International Journal of Language and Literary Studies

Examining the Transferability of Westernised Language Learner Autonomy (WLLA) Models to Saudi Arabian Students of English as Foreign Language

2026-07-23T07:19:12+00:00

The autonomy of language learners is an important element in the successful acquisition of a second language, but model development in this area has primarily occurred in Western, thus individualistic and learner-centred, contexts. In Saudi Arabia, second language learning is typically teacher-centred and shaped by a collectivist culture. This study examined the structure and cross-cultural validity of a language learner autonomy model that originated in the West, using two independent samples of Saudi learners of English as a foreign language (EFL): a confirmatory sample (N = 230) and an exploratory sample (N = 166). Confirmatory factor analysis of the main sample showed a mixed-model fit. Discriminant validity was assessed using both the Fornell-Larcker criterion and the heterotrait-monotrait ratio, which showed agreement. Linguistic Confidence and Social Comparison emerged as stable, distinct factors, whereas Information Literacy, Metacognition and Self-Reliance were strongly intercorrelated. Locus of Control demonstrated weak reliability and validity and was closely associated with Social Comparison. A four-factor solution emerged, in which Information Literacy, Metacognition and Self-Reliance were all loaded onto a single dominant factor, while Social Comparison and Linguistic Confidence remained distinct. This indicates that language learning autonomy should not be treated as a universal construct. Saudi EFL students appear to conceptualise autonomy as reactive, scaffolded and socially mediated, reflecting a context in which autonomous second language learning develops through structured instructional support.

From Patriarchal Oppression to Philosophical Freedom: Establishing a Feminist Framework for Transcendence in The Memoirs of Emma Courtney

2026-07-17T00:56:53+00:00

Emma Courtney from The Memoirs of Emma Courtney is quite different from other female protagonists of the 18th or 19th centuries. Rather than serving as a role model for female chastity and propriety, she is imbued with an independent spirit, which compels her to violate strict social norms assigned to females. Her independent spirit helps her discover the power of raw passion, as well as a means to control this passion with rational thought. Through her unique philosophical epiphany that combines stereotypical “female” passions with “male” reason, Emma acquires the confidence and independence needed to transcend patriarchal oppression. Although lacking a great deal of agency, she gains a psychological sense of freedom through developing her own personal philosophy. This coping mechanism serves as a guide for ordinary women of the period, who may have lacked a means to obtain status or marry for love. Essentially, Emma represents every woman, defining how feminist values can be universally applied in a dominant patriarchal regime.

Speaking From Margins: Subaltern Voice and Resistance in Joi Barrios-LeBlanc's Selected Poems

2026-06-23T16:35:00+00:00

This study examines how selected poems by Joi Barrios-LeBlanc stage subaltern speech and resistance through a postcolonial feminist reading anchored in Gayatri Chakravorty Spivak's concepts of subalternity, representation, epistemic violence, and audibility, with support from Chandra Talpade Mohanty's critique of the homogenized Third World woman. Using qualitative descriptive literary analysis, the article interprets six poems: Liham ng Pag-Ibig ng Isang Nagsisimulang Feminista, Babae Akong Nagmula sa Bayang Mahirap, Sagot ng Puke, Ang Kapatid na Babae ng Ilustrado, Ang Babaeng Nagsasalita Bilang Kababayan, and Habilin kay Mebuyan. Findings show that the poems construct the Third World Filipina as a historically situated subject who speaks through self-definition, bodily reclamation, historical insertion, public testimony, and collective memory. The article's theoretical intervention is that Barrios-LeBlanc's poetry does not merely confirm Spivak's difficulty of subaltern speech; it shows how lyric address, vernacular naming, embodied language, and communal memory create provisional conditions for hearing. The analysis argues that subaltern speech in the poems is not simple access to voice, but a contested struggle for recognition within systems that misread, overwrite, or silence marginalized women. Barrios-LeBlanc's poetry therefore extends Filipino feminist poetics by presenting resistance as a struggle over audibility, not only as a declaration of empowerment.

AI-Based Feedback in Academic Writing: Insights from EFL Undergraduate Students at Saudi Higher Education

2026-07-14T22:38:13+00:00

With the rapid adoption of artificial intelligence technologies in higher education, understanding students' attitudes toward these tools is essential for shaping effective academic practices. By grounding the investigation of AI-based feedback within socio-cognitive and self-regulated learning theories, this study examined undergraduate students' perceptions of artificial intelligence (AI) tools such as Grammarly, ChatGPT, and MS Copilot as feedback tools for their academic writing. The study adopted a quantitative, cross-sectional survey design to capture students' perceptions. The sample consisted of 100 undergraduate students in the College of Medicine at Taif University. Data were collected using an adapted structured questionnaire employing a five-point Likert scale spanning from 'strongly disagree' (1) to 'strongly agree' (5). Data were analyzed using SPSS (v. 26) to ensure the validity and reliability of the questionnaire, and to perform descriptive statistical tests. The findings revealed that students held positive perspectives of AI as a feedback tool on their writing performance, learning and reflection, and affective impact. Furthermore, students reflected a high level of trust in the quality and credibility of AI-generated feedback for supporting academic writing tasks. The study recommended integrating AI literacy into writing curricula, establishing institutional guidelines for responsible AI use, and encouraging balanced reliance on AI tools with the teachers' guidance.

EFL Teachers’ Perceptions of Inquiry-Based Learning in Enhancing Spoken Pragmatic Skills at Mohammed V University

2026-07-20T10:07:32+00:00

The current quantitative cross-sectional study investigated EFL teachers’ perceptions of Inquiry-Based Learning (IBL) for enhancing spoken pragmatic competence among university students. Forty in-service English instructors from three faculties at Mohammed V University, Rabat, responded to a standardized questionnaire addressing perceived effectiveness and specific features of IBL, alongside current pragmatic-instruction practices and implementation challenges. The instrument showed good internal consistency (Cronbach’s alpha = .85). Teachers perceived IBL very favourably (M = 4.22), reported moderate classroom integration (M = 3.33), and reported relatively low levels of pragmatic assessment (M = 2.95). Overall IBL perceptions correlated significantly with self-reported pragmatic-instruction practices (r = .61, p < .01). These findings are not intended to generalise beyond the examined institution and represent situated evidence from a single university. Consistent with the belief–practice gap in teacher cognition, institutional barriers, implementation uncertainty, social-desirability bias, and self-report measurement effects may all play a role. The study extends teacher-cognition research by showing that positive beliefs can facilitate, but do not guarantee, inquiry-oriented pragmatic instruction. Practical implications include a worked guided-inquiry lesson and an analytic rubric for spoken pragmatic performance.

Constraint Transfer and Reranking in L3 English Vowel Acquisition: An Optimality-Theoretic Account of Moroccan Multilingual Speech

2026-06-30T15:42:00+00:00

This theoretical article models the acquisition of English high-vowel contrasts by Moroccan multilingual learners through an Optimality-Theoretic account of transfer and cue development. The focus is the contrast between /i?-?/ and /u?-?/, a learning problem because Tashlhiyt, Moroccan Arabic, and French all provide peripheral high vowels but no four-member high-vowel system equivalent to English. The study uses a comparative phonological analysis of the target and source systems, formulates a restricted set of markedness and faithfulness constraints, and derives ranking hypotheses that can be tested in future perception and production research. The proposed baseline grammar ranks *HI-LAX and *V? above IDENT-IO(TENSE) and MAX-?, predicting merger of /i?-?/ to [i] and /u?-?/ to [u]. Independent promotion of MAX-? and IDENT-IO(TENSE) yields duration-first and quality-first intermediate grammars. The analysis links these rankings to major L3 transfer models and argues for a property-by-property account in which vowel quality and duration may develop asynchronously.

When Word Becomes Thought: An Analysis of the Written Word Creating Critical Thinking in an ESL Setting

2026-07-03T14:46:28+00:00

The ability to read and fully comprehend is a major step in an individual's education. The same text on the page speaks differently to each person. Historically, information was disseminated orally through storytellers and scribes, as Jean-Paul Sartre notes in his autobiography ‘Les Mots’ (1964), where he describes the difference between being told a story and being read one by his mother. The path of understanding whatever subject matter is being read subtly alters everything, moving the words from the page to the conscious grasp of meaning and the ‘texture’ of the words. What do we mean by ‘texture’ in this context? Texture, broadly, can be contextualized and broken down into superficial meaning, detailed in-depth meaning, subconscious meaning that may be attributed to it, and the reader's grasp of it. Mikhail Bakhtin speaks of heteroglossia, and Louise Rosenblatt speaks of the efferent-aesthetic scale while reading and assimilating the written word. We use the term ‘language’ even though the spoken word differs from what is on the page or in other media, such as a computer screen. Our understanding also brings about dimensions and grades of perception. In an ESL setting, especially, being able to layer multiple processes of literary theory and outlook helps to deepen and widen understanding and perspective significantly. Readers can tether their reading to these to enhance their reading experience rather than be confined to rote learning and explanatory frameworks. They build their own scaffolding, and this architecture is unique to each reader.

Leadership Development and Workplace Preparedness among MBA Students: A Qualitative Thematic Analysis

2026-07-14T17:15:51+00:00

Leadership development has emerged as a fundamental objective of modern MBA education as organizations increasingly seek professionals who can navigate complexity, innovation, and organizational change. This study explores MBA students' perceptions and experiences regarding leadership development and its contribution to workplace success. Using a qualitative research design, semi-structured interviews were conducted with 40 MBA students affiliated with Mohammed V University in Rabat, Morocco (Faculty of Legal, Economic and Social Sciences-Souissi), from diverse educational and professional backgrounds. The collected data were analyzed using Braun and Clarke's thematic analysis framework. The findings generated eight interconnected themes: motivations for MBA enrollment, perceptions of leadership, the significance of leadership development, experiential learning, challenges in leadership formation, leadership and employability, recommendations for program enhancement, and essential leadership competencies. The results reveal that students perceive leadership as transformational, collaborative, and ethically grounded rather than authoritarian. Experiential learning activities such as teamwork, presentations, simulations, and workshops were considered particularly effective in strengthening communication, critical thinking, adaptability, and decision-making abilities. Participants also emphasized the importance of mentorship, coaching, collaboration, and practical exposure in bridging the gap between academic learning and workplace realities. Despite encountering challenges such as communication barriers, cultural diversity issues, and balancing academic and professional responsibilities, students viewed these experiences as opportunities for resilience and personal growth. The study contributes to the growing scholarship on leadership education by highlighting the importance of integrating experiential, reflective, and interpersonal learning approaches into MBA curricula. The findings suggest that leadership development should extend beyond theoretical instruction to include authentic professional experiences that enhance workplace readiness and managerial effectiveness. By examining leadership development within the Moroccan higher education context, this study contributes to the body of qualitative research on MBA leadership education in non-Western contexts and provides context-specific insights that can enhance curriculum design, leadership training, and graduate employability initiatives.

From Frankenstein to Algorithms: Extending Biesta's Educational Domains Through a Romantic Lens for AI-Integrated Higher Education

2026-07-25T11:47:00+00:00

This paper argues that Romanticism in general and Mary Shelley's Frankenstein (1818) in particular offer a precise and relevant lens through which one can examine today's anxieties towards AI. Two centuries ago, before ChatGPT, Romantic thinkers were already warning that unchecked technological ambition could cause the erosion of human creativity, empathy, and moral judgment. On that, Shelley's novel, long read as a cautionary tale about creation without responsibility, speaks directly to today's debates about AI's role in education as an analogy that gives a clearer image of the challenges academics are facing today. Building on Biesta's three domains of education — qualification, socialization, and subjectification — this paper proposes a Romantic-Humanistic Pedagogical Framework that reframes each domain in light of AI integration. Rather than treating soft skills such as critical thinking, ethical reasoning, creativity, and interpersonal communication as secondary outcomes, this framework positions them as the very foundation of meaningful education in an AI-driven world. The paper closes with practical strategies for educators and academics who wish to embrace AI without letting go of the humanistic mission of higher education, led by the enduring lesson gleaned from Frankenstein: that what we create, we must also take responsibility for.

Expressing Specialized Knowledge in Arabic: A Sociolinguistic Study of Fusha and Moroccan Darija

2026-07-14T09:22:09+00:00

Human knowledge is a stratified system of ideas about subjects and objects. Some strata entail common, practical knowledge, embedded in daily practices of social interaction and related to basic necessities such as food, clothes, and traditions; others are specialized, involving, inter alia, conceptual reflections on scientific notions, visions of future destinies, and positions on intellectual controversies. Given that language and its colloquialisms constitute the primary medium through which human knowledge is conveyed, it remains unresolved, based on mere intuition and limited evidence, whether standard language or colloquial is more instrumental in articulating the higher strata of specialized knowledge. This study investigates this question through the lens of Arabic, focusing on Standard Arabic (fu??a) and the Moroccan colloquial variety (d?ri?a). The methodological framework comprises two complementary techniques; first, a structured interview is conducted with 15 graduate students of Arabic Studies, who are asked to respond to a set of specialized questions related to language, history, physics, religion, artificial intelligence, and media initially using d?ri?a, then fu??a. The data, drawn from the recorded and written responses, are collected for comparative corpus analysis with particular focus on lexical and syntactic dimensions. The findings of the study reveal that although participants are native speakers of d?ri?a, they find it significantly challenging to express specialized knowledge using a unique colloquial variety, as their lexical content is heavily influenced by fu??a structures. While fu??a demands more cognitive effort and time, it yields output that is lexically specific and dense. Also, in d?ri?a function words and short-length structures are dominant, which allow the speech to expand at ease, and linguistic creativity is notable. The present study seeks to enrich the sociolinguistic discussion on the role of Standard Arabic and Arabic colloquial varieties in their speakers’ cognitive and communicative practices, particularly in regard to the expressibility of specialized knowledge.

Corpus-Based Instruction for Developing Colligational Competence in Arab EFL Translation Students

2026-07-04T12:20:19+00:00

The present research was conducted to examine the efficiency of corpus-based teaching in influencing the capacity of Arab English as a Foreign Language (EFL) university learners to recognize and use English colligational grammatical patterns in translation. A convergent mixed-methods design combined with a quasi-experimental one-group pre-test–post-test approach was used. Twenty-one first-year undergraduate translation students at the Arab Open University, Egypt, were involved in a 12-week Data-Driven Learning (DDL) intervention utilizing the British National Corpus (BNC), Sketch Engine, and BootCaT. Both quantitative and qualitative data were collected, the former through a translation achievement test administered before and after the intervention, and the latter through a post-intervention questionnaire and reflective audio recordings. Quantitative analyses involved descriptive statistics, the Kolmogorov–Smirnov test, paired-samples t-tests, and Cohen's d, while the qualitative data underwent thematic analysis. The results showed statistically significant changes in students' recognition and use of English colligational grammatical patterns, with both skills demonstrating large effect sizes. However, no major difference emerged in the case of longer translation activities, which implies that discourse-level translation competence needs a more sustained period of instructional support. Participants also reported improved grammatical awareness, increased confidence in making translation decisions, and greater reliance on authentic corpus evidence. These results affirm the need to incorporate corpus-based teaching into higher-education translation courses to strengthen grammatical knowledge and evidence-based translation practices among Arab EFL students.

Development and Validation of a Philosophy-Based Language Teaching Profile Scale (PBLT-PS) for Pre-Service English Teachers

2026-07-08T04:01:36+00:00

Philosophy-based language teaching (PBLT) integrates philosophical concepts into language instruction, yet it remains undervalidated due to the absence of an instrument measuring philosophical standpoints. This study developed and validated a Philosophy-based Language Teaching Profile Scale (PBLT-PS) using a quantitative design with Exploratory Factor Analysis (EFA) to assess its factorial validity and reliability. Participants were 100 purposively selected pre-service English teachers from a Philippine state college who completed an expert-validated, pilot-tested 30-item questionnaire. The Kaiser-Meyer-Olkin measure (0.869) and Bartlett’s Test of Sphericity (?² = 5269.610, p < .001) confirmed the data’s suitability for factor analysis. EFA yielded a three-factor structure retaining 28 items: Factor 1 (11 items) accounted for 68.84% of the variance, Factor 2 (9 items) for 8.90%, and Factor 3 (8 items) for 4.43%, together explaining 82.16% of the total variance. Cronbach’s alpha exceeded .975 for each factor, indicating excellent internal consistency. These results demonstrate that the PBLT-PS possesses a psychometrically sound, three-dimensional structure, providing teacher educators and researchers with a validated instrument for assessing pre-service English teachers’ philosophical orientations toward language teaching. As validation relied on EFA alone, future research should conduct confirmatory factor analysis with an independent sample to statistically corroborate this structure.

Analysis of Teachers' Non-Vocal Paralinguistic Cues in English Language Classrooms

2026-06-22T02:16:51+00:00

Non-vocal paralinguistic cues constitute essential multimodal resources through which teachers facilitate classroom communication and support English language instruction. This study examined (1) the non-vocal paralinguistic cues employed by English language teachers in classroom instruction and (2) the pedagogical insights that can be drawn from these cues to enhance English language teaching. Anchored in Kinesics Theory, Multimodal Theory, and Mehrabian's Theory of Communication, the study employed a qualitative multimodal discourse analysis of five video-recorded English language classes. The analysis identified twelve domains of non-vocal paralinguistic cues, revealing that hand gestures (17.17%), facial expressions (13.98%), and posture (11.33%) were the most frequently employed communicative resources, whereas physical contact (3.01%) occurred least frequently. The findings further revealed that teachers employed a wide range of embodied communicative behaviors to facilitate discourse organization, clarify instructional content, regulate classroom interaction, and foster teacher–student engagement. Self-adaptors were likewise observed to function primarily as self-regulatory behaviors rather than intentional meaning-making resources. These findings underscore the pedagogical significance of non-vocal communication in English language teaching and highlight the need to strengthen teachers' awareness and strategic use of multimodal resources to promote instructional clarity, learner engagement, and inclusive classroom communication.

Cross-Linguistic Interference from Spanish to French in Learners' Writing Productions

2026-06-07T04:06:05+00:00

This study examines linguistic interference from Spanish to French in the written productions of fifth-semester students enrolled in the Foreign Languages Program at the University of Cartagena. The research aimed to identify and categorize the most common instances of cross-linguistic influence present in learners' written responses. A mixed-methods design with a qualitative emphasis was adopted. Data were collected through a structured written production test consisting of guided writing tasks, sentence translation, sentence ordering, and interpretation activities. The analysis focused on identifying and classifying instances of interference according to four linguistic domains: morphology, syntax, semantics, and pragmatics. The findings revealed that morphological interference was the most frequent category, particularly in orthography, grammatical gender, and lexical borrowing. Syntactic and semantic interferences were also recurrent, while pragmatic interference appeared less frequently. The results suggest that the typological proximity between Spanish and French facilitates learning while simultaneously generating transfer-related difficulties. The study highlights the importance of explicitly addressing differences between language during instruction in order to create linguistic awareness and to reduce negative transfer and improve learners' written production.

Incidental Vocabulary Learning: Evaluating the Predictions of the Involvement Load Hypothesis Plus

2026-07-25T13:16:22+00:00

Incidental vocabulary learning is a fundamental way to develop L2 learners’ vocabulary knowledge. The Involvement Load Hypothesis Plus (ILH Plus) offers a refined model of the earlier ILH on incidental vocabulary learning, yet its predictions remain largely unverified. This study evaluated the predictions of the ILH Plus regarding the contribution of the search component and examined whether word length and working memory (WM) contribute beyond the model or moderate its predictions. In a quasi-experimental design, 87 female university EFL learners completed a reading task either with or without search (dictionary consultation). Vocabulary learning was assessed using immediate and delayed meaning-recall tests, and WM was measured using digit-span tasks. Results showed that both tasks produced comparable immediate vocabulary learning which supports the predictions of the ILH Plus whereas similar delayed retention does not. Word length significantly predicted both immediate and delayed vocabulary learning whereas phonological WM was only positively associated with immediate learning. Neither word length nor WM moderated the predictions of the ILH Plus. The findings suggest that there is a threshold for task effectiveness to be measurable when compared to another task. They also emphasize the importance of considering lexical characteristics alongside task effectiveness index when evaluating incidental vocabulary learning.

Reshaping Perspectives: A Feminist Critical Discourse Analysis of Filipino Women’s Representations in the 20th- and 21st-Century Philippine Literature

2026-07-09T13:12:18+00:00

Since the beginning of recorded history, women have experienced oppression from men, contributing to the emergence of feminist movements and feminist literary theory, which examines gender inequality, oppression, and women’s agency. Although feminist literary criticism has gained recognition in the Philippines, studies examining Filipino women’s representations across historical periods remain limited. Hence, this study examined Filipino women’s representations in selected 20th- and 21st-century Philippine literary texts through Feminist Critical Discourse Analysis, specifically Lirio by Peter Solis Nery and Sinigang by Marie Aubrey Villaceran. The findings revealed that all five language registers were evident in both texts and functioned as markers of power relations among characters. Filipino women negotiated power through various linguistic and communicative strategies, including association with nature, shouting, silence, assertive language, submissive language, politeness, sympathetic language, and indirect language. Women in the 20th-century text were represented as religious, excluded, and overdependent, whereas women in the 21st-century text were portrayed as submissive, emotionally complex, and morally empowered. Across both texts, women were commonly represented as performing domestic and caregiving roles, voiceless, oppressed, objectified, and living within patriarchal social structures, while also demonstrating empowerment. Overall, the findings indicate both continuity and change, with the 21st-century text presenting more nuanced forms of female agency and resistance while patriarchal ideologies remain evident in both texts.

Dimple Das Gupta in Bharati Mukherjee’s Wife: A Cultural Hybrid

2026-07-24T14:43:38+00:00

This paper explores the theme of cultural hybridity in Bharati Mukherjee’s novel Wife, focusing on the tragic journey of Dimple Das Gupta, a first-generation Indian immigrant in the United States. Drawing upon Homi K. Bhabha’s postcolonial theory of hybridity and the “third space,” the study examines Dimple’s cultural dislocation, identity crisis, and failed attempts at assimilation in an alien land. While many diaspora protagonists in Mukherjee’s works strive to forge new identities through acculturation, Dimple resists cultural transformation, clinging instead to her native Bengali values and traditional expectations. The novel reflects the psychological and cultural conflict that arises when immigrant identities are caught between two opposing cultural systems. Dimple’s narrative represents a complex portrayal of female subjectivity, trapped in a liminal space marked by unbelonging and cultural schizophrenia. Her fantasies of marriage, rooted in romanticized Indian ideals, collapse in the face of harsh immigrant realities, leading to psychological breakdown and ultimately, tragedy. Through this analysis, the paper argues that Wife challenges the celebratory narratives of cultural hybridity by highlighting the alienation and fragmentation it can bring, especially for immigrant women who struggle to reconcile traditional roles with the expectations of a foreign society.

Digital Transformation in Moroccan Higher Education: Challenges and Opportunities at Mohammed V University in Rabat

2026-07-31T21:45:10+00:00

This qualitative study explores the digital transformation in Moroccan higher education. It focuses on student experiences at Mohammed V University in Rabat. The research addresses how students perceive digital transformation's impact on learning experiences and academic engagement. It also examines the challenges and opportunities associated with adapting to e-learning platforms and digital tools. The study employs a phenomenological approach, using in-depth semi-structured interviews with 10 undergraduate students from the EFL program. Phenomenological thematic analysis was used to identify recurring patterns and themes in the data. Findings suggest that students perceive digital transformation as both enhancing and challenging their learning experiences. While many appreciate the flexibility and accessibility of digital resources, others report difficulties in maintaining motivation and engagement in online environments. Students also face technical issues and digital literacy gaps. The research contributes to the growing literature on digital transformation in higher education by offering insights from a Moroccan context. It highlights the need for tailored support systems and pedagogical approaches that address students’ specific needs and experiences in digitally transformed learning environments. The findings have implications for university administrators and policymakers seeking to develop strategies for effective digital technology integration in higher education.

Speaking Beads and Remembering Culture: A Stylistic Study of Parallelism and Semantic Deviation in Ama Ata Aidoo's “Ghana: Where the Bead Speaks”

2026-08-06T00:23:57+00:00

Poetry provides an important medium through which cultural experiences and collective memories are expressed and preserved. This study examines the forms and stylistic functions of parallelism and semantic deviation in Ama Ata Aidoo’s ‘Ghana: Where the Bead Speaks’, with particular attention to their representation of Ghanaian cultural memory. The study adopts an exploratory qualitative design and is guided by Leech and Short’s (2007) Linguistic and Stylistic Categories framework. Through close textual analysis, the study identifies phonological, syntactic and semantic parallelism, as well as semantic deviations realised through personification, metaphor, imagery and hyperbole. The findings show that parallel structures create rhythm, balance, emphasis and oral resonance, while semantic deviation gives beads symbolic and human qualities that foreground identity, emotion, historical experience, indigenous knowledge and communal memory. The study concludes that Aidoo transforms beads from decorative objects into repositories of Ghanaian cultural memory. The findings have implications for stylistic theory, literary research, teaching and the preservation of indigenous cultural knowledge.

Language Choice, Mixed Inner Speech, and Code-Switching in Putonghua-Dialect Speakers

2026-08-09T11:09:10+00:00

Inner speech is usually treated as private cognition, yet its language may reflect socially organized repertoires. This mixed-methods study examined language choice, mixed inner speech, and within-episode code-switching among Putonghua–dialect users in China. Phase 1 involved 360 adults completing a fully crossed 2 × 3 × 2 vignette task manipulating formality, imagined interlocutor, and emotional intensity; 90 entered a seven-day experience-sampling phase, 79 met the confirmatory compliance threshold, and 30 completed interviews. Formal contexts reduced dialect dominance (OR = 0.50), whereas hometown-intimate interlocutors strongly increased it relative to institutional authorities (OR = 25.82). High emotional intensity (OR = 1.78), productive dialect access, habitual dialect use, and dialect identity also increased dialect availability. Hometown-intimate contexts, emotion, and productive access predicted mixing, while identifiable switching was more likely in episodes containing multiple remembered or imagined voices. Cross-method correspondence was very strong for dominance (r = .943), weaker for mixing, and absent for switching. Interviews showed that dialect often appeared as remembered voices, recurrent phrases, or lexical fragments. The findings support a contextualized account in which social cues interact with speaker-specific repertoire conditions and show that dominance, mixing, and switching are distinct outcomes.

Writing Development across Academic Levels: Evidence from Moroccan Higher Education

2026-07-25T03:46:15+00:00

Writing development constitutes an essential component of academic success in higher education, as students are expected to demonstrate increasing control over organisation, grammar, vocabulary, coherence, and mechanics throughout their academic careers. Yet, understanding how writing develops remains a complex issue. The present study aims to investigate the development of writing with special reference to Moroccan university undergraduate students. One hundred and twenty-three university students from Sultan Moulay Slimane University in Morocco participated in the current study. A mixed-methods design was adopted, combining students’ questionnaire responses and analysis of actual written texts. The questionnaire explored students’ perceptions and writing-related practices, whereas the written letters were analysed both quantitatively and qualitatively, particularly in terms of several writing dimensions. The findings indicated both similarities and differences were observed across several dimensions, suggesting that writing may not develop across academic levels. While certain aspects appeared to show improvement, others remained relatively stable or uneven across second-year and third-year students. The study contributes to the understanding of writing development in Moroccan higher education and highlights the need for instructional practices that support sustained writing improvement across academic levels.

Do Language Textbooks Challenge or Reinforce Cultural Stereotypes? Perspectives of Advanced Learners of Arabic

2026-08-24T22:01:53+00:00

Language textbooks do more than facilitate linguistic development; they also mediate learners’ encounters with the cultural communities represented through the target language. This role becomes particularly significant in advanced foreign-language education, where learners are expected to engage critically with complex social, political, and cultural representations. This qualitative study examines how advanced learners of Arabic perceived and negotiated cultural representations in Al-Kitaab fii Ta'allum al-'Arabiyya, Part Three, with particular attention to whether the textbook challenged or reinforced pre-existing stereotypes about Arab cultures. The study draws on focus-group data collected from eight advanced American learners of Arabic specializing in diplomacy and politics at a language center in Rabat, Morocco. Participants had extensive experience using the textbook during their advanced Arabic studies. The focus-group discussion was audio-recorded, transcribed, anonymized, and subjected to iterative qualitative content analysis. Findings indicate a complex relationship between textbook representation and learner perception. Participants acknowledged the textbook’s contribution to introducing cultural, historical, and political issues related to the Arab world, yet they also perceived some representations as insufficiently diverse or critically contextualized. Rather than consistently disrupting pre-existing assumptions, certain representations were perceived as potentially confirming simplified understandings of Arab societies. Learners particularly emphasized the need for greater regional diversity, authentic voices, contemporary perspectives, sustained self-reflection, and opportunities for direct intercultural engagement. The findings suggest that cultural representation in advanced language textbooks should move beyond exposure to cultural information toward pedagogical practices that actively encourage learners to interrogate, reassess, and complicate their prior assumptions. The study contributes to discussions of textbook evaluation, intercultural learning, and cultural representation in Arabic-as-a-foreign-language education.

The Sheltered Instruction Observation Protocol (SIOP) Model and Oral Communication Outcomes in English as a Foreign Language: A Scoping Review

2026-08-17T17:15:34+00:00

Speaking is commonly regarded as the most challenging skill for EFL learners, yet pedagogical frameworks supporting its development in EFL classrooms remain inconsistently addressed. The Sheltered Instruction Observation Protocol (SIOP) Model was initially developed to help English learners cope with content subjects and simultaneously develop their language in North American classrooms. Although this model has been implemented in various international learning contexts, its impact on improving oral communication skills specifically has not been sufficiently documented. Guided by established scoping review methodology, this review examined empirical research featuring the SIOP Model in relation to its effect on oral communication or speaking proficiency among EFL learners. Records were retrieved from four databases, namely Web of Science, ERIC, Scopus, and Google Scholar, covering 2004 to 2025. Of 14,591 records identified, only two studies satisfied all eligibility conditions: an action research project conducted in Colombia and a mixed methods thesis conducted in Mexico. Neither study assessed oral proficiency using a structured measuring instrument, and both relied mainly on qualitative or self-reported data. These findings reveal a significant gap in the literature and suggest that assumptions about the effectiveness of SIOP in promoting oral proficiency among EFL learners still need further empirical investigation.

Translanguaging Practices of English Teachers in Senior High School TVL Track

2026-06-20T12:30:27+00:00

Translanguaging has become the essential pedagogical practice in multilingual classrooms in the Philippines, particularly in the Technical Vocational Livelihood (TVL) Track in Senior High School where learners often struggle with English instruction. Understanding how teachers utilized translanguaging to address comprehension, engagement, and language development were crucial in improving instructional effectiveness. However, limited research explores on translanguaging practices from the perspective of teachers who are teaching TVL learners. This study investigated the translanguaging practices, challenges, and insights of English teachers in Senior High School TVL Track. Using a qualitative case study grounded in constructivism of eight purposively selected teachers from Sto. Tomas, Davao del Norte who were assigned to teach in Senior High School TVL track. Data were collected through in-depth interviews and analyzed through thematic analysis. The findings showed that teachers used translanguaging by integrating L1 to support comprehension, facilitate expression, develop language skills, and connect lessons to real-life contexts. However, they faced challenges such as overreliance on L1, limited English proficiency, time constraints, and conflicts with English-only policies. Despite these, teachers believed translanguaging enhances student engagement, confidence, and inclusivity while recognizing learners’ identities. The study concludes that translanguaging is essential in TVL contexts and calls for flexible language policies and stronger institutional support.

Conference Interpreters' Perceptions of the Importance of Extra-linguistic Context in Arabic-English and English-Arabic Simultaneous Interpreting

2026-08-29T21:23:11+00:00

Extra-linguistic context has been widely regarded as an essential part of successful simultaneous interpreting, which allows interpreters not only to decode linguistic content of a message but also to understand the speaker's intended meaning in a wider communicative context. Although previous studies have studied the effect of the contextual knowledge on interpreting competence, little research has been done to explore how the context interacts with the directionality of simultaneous interpreting from and into Arabic and English languages. The current study is aimed at studying interpreters' perceptions of the role of the extra-linguistic context in interpreting from and into Arabic and English and at finding out whether the contribution of the contextual knowledge is different with respect to the target language. The current study has used the method of quantitative survey research to study interpreters' perceptions of the role of the extra-linguistic context in interpreting from and into Arabic and English. The data were collected from 107 professional bidirectional Arabic-English conference interpreters. This quantitative study employed a structured questionnaire analyzed with descriptive statistics and paired-samples t-tests in SPSS. The results show that interpreters consider extra-linguistic context to be essential for the success of simultaneous interpretation irrespective of the direction of interpretation. It was found out that extra-linguistic context enables the interpreter to predict the upcoming information, comprehend the intentions of the speaker better, helps to understand culturally loaded expressions, makes it easier to recall terminology, and saves cognitive resources. A statistical analysis also shows a significant difference in the perceived importance of extra-linguistic context in Arabic-English vs. English-Arabic interpretations.

Language Learning Strategies and Their Mediating Role between Motivation and English Learning Performance

2026-08-11T19:58:50+00:00

Motivation is fundamentally defined as what drives individuals to take certain actions. It encompasses many factors, which makes it challenging to investigate all of them within a single study. This study focused on self-efficacy, task value, and test anxiety, which are widely regarded as key motivational constructs. Although motivation has been extensively studied, there has been limited research on the motivation of middle school students in Vietnam, making this study a valuable contribution to the field of second language motivation by examining this specific group. To collect data, this study gathered English as a Foreign Language mid-term exam score and survey responses from 365 middle school students in Vietnam. The survey was adapted from established instruments measuring motivated learning strategies and language-learning strategies. The data were analyzed using structural equation modeling and led to the conclusion that, except for test anxiety, self-efficacy and task value are key motivational variables. Additionally, learning strategies were found to strongly mediate the relationship between motivation and English learning performance.

Patterns of Consonant Weakening and Alternation in Ganjami Odia

2026-08-16T12:21:48+00:00

The paper focuses on the consonantal restructuring such as deletion, lenition in intervocalic positions and word-initial substitution in the Odia speech variety known as Ganjami Odia, which is mainly spoken in Ganjam and its neighbouring districts in Odisha state. Based on synchronic data collected from 88 adult vernalcular speakers across eight contact-intensive localities, the distribution of /b/, /s/, /g/, /h/, and /m/ reduction alongside word-initial /l/ ? /n/ substitution is analysed. The results present an interaction among phonetic reduction, morphological conditioning and language contact. The research region comprises the speakers of Odia (Indo-Aryan), Telugu and other Dravidian languages. The regular and constant contact between these speakers has consequently contributed to the regular sound changes and conventionalization of these reduced forms. The results include a verbal paradigm that provides a structural environment in which variable phonetic realisations can become regularised in the intervocalic positions in Ganjami Odia. This interpretation is consistent with the characterisation of Odisha as a mini-linguistic area, where prolonged multilingual interaction has encouraged phonological and grammatical convergence among Indo-Aryan, Dravidian, and Munda languages (Reddy, 2016). The language, therefore, demonstrates how sound changes can interact with grammatical structure and contact-induced convergence to produce stable dialectal patterns. Adopting an areal-convergence framework can reveal contact-induced change (François, 2011) and provide a more detailed account of the processes that shape the phonemic, syllabic, and morphological structure of Ganjami Odia.

Linguistic Politeness in Jember University Library Services

2026-08-03T11:14:57+00:00

This study aims to examine linguistic and nonlinguistic features, service staging structures, and services requiring improvement regarding linguistic politeness at Jember University (UNEJ) Library. A qualitative design was employed, with data sourced from librarian-user interactions collected through observation, semi-structured interviews, and documentation. The data were analyzed using Brown & Levinson’s politeness strategies, Leech’s politeness maxims, Knapp, Hall & Horgan’s nonverbal communication, and Halliday & Hasan’s generic structure. The results show that politeness strategies are dominated by bald on record to maintain service efficiency and speed, yet librarians maintain politeness through the dominance of the tact maxim. Among the nonlinguistic features, hand gestures were the most dominant, followed by facial expressions, eye contact, and proxemics. Regarding the staging structure, service interactions are formed by combinations of obligatory and optional elements, producing minimalist and complex patterns. This study also identifies linguistic and nonlinguistic violations. The conclusion indicates that improving library services requires utilizing bald on record, positive politeness, and negative politeness strategies, as well as nonlinguistic features. Meanwhile, the circulation service needs improvement to generate more proactive and expressive speech patterns.

An Analysis of the Development of Zhuang Cultural Communication from the Perspective of Cross-cultural Communication

2026-08-13T05:47:00+00:00

As globalization continues to deepen, interactions among countries are increasing, fostering closer encounters and integrations among diverse cultures. Against this backdrop, as a significant representative of China's ethnic minority cultures, Guangxi Zhuang culture faces both challenges and opportunities in engaging in exchanges with other global cultures. Located in the southern border of China, The Guangxi Zhuang Autonomous unique geographical location and rich cultural traditions endow it with a unique position and far-reaching influence in cross-cultural communication. Through such communication, it can enhance global understanding of the ethnic minority cultures in southern China, promoting cross-cultural exchanges and dialogue, which holds significant importance and far-reaching implications for shaping the national image and enhancing national soft power. This paper uses the literature research method and the case study method to explore the current state of communication of the Zhuang culture. The aim is to provide suggestions and opinions on the current problems.

Cultural Linguistic Encoding in the Translation of Tourist Brochures in Saudi Arabia

2026-09-06T16:47:20+00:00

Tourism is a key driver of expansion and a contributor to national income in Saudi Arabia's rapidly diversifying economy in the years to come. Tourist numbers in 2023 are estimated to exceed one hundred million, with tourism revenue for the year exceeding SAR 135 billion, according to conservative estimates. Language is an integral part of this pattern of development – international tourists linguistic access to Saudi culture and attractions – and is clearly defined as a key enabler in Saudi Arabia's economic diversification strategy, as enshrined in Saudi Vision 2030. In this manuscript, a cultural-linguistic approach is used to examine the process of translation as it occurs in tourist brochures translated into and from English as a second language into Arabic, with a focus on the core values in Saudi Arabia – hospitality, religious identity, and tradition – and how these are linguistically gauged across languages. Based on Skopos theory and the domestication-foreignization approach, the study integrates theory, a four-category coding system, and current empirical research on the Arabic-English tourism-translation domain, using this integration to develop a repeatable methodology for analyzing Saudi promotional texts. The five conceptual models, namely the continuum model according to Venuti, the model of equivalence by Nida, the procedures by Vinay and Darbelnet, the Skopos process model, and Sulaiman and Wilson's cultural-conceptual translation model, are introduced as complementary lenses for analysis, and the empirical results of prior work are synthesized across the four coding categories. The synthesis shows that translators of tourism texts from Saudi Arabia tend toward domestication for pragmatic Saudi expressions of hospitality and toward foreignization, gloss, and transliteration for cultural-religious and heritage lexis. The study highlighted implications for a national tourism policy, promotional effectiveness, and the curriculum of translator training programs that consider Saudi Vision 2030, as well as the opportunities for the primary coding of the corpus that would empirically test the framework propounded in this study.