Journal of Language Teaching and Research
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Describing Bilinguals Through a Conceptual Bridge: Integrating Second Language Acquisition Into Bilingualism Research
Over the last decade, research on bilingualism has placed increasing importance on the accurate and detailed description of bilingual experiences. This shift has arisen as bilingualism is now understood as a continuum rather than a dichotomous condition, emphasizing the dynamic experiences that shape the bilingual mind. While the field has made substantial progress in describing linguistic and contextual variables, it still lacks a coherent framework to capture the full range of individual differences. This paper adopts a conceptual synthesis approach (Jaakkola, 2020) to build a bridge between Bilingualism and Second Language Acquisition (SLA)—two related, but traditionally separate fields, that share a common object of study: individuals who learn and use more than one language. Drawing on SLA’s established frameworks for conceptualizing and measuring individual differences—such as proficiency, motivation, aptitude, and personality—this synthesis explores how these constructs can enrich the ecological and experience-based understanding of bilingualism. Furthermore, this work situates this integration within the broader framework of the Science of Learning, a transdisciplinary field that connects cognitive science, linguistics, psychology, and education to explain learning as an adaptive, context-sensitive process. By aligning SLA, bilingualism, and the Science of Learning, the paper advances a view of language learning as a lifelong, dynamic phenomenon that reflects how humans learn, adapt, and transform through experience.
Copyright (c) 2026 Journal of Language Teaching and Research
Why Are Students Failing Listening? Investigating Reasons for the Low Performance of Omani General Foundation Program Students in English Listening Exams
This research paper investigates the reasons behind the low performance of students in the listening component of English examinations within the General Foundation Program (GFP) at an Omani public university. Recognizing a consistent trend of weak listening outcomes across levels and branches, the study aims to identify the exam sections and question types that pose the greatest challenges to learners. Using data from the university’s largest branch, the study employs Microsoft Office Excel for performance analysis and item analysis to determine the most problematic questions. The listening examinations, which are standardized across all branches, are designed to align with students’ proficiency levels and include multiple-choice, true or false, short-answer, and note-completion tasks. The findings indicate that students experience particular difficulty with cloze and note-completion tasks due to the demands of precise listening, linguistic decoding, and accurate spelling or transcription of words and numbers. The study also highlights inherent challenges of listening comprehension, including real-time processing, exposure to varied accents, differences in speech rate, and the difficulty of converting auditory input into written responses. These findings are relevant not only to the context examined in this study but also to other educational settings where listening skills are taught and assessed. The study underscores the need for targeted pedagogical interventions to improve listening proficiency and assessment performance, thereby supporting students’ overall English competence and academic success in programs where English is the medium of instruction.
Bilingual Texting in the Digital Age: Arabic–English Code-Switching in SMS
This study examines how people who speak both Arabic and English mix the two languages when they send text messages in urban Jordan. This study investigates various forms of code-switching, the motivations for it, its frequency, and its impact on societal language use. It uses a pretend set of 3,000 text messages from 150 people aged 16 to 40 who speak both languages. The five main categories being studied are lexical borrowing, textisms, tag switching, intra-sentential switching, and inter-sentential switching. Along with examples and charts, the study uses basic statistics to show that switching languages within a sentence is the most popular way of mixing languages. This suggests that young Arabs are proficient at speaking two languages and are comfortable using digital tools. The results show how people adjust their language and negotiate their identities when interacting online. They also show that English is being used more often in everyday Arabic conversations. This paper emphasizes the need to conduct more research using real data and helps us better understand bilingual digital skills in the Arab world.
Documenting Linguistic Diversity: An Analysis of Compound Word Formation in the Goris Armenian Dialect
This study investigates the structural, semantic, and phonetic peculiarities of genuine compound words in the Goris dialect, a vital component of the rich Armenian dialectal system. In an era of globalization where dialects face the risk of extinction due to the strong influence of literary languages, their documentation and scientific description acquire significant cultural and historical value. Employing descriptive, comparative-contrastive, and structural analysis methods, the research meticulously examines Goris dialectal phenomena by contrasting them with Literary Eastern Armenian and the closely related Artsakh dialect, and drawing upon established theories of Armenian word formation. Genuine compound words in the Goris dialect, being synthetic-type formations, on the one hand, follow the general word-formational regularities of Modern Armenian. The findings reveal that Goris compound words, while adhering to general Armenian word-formational principles (e.g., noun+noun, adjective+noun, noun/adjective+verbal root models, with and without connecting vowels), exhibit distinctive phonetic characteristics. A prominent feature is the consistent transformation of the connecting vowel 'a' to 'ĕ' (ə) in unstressed positions, imparting a unique phonetic fingerprint to the dialect. The study also identifies exceptional formations, including compounds derived from idiomatic structures. A comparative analysis with the Artsakh dialect highlights shared lexical and structural foundations, underscoring their genetic proximity. These findings underscore the dynamic and independent nature of dialects, contributing to a deeper understanding of Armenian linguistic history and the broader field of dialectology and language preservation.
Modelling Cognitive and Metacognitive Strategies and Their Relationships to Reading Comprehension Test Performance of Thai High School EFL Learners
Cognitive and metacognitive strategies are crucial for enabling reading comprehension and controlling language processing. This study explored the role of these strategies and their contribution to English reading comprehension test performance, as well as the extent of their relationships in reading comprehension outcomes, using Structural Equation Modelling (SEM). A total of 685 Thai high school students were assessed on a standardised reading comprehension test and a six-point Likert-scale questionnaire designed to measure strategy use. The findings indicated that cognitive and metacognitive strategies were positively related to reading test performance. Cognitive strategies, especially those of retrieval and comprehension, served as basic processes underpinning decoding, integration, and the construction of meaning from text. However, metacognitive strategies exerted significant regulatory influence, with direct effects on reading comprehension and indirect effects via cognitive strategy use. The relationship between retrieval and comprehension also emphasised their interrelated roles as components of strategic reading. Both types of strategy contributed significantly to reading comprehension, but only through language knowledge, with the learning processing model showing incremental improvement in strategy use and apparent individual differences as proficiency grew. These results point to the pedagogical importance of developing strategic awareness and self-regulated learning, as well as providing more explicit strategy instruction, and indicate that future research using longitudinal or mixed-methods designs could provide richer information about how strategies are used differently across contexts, age groups, and more advanced proficiency levels.
“I Am in Control”: Strategic Gender Performance and Agency in Joyce Carol Oates’s Marya: A Life
This article examines gender performativity as a strategic mode of agency in Joyce Carol Oates’s Marya: A Life (1986), focusing on the production of female scholarly identity within patriarchal academic institutions. Existing criticism has largely interpreted Marya’s development through psychological trauma, maternal reconciliation, or inner healing, tending to locate agency in psychic resolution rather than in the negotiation of institutional power. Drawing on Judith Butler’s theory of gender performativity, this study argues that Marya’s agency emerges through calculated gender performances rather than through the attainment of a coherent or authentic identity. Through close textual analysis, the article traces three interconnected stages in Marya’s trajectory. It first examines her adoption of masculinized behaviors as strategies for academic legitimacy, revealing the limits of masculinity when performed by a female body. It then analyzes her tactical switching between masculine assertion and feminine vulnerability in interpersonal and institutional encounters, showing how gender functions as a situational resource. Finally, it conceptualizes Marya’s later position as a feminist intellectual as a form of “meta-performance,” in which scholarly authority and feminist critique coexist within the same institutional framework. By foregrounding the performative construction of scholarly authority, this study reframes Marya: A Life as a critical exploration of how gendered agency is negotiated and rendered intelligible within patriarchal academic culture.
Fear-Driven Dialogue: A Linguistic Study of Death Knocks and Death
This study explores how fear as a mood state affects conversational patterns and shapes communicative behavior. It offers a novel perspective on how fear influences both verbal and nonverbal interactions. Drawing on dialogues from Woody Allen’s Death Knocks and Death, the analysis employs Conversation Analysis by Jack Sidnell (2010) and the multimodal extensions proposed by Lorenza Mondada (2019). The study addresses a notable gap by applying both Conversation Analysis (CA) and Multimodal Conversation Analysis (MMCA) to Woody Allen’s modern drama, where gestures, posture, and movement are central to meaning-making. The study also moves beyond single-discipline approaches by adopting an interdisciplinary framework that brings together applied linguistics, theatre studies, and emotional psychology. This allows for a deeper understanding of how theatrical discourse is shaped under the pressure of existential emotion and offers a genuine contribution at the intersection of these knowledge domains. The findings indicate that fear disrupts logical conversation, resulting in brief, tense exchanges characterized by emotional rigidity and cognitive imbalance. The study contributes to improving dialogue management in real-life interactions and dramatic scripts, particularly in contexts of psychological tension. Future research may examine how other emotions—such as joy, anger, or anxiety—shape conversation to deepen our understanding of the relationship between emotion and communication.
Revisiting Border and Defying Boundaries: Unravelling Echoes of the Partitioned Woman in Geetanjali Shree’s Tomb of Sand
This paper explores the multifaceted concept of the border, which is geographical, social and psychological, through the perspective of the partitioned woman in Geetanjali Shree’s Tomb of Sand. It aims to explore how borders serve as repositories of memory and examine diverse perspectives on the history of partition, critically analysing the impact on women and the courage and compassion they exhibited in overcoming these challenges. Furthermore, it investigates the significance of the concept of 'border' through protagonist Ma’s experiences and understanding during the partition and in contemporary times. Using insights from border studies and feminist postcolonial theory, the researcher examines how the 1947 Partition continues to shape identity, memory, and femininity. Through Ma’s journey across literal and metaphorical borders, Tomb of Sand reimagines the border not merely as a site of division and violence but as a space of reclamation, connection, and healing. This study analyses how Shree employs non-linear memory, symbolic spatiality, and intertextual references to Partition narratives to illuminate Ma’s suppressed experiences and the courage required to confront them. This paper also argues that Shree’s novel offers a transformative framework for understanding the resilience of the partitioned woman, revealing how borders can be crossed, defied, and utilised as a locus of healing. Through this lens, the article contributes to broader discourses on trauma, gendered history, and the enduring human quest to transcend imposed boundaries in both historical and contemporary contexts.
Rooted Kinship and Storied Matter: Relational Ontologies and the Ethics of Coexistence in Elif Shafak’s The Island of Missing Trees
This article analyzes Elif Shafak’s novel The Island of Missing Trees (2022) to articulate a stringent relational ontology and an ethics of coexistence that profoundly challenges anthropocentric and ethno-nationalist paradigms. Set against the backdrop of the Cypriot conflict and its diasporic aftermath, the novel foregrounds the interconnectedness between human identity, history, and the non-human world, primarily through the narrative voice of a fig tree. Grounding the analysis in relational philosophy, Indigenous epistemologies, and ecological phenomenology, this study contends that the fig tree functions as a materially embedded, agential, and ethical subject. Its longevity and capacity to archive trauma demonstrate that memory and healing are intra-active processes shared across species and generations. By operationalizing concepts such as intra-action and the Honorable Harvest, the research reveals how Shafak constructs a model of “rooted kinship” that prioritizes interdependence, reciprocity, and a non-human perspective on historical rupture and ecological survival. The novel, therefore, serves as a literary space for reimagining ethical accountability and trans-species coexistence in the context of global ecological and political fragmentation.
Language Change in Social Media and Its Impact on the Linguistic Identity of Indonesia's Younger Generation: A Sociolinguistic Study
Current communication patterns in Indonesia have changed due to the rapid development of digital technology, especially among teenagers. Social media sites such as Instagram, Facebook, and YouTube are not only a means of sharing information but also interactive spaces for creating and expressing individual and group identities. Using a qualitative descriptive approach and literature review, this study aims to analyze the types of language transformation in social media and their impact on the linguistic identity of Indonesian teenagers. Data was collected from several digital platforms, and the analysis revealed that digital communication fosters the emergence of new linguistic forms, such as slang, acronyms, code-mixing, and abbreviations. Therefore, a balanced approach in language policy and education is necessary to support innovation and the maintenance of linguistic and cultural diversity in the digital age.
The Bird Image in English and Arabic Poetry: A Stylistic Comparative Study of Selected Poems
The present comparative stylistic study explores the semiotic function and affinities of the avian imagery in selected poems from the poetic tradition of English Romanticism and Arabic verse, spanning classical to modern periods. The study employs the theoretical frameworks of Parallelism as defined by the American School of Comparative Literature and the Russian Formalist analytical methodologies to examine the cross-cultural literary convergences manifested in the selected poems. In addition, showing the significance of the bird makes people pleased and peaceful, especially with the other images of nature, such as spring, night, valleys, etc. Through close textual analysis of linguistic devices such as metaphor, personification, and symbolic transference, the study shows how avian imagery operates as a polysemous signifier, simultaneously encoding themes of transcendence, temporal liberation, and psychological interiority. Ultimately, the study demonstrates that despite the profound linguistic, cultural, and historical divergences, both traditions deploy ornithological imagery as a mediating discourse between human consciousness and natural phenomena. Consequently, these findings contribute to the broader theoretical discussions investigating universalist tendencies in literary expression while maintaining a sensitivity to the culturally specific hermeneutic contexts.
Appraisal Framework Instruction and Its Impact on English Writing: A Study Among Vietnamese University Students
This study aims to investigate the effectiveness of applying the Appraisal framework, derived from Systemic Functional Linguistics, to improve English writing skills for Vietnamese university students. The Appraisal framework, developed by Martin and White (2005), provides a tool for analyzing lexical resources to help learners understand and apply expressions of Attitude, Engagement, and Graduation in texts. This study uses a quasi-experimental design, pre-testing and post-testing with 60 university students in Vietnam. The experimental group received explicit instruction on the Appraisal resources (Attitude, Graduation) integrated into a writing course for 12 weeks, while the control group followed a regular writing syllabus applied for all students at the university. Results indicated that the experimental group showed statistically significant improvements in more appropriate use of Attitude markers and a wider range of Graduation resources compared to the control group. This consequently helped to improve their writing performance as a whole. Student feedback suggested that the Appraisal instruction enhance their metalinguistic awareness and provide practical tools for producing more evaluative texts, despite some initial challenges with terminology. The pedagogical potential of the Appraisal framework in the context of EFL writing instruction in Vietnam was highlighted to develop students’ evaluative and interactive competencies in English writing.
The Impact of the Flipped Classroom Model on Developing EFL Students’ Four Language Skills: An Experimental Study
This study examined the effects of flipped instruction on the reading, writing, listening, and speaking skills of English as a Foreign Language (EFL) learners. The educational environment continues to evolve and adapt under exceptional and timely situations to enhance language acquisition, with innovative teaching approaches like the flipped classroom development that promote student autonomy and involvement. In recent years, learning outcomes in students have indicated that flipped learning—or the presentation of instructional content outside the classroom so that classroom time can be used for practice, participation, and interaction—has significantly influenced language learning. At Fatima Al-Zahraa Secondary School, a quasi-experimental research design was adopted for this study. The participants were female high school juniors, divided into two groups—an experimental group and a control group. The results indicate that the use of flipped classroom pedagogies in EFL settings increases students’ engagement and enables the all-round development of language skills. The study also includes implications for the practice of the flipped instruction model and proposals for further investigation into extended flipped instruction, especially in relation to language proficiency levels and diverse teaching contexts.
Media Discourses of Moderation: A Critical Discourse Analysis of Global Coverage of Ahmed Al-Sharaa’s Presidency
This article examines how global media portrayed the Syrian President Al-Sharaa before and after he assumed the presidency. It employs critical discourse analysis to investigate how media coverage influences the public perceptions of him and the nature of political transition during these two periods. The study uses Fairclough's model; the Van Leeuwen framework; and evaluative theory to analyze the linguistic techniques used in the global media. Through analysis of fifty English-language articles published in leading international newspapers between 2020 and 2025, this study identifies four key conclusions: First, the news media portrays a significant shift of Al-Sharaa’s intellectual and political trajectory. Second, it employs laudatory language that presents him as ‘open’, ‘pragmatic’, and ‘prone to change’, which fosters a more appealing image for the audience. Third, it depicts Al-Sharaa’s language as actively shaping events rather than passively responding to events. Finally, it links Al-Sharaa’s discourse to concepts of national cohesion and community service embodying a political transformation with collective implications, even though this transcendence is influenced more by personal factors. The results reveal that the media not only serves as a reporting entity but actively participates in reshaping the political landscape by the manner in which it portrays and reproduces leaders' images. The study analyzes only English-language content. Future investigations should include multiple languages, examine public reactions, and compare Al-Sharaa's image with other leaders undergoing similar shifts. In conclusion, the research verifies that media discourse acts as a symbolic force shaping leader portrayals and public opinion.
Leveraging Artificial Intelligence to Support Language Processing in Children With Dyslexia and Dysgraphia: A Design-Based Study
This study examines the use of artificial intelligence (AI) in designing inclusive classrooms to support elementary school students with special educational needs (SEN), particularly those with dyslexia and dysgraphia, in Semarang, Indonesia. Using a design-based research (DBR) approach, the study was conducted in 15 elementary schools, involving 15 classroom teachers and their students identified as having literacy-related learning difficulties. Various AI-based tools, such as text-to-speech applications, digital writing assistants, and adaptive learning platforms, were integrated into the classroom learning process to enhance accessibility and personalize learning experiences. Data were collected through classroom observations, teacher interviews, student assessments, and system analytics generated during two iterative design and implementation cycles. Results indicate that AI integration contributed to improvements in students’ reading fluency, spelling accuracy, and written expression. Teachers reported increased capacity for implementing differentiated learning, a better real-time understanding of student learning progress, and greater confidence in managing inclusive learning. This study offers a practical and replicable model for integrating AI into inclusive classroom design, demonstrating its potential to bridge the learning gap for students with specific literacy challenges and empower teachers in inclusive education practices.
The Role of Tone in Dubbing Children’s Cartoons: A Case Study of Timon & Pumbaa Series
Translation plays a vital role in crossing cultural boundaries, but effectively conveying the tone and spirit of original works is challenging. This study analyzes how the vocal tone of different voice actors impacted audience perception of the animated character Timon from Disney’s The Lion King franchise when dubbed into Arabic. Specifically, it examines audience feedback on the portrayals by Mohamed Henedy and Nasser Shaheen in the Timon and Pumbaa television series. A questionnaire was designed to identify 53 faculty members’ perceptions on the voice actors’ ability to capture Timon’s comedic wit and sarcastic personality through vocal tone. Results show Henedy’s energetic and humorous delivery strongly aligns with Timon’s characterization, making his performance more engaging and memorable. Though Shaheen succeeded in conveying sarcasm and wit, his portrayal was perceived as less well-rounded. The results emphasize vocal tone’s pivotal role in authentically transporting an animated character’s essence cross-culturally. Matching the spirit and nuances of the original voice acting helps elevate competent dubbing to truly iconic status. The study provides unique insights into how attention to tone impacts audience reception and popularity of translated animated works.
Exploring Students’ Perspectives on Quizlet as a Gamified Vocabulary Learning Tool in a Business English Course
This study explores university students' perspectives on Quizlet as a gamified vocabulary learning tool in a business English course. Conducted with fifteen third-year business administration students at a university in Vietnam, the study employed focus group interviews as a data collection tool to examine students’ perceptions of Quizlet. Findings reveal that students overwhelmingly found Quizlet user-friendly, accessible, and engaging, with its gamified features enhancing motivation and vocabulary retention. The platform’s various study modes, particularly flashcards, quizzes, and Quizlet Live, contributed to increased active participation and long-term recall. While previous studies caution against over-reliance on gamified learning for rote memorization, this research demonstrates that Quizlet facilitates both memorization and contextual learning when strategically integrated into instruction. The study contributes to the growing body of research on technology-enhanced language learning, particularly in English for Specific Purposes (ESP) vocabulary acquisition. Despite its positive findings, the study acknowledges limitations, including its small sample size and qualitative focus, suggesting avenues for future research such as longitudinal studies on retention and comparative analyses of gamified tools in ESP contexts. Findings offer practical insights for educators seeking to optimize digital learning strategies for business English vocabulary instruction.
Ecocentrism, Irony, and the Wounds of Nature in the Poem “Aku Ini”: Ecocriticism in the Context of North Maluku
The poem "Aku Ini" is from the anthology Karang Menghimpun Bayi Kerapu by Ibrahim Gibra. This poem conveys ecological irony: humans are praised for their clever symbolic "embroidering" of nature, yet they fail to sustain the environment. This study uses an ecocritical approach in a descriptive-qualitative design with textual close reading of diction, metaphors, stanza structures, and natural imagery. The main data, in the form of poetic texts, is contextual data that includes depictions of ecological degradation in North Maluku (deforestation, coastal pollution, plastic waste, mining pressure) as a background for the reading. The analysis maps the imagery of dew, sea, river, and socio-political realm (democracy) into Garrard's ecocritical theme clusters—pollution, pastoral, wilderness, animals or non-human agents, and the earth—to examine the construction of human-nature relations and traces of anthropocentric ideology. In the research, the findings show that there are three main elements, namely (1) the poem constructs a landscape of ecological wounds through the metaphor of a damaged natural body, (2) the repetitive irony of "cleverness" versus failure to act becomes a critique of ecological indifference and the decline of public ethics, and (3) the lyrical voice opens a shift towards eco-centric sensibility and a reflective call to ethical responsibility across creatures. In an eco-social functional way, this poem serves as a cultural warning and a pedagogical medium to foster ecological awareness in Indonesian literary studies, especially those rooted in environmental experiences in North Maluku.
Exploring Lexical Processing and Sustainability Awareness in EFL Learners: A Psycholinguistic Discourse-Cognition Perspective
Despite the increasing emphasis on sustainability literature, limited research has examined how EFL learners cognitively and neurologically process sustainability-related literature in English. This research study investigates this psycholinguistic gap by analyzing how EFL learners are engaged in word processing while comprehending sustainability discourse and developing awareness of worldwide environmental issues. The research endeavors to answer the following question: How do psycholinguistic processes, especially word processing, impact EFL learners’ comprehension and sustainability insights in discourse-intensive contexts? A mixed-method design was used, integrating quantitative visual tracking indicators of word recognition and processing with qualitative reflective narrations and open-ended interviews. Forty intermediate EFL university learners participated in this research study. Data analysis focused on processing cognitive pace, precision, and patterns of cognitive engagement, alongside learners’ reported comprehension of sustainability notions. Findings show that learners’ word processing effectiveness significantly correlates with their full comprehension of sustainability-based discourse. Participants who showed a higher level of lexical and semantic processing demonstrated greater awareness of ecological issues. Further, they reflected a more precise interpretation of discourse meaning. These results suggest that some psycholinguistic factors, such as word recognition and semantic integration, play an essential part in linking language acquisition to content-based insights. The research implications include integrating targeted psycholinguistic activities that promote word processing skills while simultaneously boosting learners’ sustainability insights.
Video-Based Platforms and Speaking Skill Development in Undergraduate EFL Contexts: Insights From Flipgrid
Many EFL learners do not have enough opportunities to practice speaking English in real situations. This study examined how Flipgrid, a video discussion platform, influenced the speaking performance and perceptions of undergraduate EFL learners. Sixty Iraqi university students from an English department participated in an eight-week mixed-methods study. The WIDA Speaking Rubric was used to assess students in pre and post speaking tests, which provided quantitative data, while semi-structured interviews with ten participants provided the qualitative data. The study showed that students improved their speaking skills, especially in fluency and pronunciation. The analysis also showed progress in vocabulary, grammar, and comprehension. During the interviews, many students said that using Flipgrid made them feel more confident and more willing to speak English. A few also mentioned that they felt less nervous when speaking. Students appreciated recording videos more than once, practicing independently, and getting feedback from both peers and teachers. Peer feedback allowed students to notice language patterns and think about different ways to express their ideas. Some participants pointed out issues such as unstable internet connections, limited experience with technology, and anxiety about recording themselves. Cultural factors also made it difficult to include video tasks in regular lessons.
The Effect of Learning Modalities and Self-Regulated Learning on EFL Learners’ Critical Thinking Development
This research investigates the effect of learning modalities (online, blended, face-to-face) on the critical thinking skills of EFL learners, reviewed by their level of self-regulated learning (SRL), and develops conjectures about their interaction. Using a mixed-methods approach with an explanatory sequential design (quantitative: 3x3 factorial; qualitative: case study), it involved 99 fourth-semester learners enrolled in a Critical Reading course. The results revealed significant effects of both SRL level (F = 16.663, p = 0.000) and learning modalities (F = 19.395, p = 0.000) on critical thinking skills, as well as a significant interaction effect between the two (F = 3.713, p = 0.008), indicating that the effect of a learning modality depends on the level of SRL and vice versa. The subsequent qualitative analysis developed nine conjectures to explain this interaction, highlighting how high SRL learners benefit from adaptive independence in online learning, moderate SRL learners require scaffolded critical thinking, and low SRL learners face cognitive fragmentation barriers; how blended learning supports high SRL learners through trans-modality synergy, moderate SRL learners through integrated stimulation, and low SRL learners through adaptive instructional alignment; and how face-to-face learning fosters self-driven criticality in high SRL learners, provides focused stimulation for moderate SRL learners, and is constrained by cognitive discontinuity for low SRL learners. These findings carry significant pedagogical implications for language teaching, highlighting the need for adaptive learning strategies tailored to SRL levels to effectively promote both student autonomy and critical thinking across diverse learning environments.
Saudi University EFL Students' Understanding of Plagiarism: Perceived Knowledge, Recognition Patterns, and Conceptual Ambiguity in Academic Writing
This study examines Saudi university EFL students’ understanding of plagiarism as a component of academic writing competence, with a focus on the relationship between perceived knowledge and actual recognition of plagiarism in common writing scenarios. Using a questionnaire adapted from Chu et al. (2020), 154 Saudi undergraduates enrolled in Research Writing at King Khalid University during the academic year 2024 responded to Likert-scale items measuring self-perceived understanding and scenario-based items assessing plagiarism recognition. Results revealed a notable discrepancy between confidence and competence. While a majority of students reported knowing how to avoid plagiarism (M = 3.75, SD = 1.01), their ability to identify plagiarism varied substantially across practices. High recognition rates were observed for explicit violations such as copying without citation (88.3%), but recognition declined sharply for practices requiring interpretive judgment, including paraphrasing without citation (53.2%) and AI-generated text submission (53.9%). Self-plagiarism (16.9%) and use of teacher-provided ideas without citation (18.2%) were largely unrecognized. These findings align with cross-cultural EFL research demonstrating that plagiarism understanding involves developmental and instructional dimensions beyond mere policy awareness. The study argues for integrating explicit, scenario-based plagiarism instruction into academic writing pedagogy to support EFL students in developing nuanced understandings of source use, attribution, and authorship in higher education contexts.
The Impact of AI-Assisted Tools on Enhancing the Quality of Legal Translation Outputs: A Case Study of Jordanian Students
This study seeks to examine the effects of the use of Artificial Intelligence (AI)-assisted tools (ChatGPT and DeepL) on the quality of legal translation outputs by Jordanian undergraduates. As legal translation necessitates a high degree of specificity, context, and accuracy in the utilization of terminology, the following research will explore whether AI can help students accomplish this requirement. To achieve the research objective, a case study that combined methods was employed. A sample of 68 third- and fourth-year students from Zarqa University and Mutah University who specialize in translation was chosen to participate in the study. The participants were required to complete a pre-test and a post-test, each of which included legal texts (statutes, contracts, and court rulings). The following day's session involved utilizing AI. The quantitative analysis of the data collected from the exams and surveys indicated how terminology, grammar, context, and fluency improved translation quality. Qualitative analysis of surveys and interviews revealed participants' perceptions of their experiences and resources. The study's findings showed that using AI technologies to improve terminology, grammar, context, and fluency resulted in increased translation quality. Students also believed that the tools increased their confidence and efficiency; however, they also had concerns about overreliance on AI and the potential lack of legal content handling ability in the tools. Finally, this study revealed the pedagogical potential of using AI tools in legal translation training while pointing to the need for continuous human control and critical thinking.
Enhancing English Speaking Skills of Vietnamese University Students Through ChatGPT-Aided Mind Maps
Speaking skills are vital because they enable learners to express their ideas, opinions, and understanding of the material presented by the teacher. Furthermore, ChatGPT shows significant benefits to support students’ English-speaking learning. To find out the impact of using ChatGPT-aided mind maps on students’ English-speaking performance, a classroom action research study was conducted with 30 second-year English major students at a university in Vietnam during the first semester of the 2025-2026 academic year. The data collection tools included a pre-test, a post-test, and a questionnaire consisting of 24 Likert scale items and three open-ended questions. Quantitative data were analyzed using IBM SPSS Statistics (Version 25.0), including descriptive statistics and paired sample t-tests. The result shows that (1) the ChatGPT-aided mind maps help students enhance their English performance in grammar, vocabulary, pronunciation, fluency, and discourse management. (2) Students have positive perceptions of using ChatGPT-aided mind maps for preparing and organizing ideas for speaking skills. This study demonstrated that ChatGPT-aided mind maps have beneficial impacts on students' English-speaking skills.
EFL Policy Alignment With Saudi Arabia’s Economic Transformation and Vision 2030: A Systematic Review
Saudi Arabia's Vision 2030 aims at economic diversification and the establishment of a knowledge-based economy, emphasizing the importance of EFL education for global integration and engagement. This systematic review examined 44 studies on EFL policy alignment with Vision 2030's economic objectives, using the PRISMA framework and data from various academic databases, covering the period from 2013 to 2026. The findings revealed a substantial alignment with Vision 2030, highlighting the expansion of EFL programs, integration of technology, and the strategic role of English proficiency in enhancing global competitiveness. However, the study noted significant challenges to achieving educational objectives, including sociocultural barriers, insufficient teacher preparedness, outdated assessments, inadequate feedback, insufficient infrastructure, and curriculum misalignment, particularly regarding the underrepresentation of females in prestigious roles. The study advocates for a focus on vocational linguistic competence in EFL education to support economic transformation, recommending tailored professional development for teachers and improved integration of soft skills into the curriculum.
A DQF-MQM Evaluation of Machine Translation in English–Arabic Customs Law
This study presents a corpus-based diagnostic evaluation of Google Translate’s performance in translating the Revised Kyoto Convention (RKC) from English into Arabic. Building on the "Adequacy-Fluency Tradeoff" observed in recent literature, researchers employ an explanatory sequential triangulation design to assess whether high-resource NMT models can satisfy the strict compliance requirements of Customs law. The methodology applies the COMET metric to a stratified test suite of the RKC corpus (N = 1,000 segments) to establish a quantitative baseline. To diagnose potential metric discordance, researchers conducted a targeted human evaluation: a Likert-scale assessment of the highest-scoring segments (n = 100) to verify the "performance ceiling," followed by a granular DQF-MQM error analysis of the lowest-scoring segments (n = 200) conducted by a panel of Experts. The analysis identifies a profound discordance within the RKC corpus: while the system achieved a high mean COMET score of 87.70, the detailed analysis of the "performance floor" revealed 1,579 discrete errors. The resulting penalty score (1,292.5) exceeded the professional acceptance threshold for this text type by a factor of 5.7. These findings indicate that, within this specific legal corpus, Google Translate exhibits "specification-blindness," systematically failing to disambiguate polysemous "Terms of Art" required for international trade compliance. The research concludes that for the RKC, automated metrics do not yet serve as a reliable proxy for legal review, and that a Human-in-the-Loop framework remains an absolute prerequisite for the deployment of Google Translate in Customs administration.
Authorial Ideology and Worldview in Kijne’s Kota Emas: A Genetic Structuralist Analysis
This study investigates the authorial ideology and worldview in Izak Semuel Kijne’s short story Kota Emas by employing Lucien Goldmann’s genetic structuralism theory. The analysis focuses on five key components: human facts, collective subjects, worldviews, narrative structures, and the dialectic of understanding and explanation. The findings indicate that individual human emotions–anger, remorse, sorrow, and joy—reflect the power relations between Regina and Tomi, as well as the moral transformation experienced by both characters. Social facts emerge through depictions of communal cooperation, Wondama cultural practices, and mystical elements that represent the local belief systems. The collective subject illustrates the tension between Western and Eastern value systems, which is ultimately reconciled through friendship. Kijne’s worldview is expressed through messages emphasizing equality, compassion, and human solidarity. Furthermore, the narrative’s structural opposition between imagination and reality reinforces Kijne’s vision of Papua as a harmonious and dignified “golden city”.
Symbolic Articulations of Post-Traumatic Memory in Women’s Poetry: Fire, Ashes, and Self-Transformation in Atwood and Al-Malaika
This paper explores poetry’s capacity to transform post-traumatic memory into symbolic articulation in two major collections of prominent poets, Margaret Atwood and Nazik Al-Malaika. Both poets come from different cultures yet explore similar emotional experiences. Drawing on the psychological approach and trauma theories of Freud and Jung, this paper probes the psychological concepts of inner entrapment, fragmentation, transformation, and individuation. While prior studies have explored trauma in women’s poetry, limited attention has been paid to the symbolic articulation of post-traumatic memory across different cultures. By focusing on language and imagery in the selected works, the study aims to demonstrate how post-traumatic memory can distort the perception of both inner and external realities. In addition, it argues that the employment of symbols such as fire and ashes reflects the poets’ emotional bonds and psychological development throughout the poignant articulation of traumatic memories. The findings reveal a significant resemblance between the two poets in the symbolic expression of traumatic memory despite differences in time and cultural contexts. Both Atwood and Al-Malaika demonstrate psychological maturity through true self-acceptance and resilience. This paper contributes to studies of trauma and memory by enhancing the understanding of women’s poetic engagements with private traumatic memory as a transformative symbolic practice. Future research examining additional linguistic techniques in the poetry of diverse poets could enrich interdisciplinary scholarship and further illuminate poetry’s role in post-traumatic self-reconstruction.
Attitudinal Resources in the English Textbook Life – Upper Intermediate: A Systemic Functional and Intercultural Perspective
This study investigates attitudinal resources in the international English as a Foreign Language (EFL) textbook Life – Upper Intermediate through the lens of the Appraisal framework (Martin & White, 2005). It focuses on how evaluative meanings are distributed and realized across different text types to shape stance and interpersonal positioning in pedagogical discourse. A qualitative discourse analysis was conducted on selected reading passages to identify instances of Affect, Judgement, and Appreciation, with particular attention to their polarity, distinguishing between positive and negative instances. The findings reveal that Appreciation predominates, highlighting the textbook's emphasis on valuing human achievements, social harmony, and cross-cultural understanding. Judgement and Affect appear more selectively, constructing moral perspectives and empathy in the narratives. These attitudinal patterns demonstrate how the textbook constructs an implicitly positive worldview aligned with global educational discourse. The study contributes to the understanding of evaluation in instructional materials and offers insights into the linguistic realization of stance in international EFL publishing.
The Impact of Cultural Nuances in the Translation of Indonesian Government Social Media Content on the Digital Literacy of Young Generations
This study examines the influence of cultural nuances in the translation of Indonesian government social media content on the digital literacy of young generations. Using a quantitative approach, data were collected from 243 respondents aged 17–22 years through an online questionnaire. The analysis covered cultural nuances (X1), translation strategies (STR) as mediator, machine translation (MT) and socio-political context (CTX) as moderators, message comprehension (X2), and digital literacy (Y). The results indicate that cultural nuances positively influence youth comprehension, while translation strategies play a limited mediating role. Machine translation and socio-political context significantly moderate how messages are interpreted. Furthermore, digital literacy is generally high in terms of ethics and safety but remains low in creation and participation. These findings highlight the need for more contextual translation strategies and greater efforts to empower youth as active digital participants or contributors.
Gendered Variations in Translanguaging Practices and Attitudes by EFL Teachers in Saudi Arabia
This qualitative study investigates gendered variations in translanguaging practices thoroughly among six Saudi secondary school EFL teachers (three males and three females). Using classroom observations followed by retrospective, semi-structured interviews, the study examines the frequency, functions, and underlying attitudes shaping the intended use of Arabic (L1) in English (L2) instruction. The findings reveal notable gender-related differences in translanguaging practices. Male teachers employed Arabic more frequently during instruction, primarily for direct explanation and comprehension checks, whereas female teachers used translanguaging more selectively for scaffolding and rapport-building, adjusting their use according to students’ proficiency levels. Despite these differences, both groups maintained English-only instruction during productive skills assessments. The study highlights teacher gender as a significant variable in translanguaging research and advocates for gender-sensitive teacher education that legitimizes strategic L1 use as a culturally responsive pedagogical reAdd Contributorsource.
Sisterhood in Leila Aboulela’s Bird Summons and Toni Morrison’s Sula
This study aims to explore how Toni Morrison and Leila Aboulela represent the importance of sisterhood in the lives of women in diaspora, in their novels, Sula (1973) and Bird Summons (2019). The study attempts to highlight the challenges that women in diaspora face, such as marginalization, patriarchy, and discrimination. Therefore, sisterhood has emerged as a powerful force for empowerment and resistance to colonial contexts. These two novels are analyzed through the lens of Postcolonialism and Feminism. Hence, the researchers rely on the views of Edward Said, Franz Fanon, Gayatri Spivak, and Bell Hook. The study concludes that both Morrison and Aboulela in their novels explore the significant role of sisterhood in the lives of these women in offering solidarity and mutual and collective empowerment in colonial contexts, particularly to those who share common experiences and challenges. The contribution of the study lies in connecting the two novels and investigating how both writers share the same concept of sisterhood.
Figurative Language and Aesthetic Value in the Dance Drama The Search for Sita
The Search for Sita is an English-language dance drama adapted from the Ramayana epic, specifically the Aranya Kanda section, which tells the story of Dewi Sita’s abduction by Rahwana. This study aims to analyze and describe the figurative language and aesthetic values contained in the dance drama. The approach used is descriptive qualitative, with data obtained through observation of audio-visual recordings of performances and analysis of dance drama scripts, then analyzed using language style theory and aesthetic theory. The results of this study show that the figurative language contained in the dance drama The Search for Sita includes metaphors, similes, personification, and hyperbole. Meanwhile, aesthetic values are manifested through unity, complexity, and intensity between the elements of choreography, accompanying music, costumes, and narration. The integration of figurative language and aesthetic values not only strengthens artistic appeal but also presents moral messages and religious values relevant to character education.
Language and Digital Content in Saudi E-Commerce: An Analytical Review
The gradual rise of e-commerce in Saudi Arabia has generated new needs for linguistically and culturally qualified digital interaction. This analytical review investigates how the use of language and the design of digital data overlap with competent interactional conventions in electronic trade environments in Saudi Arabia. Employing an integrative methodology that synthesizes both peer-reviewed research studies and industry analyses, the review explores how Arabic and English are utilized across e-commerce platforms. The analytical review also focuses on the implications of localization, quality of translation, and intercultural communication for professional practices and training. The results suggest that culturally adjustable language tactics promote consumer confidence. However, deficiencies are noticed in the preparation of content for bilingual and culturally perceptive communication. The review concludes that specialized cross-cultural training and localized language strategies are important to enhance clarity, brand reliability, and user experience in Saudi e-commerce. Future research should further investigate the correlation between linguistic adaptation and digital consumer conduct to guide professional communication training in multilingual trade sectors.
From Brainstorming to Boundaries: Writing Center Tutors’ Use of Generative AI
The increasing presence of generative artificial intelligence (GenAI) in higher education has created new challenges and opportunities for writing centers. Peer tutors are now encountering student work that has been shaped, in whole or in part, by AI tools. Responding to this development requires balancing the pedagogical goal of supporting students’ learning with institutional expectations for academic integrity. This study examines how peer tutors at the American University of Sharjah (AUS) Writing Center employ AI tools in their sessions and the boundaries they set. Data were collected from a focus group discussion, a collaboratively authored staff document, and a follow-up staff meeting. Thematic analysis of these data reveals that tutors use AI selectively for purposes such as generating ideas, clarifying language, and simplifying complex readings, while avoiding uses that would replace students’ own writing or promote the use of AI. The study offers practical insights for writing centers seeking to integrate AI in ways that preserve the collaborative nature of tutoring while supporting ethical and effective student writing.
Voices on the Margins: An Intersectional Study of Women Oppression and Agency in Jasmin Darznik’s Memoir The Good Daughter
This study employs intersectionality theory to analyse Jazmin Darznik's memoir The Good Daughter: A Memoir of My Mother's Hidden Life (2012), focusing on the multifaceted oppression of Iranian women shaped by the intertwined forces of patriarchy, religion, culture, and class. This topic is significant as it illuminates the complex sociopolitical structures that marginalise Muslim women in Iranian society, where gender identity and agency are constrained by overlapping systems of power. Women’s personal histories are often erased in rigid patriarchal societies. Darznik’s memoir serves as a vital narrative that challenges these oppressive frameworks by giving voice to the silenced histories of her mother and her grandmother. Through storytelling as an act of feminist resistance, the memoir confronts the secrecy and shame imposed by societal norms that suppress women’s autonomy and their agency. The memoir exposes the multilayered violence endured by women, including forced marriage and honour codes, while highlighting subtle and overt forms of resilience such as education, self-expression, emotional endurance, and intergenerational solidarity. By critically engaging with Darznik’s text, this paper highlights the importance of reclaiming marginalised voices and histories to foster an understanding of gendered experiences under intersectional oppression. It challenges the dominant sociopolitical frameworks confining women and affirms their right to autonomy, dignity, and voice. This research contributes to feminist scholarship by illuminating the transformative potential of personal narratives in advancing the understanding of Iranian women’s lived realities and challenging dominant discourses.