teachers Association Wiranegara University, and Timor University. Data were collected through surveys with both qualitative and quantitative elements and analyzed using Jamovi and NVivo software. Findings revealed that factors such as personal experience, historical context, and generational differences shape how readers interpret the novel. The majority of readers (58%) brought preset expectations, aligning with the concept of the readers' horizon of expectations. While most readers felt emotionally connected to the characters, younger readers struggled to personally identify with them due to a lack of direct experience with the historical context. Nonetheless, universal themes like love and sacrifice resonated strongly. This research supports the SDGs by enriching literary literacy studies in historical and cultural contexts and promoting literary accessibility for diverse reader groups.
Resolving Relative Clause Ambiguity in Arabic: Evidence From Hijazi Speakers and L2 Learners of MSA
This study investigates how Hijazi Arabic native speakers and second-language (L2) learners of Modern Standard Arabic (MSA) resolve relative clause attachment ambiguity. While cross-linguistic work reports both high-attachment (NP1) and low-attachment (NP2) patterns, evidence for Arabic remains mixed and the role of diglossia underexplored. Sixteen Hijazi Arabic speakers and 29 MSA learners completed a sentence-interpretation task comprising ambiguous and unambiguous relative clauses. For Hijazi Arabic speakers, a paired t-test showed no significant difference in Hijazi Arabic and MSA, indicating a stable NP1 preference across varieties. Beginning L2 learners whose first language (L1) was English preferred NP2, while advanced learners shifted to NP1. L1 French speakers learning MSA exhibited a consistent NP1 pattern among beginners and advanced learners alike. A two-way ANOVA revealed significant effects of L1 and proficiency, and a significant interaction, reflecting a developmental shift for English speakers and stable target-like performance for French speakers. These findings support predicate proximity accounts of Arabic and challenge the shallow structure hypothesis, showing that L2 learners can acquire L2 parsing preferences. The study contributes to debates on transfer, convergence, and proficiency in L2 sentence processing.
Poetic Craft and Metatextual Reflection in Coleridge’s ‘Kubla Khan’ and Shelley’s ‘The Question’
The theme of artistic inspiration and creative production is explored in both Samuel Taylor Coleridge’s ‘Kubla Khan’ and Percy Shelley’s ‘The Question’. This paper delves into the metatextual dimensions of these themes through the critical lens of New Formalism. Although the term ‘metatextuality’ was coined in the 20th century, the Romantic era’s preoccupation with poetic inspiration, imagination, and self-reflection renders many of its works implicitly metatextual. Both ‘Kubla Khan’ and ‘The Question’ engage deeply with the processes and limitations of artistic creation, embedding within their form, structure, and content a commentary on poetry itself. These poems function on two levels: they present visionary, often dreamlike imagery while simultaneously acknowledging the failure of language and form to fully capture the poets’ imaginative impulse. This paper demonstrates how metapoetic meaning arises from both thematic content and formal elements such as meter, rhyme, sound devices, and structural shifts. Moreover, this paper explores the ways in which the poets suggest that truly accurate representation of artistic vision may be not only impossible but dangerous. Ultimately, this study reaffirms the value of formalist close reading in understanding Romantic poetry's engagement with its own making. By centering metatextuality as a key feature of Romantic poetics, it opens up new avenues for exploring poetic self-consciousness across other works of the period and beyond.
Presences and Absences: Anita Desai’s In Custody
Anita Desai’s In Custody explores presences within absences and absences within presences. The protagonist, Deven, teaches Hindi, but his true passion is Urdu. He idealizes a vanishing past, which forces him to confront a miserable present. His idol, Nur Shahjehanabadi, is a renowned Urdu poet and a relic of the old courtly culture. Nur is caught in revelry, torn between a forgotten past and a painful present. Deven tries to revive the dying language and highlight its presence by making Nur’s works accessible. Materialistic obstacles hinder him and nearly cause failure. Despite many absences, Deven gains a presence by becoming the custodian of Nur's unpublished works. This article examines Deven's existential angst, which drives him toward absence. In the process, the article applies the views of Sartre, Camus, and Heidegger to critique Deven’s predicament.
Rural Area Students’ Perception of ICT Integration in ELL Class: East Nusa Tenggara Context
This study aims to examine the perceptions of secondary students in rural areas in East Nusa Tenggara about integrating Information and Communication Technology (ICT) in English language learning (ELL). The research used a qualitative approach with open-ended questionnaires involving 38 participants and semi-structured interviews with 4 students. The results of the study show that the majority of students have a positive view towards ICT because it can improve reading, speaking, and material comprehension skills. The use of ICT was also considered to be able to increase students' motivation to learn. However, challenges such as limited internet access, quota constraints, and difficulties with English material comprehension were also identified. Students employed various strategies to overcome these obstacles, including self-study, assistive technology, and seeking social support. The study was summarized by providing instructional suggestions to enhance the integration of ICT, aiming to establish equitable and responsive learning environments that accommodate diverse needs of learners.
Audience Design in the Global Novel: Pragmatic Strategies of Translatability in Salman Rushdie and Chimamanda Ngozi Adichie
As discussed in this monograph, how diasporic novelists like Salman Rushdie and Chimamanda Ngozi Adichie address multiple layers of audience for purposes of self-positioning as cultural mediators and pragmatic strategists of readership is the focus of this study. Rushdie’s novels, Midnight’s Children (1981) and The Ground Beneath Her Feet (1999) and Adichie’s Half of a Yellow Sun (2006) and Americanah (2013) are analysed using audience design theory as outlined in Bell (1984, 2001) and the micro–meso–macro framework of pragmatic, narrative and circulation levels. The findings reveal the use of code-switching, glossing, discourse markers, metafictional commentary, and paratextual framing, among other discourse strategies, in the simultaneous address to local, diasporic, and global audiences. The analysis also reveals Rushdie’s later fiction as characterised by a shift from high degrees of linguistic hybridity to cosmopolitan idioms. In contrast, Adichie’s turnaround is uncharacteristically Nigerian yet pragmatic and blogishly styled, making it relatively easy to consume. In the context of postcolonial studies, applied linguistics, and world literature pedagogy, this enables new understandings of the global novel as it relates to audience design in a novel strategy for balancing authenticity and readability.
Perceptions of Cultural Representation in Japanese Language Textbooks: Insights From Students and Teachers in Indonesian Higher Education
This study investigates how students and teachers in Japanese language programs at Indonesian universities perceive cultural representations in widely used textbooks and how these perceptions inform the need for intercultural-oriented learning design. Drawing on a mixed-methods approach, data were collected through a questionnaire completed by 68 undergraduate students and semi-structured interviews with six experienced instructors. Quantitative data were analyzed descriptively, while qualitative responses were thematically coded based on Byram’s Intercultural Communicative Competence and Moran’s 4P cultural framework. Findings reveal that both students and teachers value the integration of linguistic and cultural learning but recognize an imbalance between grammatical focus and intercultural contextualization. Marugoto is perceived as culturally authentic and communicative, while Minna no Nihongo is praised for structural clarity but limited in fostering cultural reflection. Students expressed a preference for interactive, visual, and relatable cultural content, whereas teachers emphasized their mediating role in linking cultural concepts to learners’ experiences. The study concludes that an integrative textbook design, combining grammatical rigor with reflective intercultural engagement is essential for developing intercultural competence. The proposed 4P + IC framework highlights how cultural representation can serve not only as learning material but as a bridge to intercultural understanding in Japanese language education.
Exploring AI-Driven Written English Assessment: Toward Improved Assessment Quality and Learner Outcomes
The use of AI-powered tools for assessing written English is revolutionizing conventional evaluation methods by improving accuracy, consistency, and teaching efficiency. However, there is limited research on how AI assessment tools affect the validity and fairness of language evaluation. This review synthesizes current research on the technological foundations, pedagogical impact, and ethical considerations of AI in this area. This review assesses the role of AI in education, highlighting AI-driven technologies such as automated writing evaluation and natural language processing that provide timely feedback, support personalized learning, and reduce instructor workload. The study employed the PRISMA method to investigate the impact of AI on written English assessment by analyzing empirical studies from Scopus, Web of Science, and Google Scholar. The findings revealed that AI tools significantly enhanced the evaluation of written English by providing reliable assessments, immediate feedback, fostering learner autonomy, and producing assessments consistent with those of human raters, thereby promoting self-regulated writing and increasing access to quality feedback. However, specific concerns about algorithmic bias, feedback clarity, and the diminishing role of human judgment in assessing creativity and discourse were also found. It was also found that educational automation negatively impacts linguistic diversity, critical thinking, data privacy, transparency, and equitable access to AI tools. The review suggests integrating AI capabilities with human experience to balance technological efficiency and pedagogical integrity in the use of AI tools. It recommends developing hybrid assessment frameworks that integrate AI analytics with human evaluation to enhance fairness, accuracy, and comprehension in written English assessment.
Translational Praxis in Conflict Areas: Rearticulating Identity and Resistance in the Contemporary Middle Eastern Context
This article examines the function of translational praxis in conflict areas, with an emphasis on the modern Middle East. Through an analysis of a corpus of translated writings from Syria, Iraq, and Palestine, the study investigates how translation functions as a politically and ethically complex practice that influences power dynamics, resistance strategies, and identity. The study employs critical discourse analysis and narrative theory to identify four major themes: ethical silencing and omission, translator visibility and agency, strategic identity reframing for global legibility, and translation as a means of discursive resistance and narrative repair. The data analysis reveals that translation in conflict situations is an active intervention that mediates disputed narratives and rearticulates marginalized voices rather than a neutral linguistic transfer. While engaging in acts that both hide and expose aspects of conflict realities, translators emerge as moral beings who negotiate intricate institutional and political forces. By emphasizing the complex ways that translation interacts with ideology, ethics, and activism in conflict areas, the work advances critical translation studies. Additionally, it supports reflexive and context-sensitive methods that empower source communities, with practical consequences for translators and organizations engaged in media and humanitarian translation. Ultimately, this study emphasizes how translation can be a transformational socio-political practice that rebuilds resistance and identity both inside and outside of the Middle East.
Exploring the Role of Large Language Models in Translation Education: A Systematic Review
Despite the surge of research interest in generative AI and the rapid public adoption of large language models (LLMs), their role in translation remains unclear. The reliability of these systems and their limitations as machine translation tools continue to be a central concern for translation teachers and students. Systematic reviews that specifically examine LLMs in translation are still scarce. This systematic review aims to address this gap by synthesizing and interpreting recent empirical studies on the use of LLMs in translation across three areas: (1) LLMs’ translation quality, (2) LLM-generated translation feedback, and (3) the integration of LLMs into translation education. Drawing on 55 empirical studies, the findings show that LLMs—particularly GPT—consistently outperform conventional neural MT systems. For general, non-specialized texts, their output often approaches human quality, though human translators maintain a clear advantage in culturally dense, technical, or literary content. Evidence further indicates that LLMs can provide helpful and timely feedback that identifies common linguistic issues, which in turn can assist both teachers and students; however, teacher feedback remains superior in depth, contextual sensitivity, and clarity. As contemporary translation workplaces increasingly rely on MT and AI-supported tools, training students to work with LLMs has become essential for aligning classroom practice with professional expectations. At the same time, educators must balance LLM-assisted tasks with hands-on human translation to ensure that students continue to develop essential linguistic and problem-solving skills.
Linguistic Units and Cultural Meanings in the Ritual Speech of Mowindahako Among the Tolaki Mekongga Ethnic Group
This study explores the linguistic forms and cultural meanings embedded in the Mowindahako ritual speech of the Tolaki Mekongga community in Kolaka, Southeast Sulawesi. Mowindahako is a traditional wedding ceremony that serves as a medium to transmit moral, social, and spiritual values across generations. Adopting a descriptive qualitative method within the framework of cultural linguistics, this study examined how language operates as a reflection and vehicle of cultural knowledge. Data were collected through observation, audio recording, interviews with customary leaders, and transcription of ritual utterances and were analyzed to identify the linguistic units and their cultural functions. The findings reveal that Mowindahako speech contains distinctive linguistic structures at the levels of words, phrases, clauses, sentences, and discourses, characterized by repetition, sound parallelism, and the use of archaic forms. Linguistic symbols, such as kalosara, karambau, and tawa-tawa, function as cultural signs that embody the values of unity, harmony, and spirituality within Tolaki society. The study concludes that the Mowindahako language functions not only as a medium for ritual communication, but also as a semiotic instrument for transmitting social norms, ethical principles, and collective identity. This research contributes to the preservation of local languages and cultural heritage while enriching the broader field of cultural linguistics in Indonesia.
Exploring University Students' Perspectives on Acquiring General English Vocabulary Through Social Media Platforms
This research investigates how university students perceive learning general English vocabulary using social media. With the rapid shift in the social and educational landscapes towards the seamless use of social media and its expanding role as an educational tool, its importance as an informal, interactive vocabulary acquisition tool continues to grow. The research investigates how students perceive social media as an additional resource for learning English vocabulary, focusing on Instagram, Twitter, and YouTube. The study employs an attitude research framework, using surveys and interviews, and focuses on the educational use of these platforms, the types of content, and the purported enhancement of English language abilities. The results indicate that most university students believe social media platforms assist with learning general English vocabulary. In addition, social media platforms offer informal, interactive, multimodal, and context-rich opportunities to learn vocabulary by engaging with posts, videos, voice notes, comments, and other users. The research emphasizes the use of social media as an educational tool to foster vocabulary acquisition, outlining ways to use it to facilitate language learning.
JEMPITA Model: 21st Century Learning Innovation in Elementary Schools
This research explores the Joyful, Experiential, Meaningful, Personalized, Integrated Technology, and Sustainability Oriented (JEMPITA) learning model as an innovative 21st-century pedagogical approach in Indonesia. This research is grounded in the observation that existing learning models have yet to fully accommodate 21st-century skills such as critical thinking, collaboration, communication, creativity, and technological integration. The JEMPITA model was designed by integrating deep learning theory to create engaging, meaningful, and contextually relevant learning experiences, and has received significant support from both teachers and educational experts. Employing a research and development (R&D) approach, this study adopts the 4D Model (Define, Design, Develop, Disseminate), though it is limited to the defining and designing phases. The research participants consist of Elementary School teachers in West Java, Indonesia. Data were collected through closed- and open-ended questionnaires, interviews, and focus group discussions (FGDs). A needs analysis involving 1,875 respondents indicated a strong demand for a learning model that enhances learning motivation, personalization, technological integration, and sustainability orientation. Among the model’s components, joyful and meaningful factors emerged as the most urgently needed, whereas the primary challenges identified were limited training and inadequate infrastructure. These findings suggest that the JEMPITA model holds strong potential as a transformative approach to primary education that is responsive to 21st-century challenges.
Saudi University EFL Students' Experiences With AI-Powered Games for Learning English Vocabulary
The purpose of this study is to explore the attitudes of Saudi EFL university learners regarding the use of AI-generated games in the process of learning English vocabulary. This mixed-methods study includes 150 responses to the questionnaire and 10 responses to a structured interview. The results of the mixed research show that most students use AI tools in learning vocabulary or playing games such as Duolingo, Quizlet, Kahoot, and WordUp. Although most respondents claim to be satisfied with AI-based games, which are interactive, amusing, and effective for retaining vocabulary, the questionnaire analysis indicates that AI games enhance vocabulary size, contextual understanding, and language abilities. At the same time, the students face multiple problems, such as technical difficulties, lack of access to the internet, lack of assistance, and an inappropriate level of gaming content. As far as gaming is concerned, the proposed solutions are increased teacher involvement, training workshops, a better selection of feedback tools, and Arabic translation to help comprehend the message. The interview data partially supports this, with results showing that AI use generally has a positive effect in stimulating interest and autonomy and reducing anxiety. In total, the findings seem to support the creation of authentic and engaging contextual vocabulary learning environments with the help of AI games. However, the positive outcomes will only be instrumental once the instructional, technical, and contextual problems are addressed by means of high-quality training and adjustments in the level of difficulty and integration.
The Extent to Which Female Arabic Language Teachers in Kuwait Use Dictation Correction Methods
This paper aimed at investigating the extent to which female Arabic language teachers in Kuwait use dictation correction methods and whether there are statistically significant differences due to the variables of the academic qualification and years of experience. To achieve the objectives of the study, the researchers developed a scale for dictation correction methods that consisted of 12 methods, which was administered to 380 female elementary school teachers in the Al-Jahra Governorate of Kuwait. The results of the study showed that the degree of teachers’ use of correction methods (detailed, coded, indicative, common errors, selective, and self-correction) was high, whereas their use of correction methods (peer, good student, portfolio, observation cards, and family involvement) was moderate. Finally, the electronic correction method showed a low level of use. The results of the study indicated that there was no statistically significant difference in the degree to which the study sample used all dictation correction methods attributed to the academic qualification variable, except for the electronic correction, observation cards, and the portfolio methods, which were in favor of postgraduate. The results also showed that there was no statistically significant difference in the degree of use of all dictation correction methods, attributed to the years of experience variable. In light of the results of the study, several recommendations were made, the most notable of which was providing Arabic language teachers at the primary stage with methods of correcting dictation, especially modern ones.
Coronal-Triggered Voicing Assimilation in Najdi Arabic: A Phonetic and Phonological Analysis
This paper investigates voicing assimilation across morpheme and word boundaries in Najdi Arabic (NA) from both phonetic and phonological perspectives. Although voicing assimilation has been widely documented cross-linguistically, its realization in NA remains underexplored. Using autosegmental theory and feature geometry, the study examines how the alveolar stop /t/ in the proclitic /mit-/ behaves when followed by different consonants and whether assimilation in NA is categorical or gradient. Acoustic data were elicited from eight native male speakers, yielding 288 tokens produced in controlled elicitation tasks. Vowel duration, F1, and F2 were obtained in Praat and statistically compared across voiceless (VL) and voiced (VD) contexts. The results reveal systematic regressive assimilation when /t/ precedes a coronal obstruent, producing a fully identical geminate through delinking and reassociation of the C-place node. In VD contexts, vowels preceding assimilated segments were longer, exhibited lower F1 and higher F2 values, and showed continuous voicing, providing clear acoustic evidence of assimilation. Assimilation was consistently blocked before non-coronal and sonorant consonants, confirming feature-geometry predictions. The same mechanism operated across both morpheme and word boundaries, indicating a unified assimilation rule in NA. Overall, the findings show that voicing assimilation in NA is categorically implemented yet phonetically grounded, situating the dialect within the broader Arabic typology.
Language, Power, and Symbolic Violence in Classroom Communication: Insights From Indonesian Culture
This study explores how language serves as a medium of power and symbolic violence in classroom communication in Indonesian higher education. Drawing on Bourdieu’s theory of symbolic power, it examines how lecturers’ speech reproduces unequal relations that are often legitimized by cultural norms. Using a qualitative case study, data were collected from classroom observations, recordings, and field notes in a language-education program. The analysis followed Miles, Huberman, and Saldaña’s (2014) model to identify linguistic forms representing symbolic domination. The findings reveal two main mechanisms: euphemizing expressions of obligation, efficiency, and affirmation that soften authority and censorship, reflected in politeness, generosity, and marginalization that limit student agency. These patterns illustrate how the Indonesian values of tata krama (decorum) and rukun (harmony) normalize hierarchical relationships in the discourse. The study concludes that symbolic violence in educational communication often goes unnoticed because it is culturally accepted, highlighting the need for greater linguistic and pedagogical awareness among educators.
Integrating Linguistic Frameworks to Bridge the Theory–Practice Gap in Medical English Within Military Education
This study investigates the integration of three linguistic frameworks, Systemic Functional Linguistics (SFL), Second Language Acquisition (SLA), and Sociocultural Theory (SCT), into English for Medical Purposes (EMP) teaching in military medical institutions. It explored how lecturers understand and enact these frameworks and which strategies may bridge the theory–practice gap. Data included a survey of 30 lecturers, semi-structured interviews with 15, and analysis of key EMP resources. Awareness was moderate but uneven (SFL 73%, SLA 67%, SCT 60%), with only 60% reporting integration of all three. Corrective feedback, especially prompts and clarification requests, was common (~80%). Main barriers were rigid curricula (87%), limited contextualised materials (80%), and heavy student workload (~67%). Despite these constraints, lecturers expressed strong support for theory-informed approaches, requesting targeted training and adapted materials. Findings show integration is both necessary and feasible if institutions provide curricular flexibility, professional development, and contextualized resources.