International Journal of Language and Literary Studies

From rote to reflective: Integrating ChatGPT to transform learning outcomes in Cambodian education

Sovanna Huot, Sovanna Loch — Wed, 02 Jul 2025 00:00:00 +0000

Cambodia’s education system has long been shaped by rote memorization, hierarchical classroom structures, and examination-focused curricula, practices that often inhibit the development of critical and reflective thinking. This review explores how ChatGPT, a generative artificial intelligence (AI) tool developed by OpenAI, can serve as a catalyst for shifting Cambodian learning paradigms from repetition-based instruction to more reflective, student-centred engagement. Drawing on a narrative and thematic integrative review of literature published between 2022 and 2025, the study synthesizes empirical and conceptual findings from global and regional sources, aligned with Cambodian policy frameworks. Key themes include ChatGPT’s impact on conceptual understanding, learner motivation, and metacognitive development. The findings suggest that while ChatGPT can enhance student learning when used for dialogue, clarification, and feedback, its success depends heavily on pedagogical design, teacher facilitation, and ethical integration. Major challenges include infrastructure gaps, digital literacy limitations, linguistic constraints, and cultural norms around teacher authority. The paper concludes with actionable recommendations for policymakers, educators, and researchers, including the development of Khmer-language AI tools, integration of AI literacy into national curricula, and the need for pilot studies and ASEAN-level comparative research. Ultimately, the review affirms that with inclusive planning and sustained investment, ChatGPT can support Cambodia’s transition toward a more reflective, equitable, and future-oriented education system.

The Effectiveness of Using Mobile Phones in Developing English Writing Skills by Yemeni EFL University Students

Naziha Alsoofi, Mohammed Abdu Ahmed Al-Mekhlafi, Helal Ahmed Ali Al-Qubati — Wed, 02 Jul 2025 00:00:00 +0000

This research aimed to investigate the effectiveness of using mobile phones in developing English writing skills by Yemeni EFL university students. The researcher employed a quasi-experimental method. The sample of this study was 50 EFL students who were selected from level two at the Department of English, Faculty of Education, Sana'a University during the academic year 2023-2024. The sample was divided into two groups. The control group consisted of (25) students taught by the traditional way while the experimental group consisted of (25) students taught through using mobile phones (Google Classroom App). The data were collected through a writing test whose results showed a large effect for using the mobile phones to improve the students' writing skills. The results of this study showed that there were statistically significant differences at the 0.05 level between the mean scores in the pre-test and post-test of the experimental group in favor of the post test. In addition, the results showed that there were statistically significant differences at the 0.05 level between the mean scores in the post-test of the experimental group taught the writing skills using mobile phones and the control one taught the writing skills by the traditional method in favor of the experimental group. It can be concluded that the students of the experimental group got significant effect and improvement in the writing skills after using mobile phones. The current study ends with some educational implications, recommendations and suggestions for future research studies.

Digital Politeness: A Gendered Analysis of Complimenting Behaviour on Social Media

Abdelfattah Laabidi, Abdelouahed LAACHIR, Ouidad Infi — Wed, 02 Jul 2025 00:00:00 +0000

With the rapid advancement of technology and the excessive use of social media as platforms for communication, the shades of digital politeness and complimenting speech acts have become a worthy study area. This paper examines the overlap between digital communication, gender, and complimenting behaviour in online communication. It mainly sheds light on how men and women differ in using, reacting and interpreting compliments in online interactions. The current study adopts a quantitative approach by mixing descriptive and inferential statistics. Data are collected using a discourse completion test that comprises seven distinctive scenarios with different power, distance and ranking position relationships. The participants are 62 students from ENS, Moulay Ismail University. After running a Pearson Chi-squared test for each scenario in the DCT, the findings reveal a strong correlation between gender and the choice of complimenting strategies, claiming that gender is an impactful variable affecting compliments' making and interpretation in online contexts. It also concluded that the differences between male and female language users lie in the excessive use of additional cues by female speakers to express emotions, like emojis, liking, tagging and sharing. This study can eventually deepen and enhance the debate on politeness in online dyads by highlighting the intricacies of gendered compliments speech acts. It affords a foundation for further research into pragmatic competence in online contexts.

Teaching Beyond Tradition: Building Teacher Agency in Multilingual EFL Classrooms

Lok Raj Regmi, Resham Acharya — Wed, 02 Jul 2025 00:00:00 +0000

This paper focuses teacher agency for multilingual pedagogy. Drawing on lived experiences of two community school teachers, we discuss how teachers, going beyond the tradition, build teacher agency in multilingual EFL classrooms to address the needs of the students and necessity of the classroom environment. The findings of the study reveal that teachers negotiate with English only policy in a unique way integrating multilingual realities of the classroom. By using learners’ home language in classrooms, the teachers address various classroom challenges such as incomprehensibility of content in English only class, students’ feeling of exclusion, and so on; and ensure the right of the students for education. The findings also reveal that teachers practice various multilingual activities (such as code switching, translation and so on) in English classrooms. The findings, further, show that teachers practice such activities by utilizing their own personal and professional biographies.

Discursive Agency and Literary Visibility: Deconstructing Patriarchal Oppression and Re-narrating Female Subjectivity in Wafa Faith Hallam’s The Road from Morocco (2012)

Abdelhafid Tahboun — Wed, 02 Jul 2025 00:00:00 +0000

Over centuries, mutely inhibited Moroccan women have been held captives of two oppressive yet mutually collusive narratives: one is religiously conservative and locally patriarchal, the other is hegemonically Eurocentric. Through delving into the feasible prospects of discursive agency and literary visibility, this paper explores the theme of deconstructing patriarchal oppression and re-narrating female subjectivity in Wafa Faith Hallam’s The Road from Morocco (2012). To trace the liberating potential of writing and probe its rewards of cultural activism and social emancipation, particular focus is put on the unruly contumacy evinced by Saadia, Wafa’s mother. This interpretive study re-examines how literary writing is reconfigured as a politically subversive practice of epistemological disobedience aimed to unsettle the patriarchal logic. To demonstrate the transformative power of literary writing as a sign of spectacular resistance, this reading invokes intersectionality theory and postcolonial feminism as profound theoretical and conceptual lenses. The paper concludes that Moroccan women’s literature often culminate in paradigm-shifting rearrangements in the cultural politics of male/female power imbalances. Hence, the symbolic power of Moroccan women’s writings resides not only in challenging national patriarchal orders and Orientalist circulations but also in transforming the gender-exclusive model of his-story to the gender-inclusive perspective of her-story.

EFL Teachers' Culture, Teaching Perspectives and Practices

Hassan Zaid — Wed, 02 Jul 2025 00:00:00 +0000

This study explores Moroccan English as a Foreign Language (EFL) teachers' perceptions and practices related to teaching culture. A quantitative survey design was used to gather data from 60 EFL teachers. Descriptive statistics were used to explore teachers’ culture teaching perceptions and instructional practices in classes. First, the results reveal that most teachers acknowledge the importance of incorporating culture into language teaching, perceiving it as both a fundamental aspect of language teaching and crucial for reinforcing students' cultural identities. Teachers also expressed favorable views towards intercultural education, considering it important to foster tolerance. However, opinions vary on whether students need advanced language proficiency before engaging in cultural learning. Second, Teachers use a variety of cultural activities, including dialogues, role-plays, cultural comparisons, and authentic materials to teach culture in their classrooms. However, certain activities, such as cultural research projects, and personal cultural narratives are less frequently used. Finally, the pedagogical implications highlight the need for a principled approach that bridges the gap between being aware of the prominence of cultural integration and effectively implementing it in EFL classrooms to cultivate critical intercultural communicative competence to avoid idealization of the target culture and preserve local cultures.

The Impact of the Flipped Classroom Strategy on Secondary School Students’ Achievement in English Language Skills in Hajjah Province

Wed, 02 Jul 2025 00:00:00 +0000

The present study aimed to investigate the impact of the flipped classroom strategy on secondary school students’achievement in English language skills in Hajjah province. This study employed a quasi-experimental approach to achieve the objectives of the study and have a deep insight regarding the study investigation. The sample of the study consisted of fifty tenth-level students who were studying English course for Yemen(textbook N.4) at Alzahra’a secondary school for girls in Hajjah province during the academic year 2023- 2024. They were divided purposefully into two groups experimental (n=25) and control (n=25).The researchers used a pre/post-achievement test which consisted of five questions to measure the level of students before and after achieving the experiment (teaching the experimental group through the flipped classroom strategy and teaching the control group through traditional methods). The results of the present study showed that the experimental group significantly outperformed the control group in all five English language skills. The over all effect size of the pre/post achievement test of the experimental group moderate to large (?²=0.41), indicating that the flipped classroom strategy had a meaningful impact on improving students’English language skills. Domain-specific effect sizes of the two groups (experimental and control) in the post achievement test reached as high as ?²=0.64, suggesting the flipped classroom strategy as an effective alternative to traditional methode in English language learning. These findings suggest that integrating flipped classroom strategy in EFL classrooms can enhance students’academic outcomes. This study recommended the wider adoption of the flipped classroom strategy in Yemeni secondary schools to improve English language learning and call for further studies in other English language parts.

The Importance of Teaching Intercultural Empathy in Moroccan High Schools

Abdelhak Elbouziany, Hajare Bouali , Tayeb Ghourdou , Said Oussou — Wed, 02 Jul 2025 00:00:00 +0000

With the rise of globalisation and global interconnectivity, intercultural communication in education has become a subject of extensive study and discussion. Clearly, when we discuss a mode of communication, we discuss a variety of competencies, skills, and abilities, such as empathy and specifically intercultural empathy. Thus, this article aims to examine intercultural empathy and its impact on high school students. Furthermore, we explain why a high school teacher-student relationship is necessary for such an impactful value. For this reason, an online survey questionnaire as well as interviews were employed as data collection instruments. A total of 233 teachers from different regions in Morocco took part in this research. This survey used Statistical Package of Social Sciences software to analyse the collected data and draw back the curtain on the impact of intercultural empathy on Moroccan high school students. Findings revealed that intercultural empathy is a vital component of effective language acquisition, and in order to comprehend a language, it is imperative to have a comprehensive understanding of its corresponding culture. The obtained findings can be of paramount importance for tutors and decision makers regarding the implementation of intercultural empathy in the teaching process.

The Use of Intertextuality and Allusion: A Transgeneric Study of Shakespeare’s Antony and Cleopatra and Chawqi’s Masraaou Cleopatra

Maroua Touil — Wed, 02 Jul 2025 00:00:00 +0000

A literary work embodies the traces of other works. It may preserve the characteristics of precedent works or bring forth new images. Many works may converge into the same subject but speak about it differently, each from its ideological, historical and cultural point of view. T.S. Eliot in Tradition and the Individual Talent affirms writers need not write in their ancestor’s skin and be only influenced but also create and add. Shakespeare’s play Antony and Cleopatra and Chawqi’s Masraaou Cleopatra display a lot of convergences but also diverge mainly in the representation of Antony and the description of the Actium Battle. Shakespeare’s depiction of Antony is more detailed while Chawqi’s concern is directed toward Cleopatra. Also, Shakespeare describes the Actium Battle not as a political struggle but as a conflict between two cultures. Jacques Derrida in The Law of Genre defines genre as “a principle of contamination, a law of impurity, a parasitical economy” (3). Derrida celebrates ‘dissemination’ which conveys the multiplicity of genre. The notion of ‘impurity’ reveals an intertextual play of texts, a ‘permutation’ of texts. In “The Bounded Text” Julia Kristeva views text “a permutation of texts, an intertextuality in the space of a given text” in which “several utterances taken from other texts, intersect and neutralize one another” (56). Gerard Genette beholds literary works as ‘articulations.’ “In Structuralism and Literary Criticism” he states that literary critic “creates a structure out of a previous structure by rearranging elements which are already arranged within the objects of his or her study”(83). Shakespeare’s Antony and Cleopatra is definitely a tragedy from a generic point of view, but strokes of epic are embedded within tragedy. This is an evidence of Derrida’s ‘anomaly’ or ‘contamination’ and a justification of genre instability and multiplicity. Intertextuality is not only depicted through Shakespeare’s influence by Plutarch but also through Chawqi’s attempt to fill the gaps of Shakespeare’s representation. Chawqi rewrites the story of Antony and Cleopatra emphasizing the epic aspect more than the tragic. There is a crossing of boundaries in both plays. Through this presentation, I intend to show that the two plays combine multiple genres such as the tragic and the epic, and highlight the use of intertextuality and allusion

Focus on Form Instruction and Development of Accuracy in Specific Language Structures

Paulyn Datu — Wed, 02 Jul 2025 00:00:00 +0000

The study sought to develop accuracy among high school students in specific English grammatical structures through focus on form (FonF) instruction integrating the techniques of input enhancement, input processing and task essential language. The study used a counterbalanced design in which two (2) pre-sectioned classes were both exposed to different treatments, taking turns as the focus on form (FonF) and the whole language (WL) groups. The instruments used to gather data were teacher-made grammar tests and students’ essays. The frequency of use and the errors on usage over the number of clauses were analyzed as evidence of accuracy in specific language structures. The findings showed that there was a significant increase in the frequency of use of the structures in the FonF groups’ essays by around 19.46% on the average. While, the FonF group made more errors in the use of the structures, this is attributed to their higher frequency of use of the forms compared to the WL group. There is also no significant difference seen in the count of usage errors between the groups’ tests and essays suggesting that FonF instruction was more effective in fostering grammatical accuracy and fluency through increased application of targeted structures in writing.

Key Factors Strengthening Disaster Preparedness of Barangay Councils in Rizal, Kalinga

Fri, 04 Jul 2025 00:00:00 +0000

This study explored the key factors influencing the disaster preparedness of Barangay Disaster Risk Reduction and Management Committees (BDRRMCs) in Rizal, Kalinga. Using a quantitative descriptive-correlational design, data were gathered from 168 BDRRMC members across 14 barangays to assess compliance with preparedness standards and identify the availability of supporting factors such as training, resources, leadership, and inter-agency support. Results showed that BDRRMCs were generally “Fully Compliant” (grand mean = 4.05), with strong coordination with local government units and well-prepared DRRM plans. However, limitations were found in funding, emergency supplies, and technical training access. Support from LGUs and community participation were the most available factors, while specialized training ranked lowest. Significant associations were found between resource availability and demographic variables, but not by barangay. A surprising moderate negative correlation (r = –0.416, p = .000) was found between the availability of resources and compliance level, suggesting that the presence of resources alone does not ensure preparedness. The study highlights the need for inclusive engagement, capacity-building, and improved resource utilization to enhance disaster readiness at the grassroots level.

The Role of English Language Textbooks in Environmental Education

Lamiae Benchekroune, Larbi Touaf — Mon, 07 Jul 2025 00:00:00 +0000

Many people tend to limit the function of language textbooks to the teaching of language skills and language components (i.e., reading, listening, speaking, writing, grammar, and vocabulary). By contrast to the former point of view, this paper argues that the role of language textbooks far exceeds the classical mission of teaching language per se. In fact, we think that language textbooks have a social responsibility too. Language textbooks need to teach students about different aspects of civic education, including environmental education (EE). Also, we believe in the potential of all language textbooks (English, Amazigh, Arabic, French, Spanish language textbooks, etc.) in promoting EE, with a particular focus on English language teaching (ELT) textbooks for this paper. So, in theory, we defend the capability of language textbooks in addressing environmental concerns. Unfortunately, in practice, former textbook analyses reflect that the vast majority of textbook evaluators are not satisfied with the anthropocentric results they end up finding. As a result, we choose to react to the dissatisfaction of textbook evaluators and to contribute to the discussion by proposing an alternative interpretation on how the anthropocentric results can be viewed otherwise, especially in a way that makes them look more useful and more valuable.

Biringan: A Folktale of the Invisible City of Samar

Maria Leonora , LARRY MACAPUGAS, Julita P. Dela Cruz, Mario Daguinod — Tue, 08 Jul 2025 00:00:00 +0000

This study explores the folktale of Biringan City, an invisible and mythical metropolis in Samar, Philippines, believed to be inhabited by enchanted beings known as engkantos. Despite advances in science and technology, certain phenomena like Biringan remain unexplained and persist through oral tradition as folklore. Using a qualitative approach with thematic analysis, data were collected from in-depth interviews with ten local participants aged 50 and above from Pagsanjan, Samar. The study uncovered four main themes characterizing Biringan City: (1) a Perfect Dwelling Place featuring advanced technology, overwhelming wealth, beautiful environment, and friendly inhabitants; (2) Deception, where the city's allure is used to trap visitors through enticing but dangerous offers such as eating black rice or accepting healing powers at a high cost; (3) Protection, including beliefs that the city shields locals from harm such as zero COVID-19 casualties and avoidance of conflict; and (4) Healing, involving mystical powers to cure diseases and even raise the dead. The folktale reflects a rich cultural narrative that blends wonder, caution, and mystery, illustrating how local communities interpret and preserve their heritage through storytelling. This research adds depth to existing accounts of Biringan, highlighting its significance in Philippine folklore and cultural identity.

A Correlational Study of Social Media Literacy and Intercultural Competence among University Students

El guermat Abdel moula, Abdellah El Boubekri — Sun, 13 Jul 2025 00:00:00 +0000

With the recent trends towards internationalizing higher education institutions, the need to develop students’ intercultural awareness has become more crucial than ever. Globalization and the rapid advancement of technology have amplified the standards needed of individuals, especially undergraduate students, to acquire a series of intercultural competencies that can allow them to blend into academia abroad or a multicultural work environment. Because of this, universities worldwide are trying to meet these standards. For instance, Morocco recently passed new reforms of higher education whereby it aims to enhance students’ intercultural as well as digital skills. Production of intercultural mediators, therefore, has to be reoriented to accommodate the current generation whose lives actually revolve around technology, with most of their intercultural acquisition on social media. To serve this purpose, the current research investigates the relationship between undergraduate students at Mohammed I University in Oujda and their use of social media in relation to their level of intercultural communicative competence (ICC). Specifically, the research is conceptualized through Lara Schreurs and Laura Vandenbosch’s Social Media Literacy (SMILE) Model to assess students’ social media literacy (SML) across cognitive, technical, and socio-emotional dimensions, and, concurrently, Byram’s ICC model to assess their skills, knowledge, and beliefs. In doing this, the research aims to investigate whether there is any correlation between students’ use of social media and their levels of ICC. The findings reveal significant positive correlations between specific components of SML and dimensions of ICC, providing insight into the promise of using social media as a pedagogical tool to improve students’ intercultural communication skills in HEIs.

Resisting Erasure: Representations of Palestinian Struggle in Ghassan Kanafani’s Short Stories

Rizki Februansyah, Suminto A. Sayuti, Maman Suryaman — Mon, 14 Jul 2025 00:00:00 +0000

This article explores the theme of Palestinian resistance against Israeli colonization through a literary analysis of selected short stories by Ghassan Kanafani. Employing a postcolonial framework, the study examines how resistance is articulated in both overt and subtle forms—ranging from armed struggle to everyday social defiance. The stories analyzed include Paper from Ramleh, The Child Borrows His Uncle’s Gun and Goes East to Safad, Dr. Qassim Talks to Eva About Mansour Who Has Arrived in Safad, The Child, His Father, and the Gun Go to the Citadel at Jaddin, Abu Hassan Ambushes an English Ambulance and Guns in the Camp. These narratives present various representations of resistance: through the suffering of women and children, symbolic and physical sacrifices by individuals, and the moral and ideological tensions within Palestinian society. Kanafani’s portrayal of child figures and community elders illustrates how resistance is both inherited and redefined across generations. The study concludes that Kanafani’s work serves not only as a literary reflection of Palestinian struggle, but also as a powerful instrument for reclaiming identity, dignity, and collective memory in the face of systemic erasure.

Gender Representation in Moroccan Secondary School English Textbooks: A Case Study of "Insights into English"

Abdelaziz EL HAMMOUCHI, Samia BOUTOUTLA — Fri, 01 Aug 2025 00:00:00 +0000

This study examines gender representation in the English as a Foreign Language (EFL) textbook Insights into English, which is currently used in the second year of the Baccalaureate programme in Moroccan public high schools. The research aims to investigate how male and female characters are portrayed and to evaluate the textbook’s role in fostering gender equality. The study contextualizes gender bias and sexism within society and explores the textbook's influence on learners’ identity construction, with particular emphasis on the depiction of women. Using content analysis, the study systematically analyses the textbook’s content to identify gendered portrayals and potential biases. The findings reveal significant patterns of gender representation, highlighting areas where stereotypes persist. The paper concludes with recommendations for addressing sex bias both within the textbook and in classroom interactions, advocating for pedagogical strategies that promote gender equity and inclusivity. This research contributes to the ongoing discourse on gender sensitivity in educational resources and underscores the importance of critical evaluation of textbooks in shaping learners’ social identities.

For Quality Education: The Reality of Training in Regional Education and Training Centres and Possible Alternatives for Improving Training (Sidi Kacem Centre)

Toufik FAIK, Thami Laabaissi, Abdelaziz EL HAMMOUCHI — Wed, 30 Jul 2025 00:00:00 +0000

This study examines the challenges faced by trainees at the Sidi Kacem Centre for Education and Training Professions, with a focus on the impact of these challenges on the quality of training. The research addresses critical issues in infrastructure, human resources, pedagogical methods, and the effectiveness of scientific research. The primary objective is to diagnose the current situation and propose strategic solutions to enhance training quality at the centre. An analytical approach was employed, utilizing a questionnaire to dissect the components of the issue and explore the interrelationships between its various factors. The study surveyed 50 participants from the centre, with data analysis conducted using SPSS software. The findings reveal that inadequate infrastructure significantly impedes training quality and highlight the necessity for both initial and ongoing professional development. The study also underscores the importance of effective pedagogical strategies in improving professional qualifications and the pivotal role of technology in shaping the educators of tomorrow. Furthermore, the results emphasize the urgency of accelerating intervention projects to equip trainees with essential 21st-century skills. The recommendations have been forwarded to the institution’s management for consideration in the centre’s ongoing rehabilitation efforts, aiming to improve professional development and operational effectiveness.

Multimodal Discourse Analysis on Educational Vlogs

Gloryjean Altamera, Ramil Cubelo — Thu, 17 Jul 2025 00:00:00 +0000

This qualitative study aimed to examine the construction and communication of meaning of the educational vlogs through their audio and verbal elements and how multimodal features worked together. There were fifty-two (52) educational vlogs from YouTube that served as the corpus of the study and were analyzed through Multimodal Discourse Analysis. The audio elements found were the controlled upbeat background music and insertion of sound effects, and the verbal elements were directive, phatic, informative, and expressive language functions. Finally, it revealed that lack of interest is the main educational issue raised by the vloggers in the corpora. Nevertheless, through the use of multimodality in teaching, this allows teachers and students to obtain information through multiple channels and jointly construct the meaning.

The Impact of Animation Effects on EFL Learners’ Attitudes Towards Blooket: A Study in Moroccan Secondary School

Abdelkarim AMZIL, Fouzia Lamkhanter — Wed, 30 Jul 2025 00:00:00 +0000

A wide range of gamified platforms, such as Gimkit, Quizizz, Socrative, and Blooket, have been increasingly incorporated into the context of English as a Foreign Language (EFL) instruction. While numerous studies have focused generally on the positive impact of these platforms, they have not specified which game elements of these tools influence students’ attitudes. Therefore, this study seeks to investigate the impact of animation features on Moroccan secondary EFL students’ attitudes towards Blooket during a vocabulary-based quizzing task. The target population was made up of two intact groups: the experimental group, which engaged in the quizzing with Blooket's animated mode, while the control (comparison) group carried out the same quizzing task with the Blooket classic mode. Using a quantitative research method, data were gathered through an attitude survey of 48 secondary school EFL students. The findings revealed that animation features did not have a strong impact on learners’ attitudes.

Exploring Queens' Iconic Identity and Advocacy Through Language in Drag Race Philippines

Clarizza Joy Tumenes — Wed, 30 Jul 2025 00:00:00 +0000

This study investigated the linguistic strategies of drag queens in Drag Race Philippines Season 3 in constructing iconic identities and promoting advocacies using a qualitative research design. Grounded on Systemic Functional Linguistics’ (SFL) ideational metafunction using transitivity analysis, specifically relational, material, mental, and verbal processes, and field analysis was applied to examine the contestants’ oral interactions as captured in the show’s subtitles. Findings reveal that drag language is an interactive device for self-presentation, cultural representation, and activism. Relational processes indicate that drag queens construct individuality and cultural pride using humor, empowerment, and local reference. Material processes reveal the queens’ performance of creating identities, establishing drag as a profession and an artistic practice. Mental processes reflect introspection and resilience, while verbal processes reflect negotiation of self-concept, subversion of norms, and acceptance by society. The queens construct iconic identities through strategic linguistic selections that differentiate translocal and global drag cultures. Their language was for both self-representation and collective advocacy, addressing issues on LGBTQIA+ rights and gender equality, public health, and social justice, mixing personal narrative and social concerns. This study places the transgressive power of language in drag, subverting norms, diversity, and inclusivity in Philippine culture, at the center stage.

Case in Berber

Mohammed Lasri, Hassan MAKHAD, Youcef HDOUCH — Tue, 29 Jul 2025 00:00:00 +0000

The phenomenon of state alternation in Berber languages has been the subject of much discussion and debate among linguists. This paper investigates Berber state alternation, arguing that state is the realization of Case morphology. Taking into consideration morphological patterns and syntactic distribution, we argue that Berber belongs to a marked nominative system of case. The accusative case is the unmarked or default case, whereas nominative case is morphologically marked (König 2008). Specifically, the Free State aligns with accusative case, while the Construct State aligns with nominative case. The analysis is grounded in Baker’s (2015) hybrid dependent case theory, which posits that case assignment follows a hierarchical model: lexical case > dependent case > Agree-based case > unmarked/default case. Within this framework, dependent case assignment in Berber adheres to the negative c-command condition, marking an NP with nominative case if it is the highest NP within its domain. This analysis enhances our understanding of the syntactic distribution of noun state alternations in Berber, highlighting its alignment system as rare within Afroasiatic and African languages.

Lost in Translation? The Prevalence of Foreign Drink Names in Arabic Coffee Menus

Abdullah Saleh Aziz Mohammed — Tue, 29 Jul 2025 00:00:00 +0000

This study aims to explore coffee drinks branding strategies in the Arab world, with a particular reference to the Saudi context. The study uses a mixed-methods approach consisting of a) 30 menus of local coffee shops; b) 31 responses to a questionnaire for coffee shop owners/managers; c) 133 responses to a customer perceptions questionnaire; d) 5 guided interviews with coffee shop owners/managers. The naming strategies discussed are transliteration, translation and localisation. The results show heavy inclination towards transliteration, reflecting a tendency to globalisation and the influence of international branding strategies. The use of translation is limited to menu items that can have resonance with local culture and local customer perceptions. Localisation is often used to echo tenacity to local culture and also as a strategy to bridge the gap between local heritage and global market influx. The study's value hinges on revealing the tension of naming products between globalised imports and local sentiments, with signals favouring openness to the global market tendencies.

Shadowing for Developing EFL Learners’ Bottom-up Listening Skills: A Systematic Review

Mohammed El Moussaoui — Tue, 29 Jul 2025 00:00:00 +0000

Shadowing is a technique that involves learners listening to spoken language and repeating it at the same time. Recently, there has been growing interest in its potential for developing EFL learners’ phoneme perception and word segmentation skills. This paper systematically reviewed empirical studies published from the late 1990s up to 2023 to evaluate the effectiveness of shadowing in developing EFL learners’ bottom-up listening skills. The findings indicate that shadowing supported beginners and lower-proficiency learners in perceiving sounds and recognizing words in connected speech. Advanced learners, on the other hand, seemed to benefit less from shadowing, especially when it came to tasks that required higher-level comprehension. Three core themes emerged throughout the review: first, shadowing seemed to enhance phoneme perception and speed up word recognition; second, it was beneficial for learners who struggled with decoding spoken language; and third, it promoted learner engagement and metacognitive awareness. The review also identified several factors influencing its effectiveness such as repetition frequency and listening materials difficulty. The findings suggest that shadowing can be an effective pedagogical tool for improving EFL learners' bottom-up listening skills. However, research gaps remain regarding long-term retention of bottom-up improvements as well as shadowing relevance for advanced learners. Further research is, therefore, required to examine the implementation and effectiveness of this technique across more proficiency levels.

Multivocal Survival: Narrative Agency and Ecological Ethics in The Year of the Flood

Zakiyah Tasnim — Tue, 05 Aug 2025 00:00:00 +0000

This article explores storytelling as a critical survival strategy in Margaret Atwood’s The Year of the Flood, the second novel in her MaddAddam trilogy. Departing from existing scholarship that emphasizes biotechnology, environmental collapse, and capitalist critique, this study foregrounds narrative as a psychological, ethical, and political tool of resistance for marginalized characters. Drawing on ecocritical and feminist frameworks—including Karen Stein’s theory of narrative empowerment, Ursula Heise’s concept of multiscalar narration, and Rob Nixon’s idea of slow violence—the article analyzes Atwood’s multivocal structure through the perspectives of Toby, Ren, and Adam One. These three narrators illustrate how storytelling functions as a means of trauma processing, identity formation, and communal resilience. The article argues that Atwood presents narrative as a cultural technology of survival—one that preserves memory, fosters ecological consciousness, and challenges dominant technoscientific paradigms. In a world fractured by the climate crisis, Atwood reclaims storytelling as both epistemology and existential necessity

Computer-Assisted Translation and ChatGPT: A Case Study in Teaching English-French Translation at Euromed University of Fès

Sara El Jemli, Imane JAI LAMIMI — Sun, 10 Aug 2025 00:00:00 +0000

This study investigates the integration of ChatGPT-4, an AI language model, in translation tasks within a classroom environment, focusing specifically on English-French translation activities performed by 13 students. Employing a mixed-methods approach, data were collected through focus groups, classroom observations, reflective journals, and semi-structured questionnaires to gain a comprehensive understanding of students’ perceptions, interaction patterns, and learning strategies when engaging with AI-assisted translation tools. The findings reveal that a majority of students perceived ChatGPT-4 as a useful resource for vocabulary and syntax suggestions, often utilizing it primarily as a reference or drafting tool to support their initial translations. Despite these advantages, participants widely acknowledged the necessity for thorough post-editing, as ChatGPT-4 frequently produced literal or semantically inaccurate translations requiring correction. The use of ChatGPT-4 also encouraged students to develop critical thinking and editing skills by engaging more actively in evaluating and refining AI-generated outputs. While some students initially exhibited skepticism or anxiety about relying on AI, their confidence in using the tool grew with practice, highlighting the emotional and pedagogical challenges involved in adopting new technologies. Concerns about potential overreliance on AI were also expressed, underscoring the need for balanced integration. Overall, the study emphasizes the pedagogical potential of ChatGPT-4 as a complementary tool that supports but does not replace human judgment in translation education. It advocates for guided instruction to enhance AI literacy and maintain translation quality.

The Woes of Slavery: Enslaved Women’s Traumatic Journey in Homegoing

Lydia Apio — Fri, 01 Aug 2025 00:00:00 +0000

This paper examines the traumatic journey of enslaved women by analysing the oppression and anguish they are subjected to through the lens of trauma theory in Yaa Gyasi's Homegoing (2016). The paper argues that the trauma that enslaved women encountered in Gyasi’s Homegoing takes the form of rape, dehumanisation and deprivation, which were practices rooted in the Transatlantic Slave Trade.

Investigating Moroccan EFL Teachers’ Intercultural Sensitivity in Implementing Intercultural Communication Strategies

Rajaa ELghazoui, Khadija Anass — Thu, 07 Aug 2025 00:00:00 +0000

This study investigates Moroccan EFL teachers’ intercultural sensitivity by implementing Intercultural Communication Strategies (ICS) to enhance students’ cultural awareness. Grounded in Bennett’s (1986) Cultural Sensitivity Theory and Vygotsky’s (1978) Constructivist Learning Theory, the research adopts a quantitative design. Quantitative data were collected using a modified version of the Intercultural Sensitivity Scale (ISS), which assessed five key dimensions: interaction engagement, respect for cultural differences, interaction confidence, interaction enjoyment, and interaction attentiveness. The results indicate that Moroccan EFL teachers demonstrate generally high levels of intercultural sensitivity, particularly in their affective and cognitive dispositions, although some inconsistencies were noted in behavioral engagement. The study concludes that while Moroccan EFL teachers are dispositionally prepared for intercultural pedagogy, sustained institutional support is essential to help translate these attitudes into effective teaching practices. Implications for teacher training, curriculum reform, and policy development are discussed.

Translanguaging, Humor, and Identity in the Linguistic Landscape of a Philippine Fast-Food Chain

Leonardo Tejano — Thu, 07 Aug 2025 00:00:00 +0000

This study explores how translanguaging, humor, and identity are constructed through the internal signage of a popular Philippine fast-food chain, Greenwich, in Ilocos Norte. Using qualitative linguistic landscape and discourse analysis, the study examines fifty signage texts and identifies five major translanguaging patterns: lexical integration, syntactic blending, pickup-line constructions, metaphorical fusion, and multimodal pairing. These signs reveal the strategic use of Taglish (Tagalog-English hybrid language) to deliver humorous and affective messages that resonate with Filipino youth culture. Drawing from the concept of translanguaging as a unified communicative repertoire, the study shows that bilingual signage is not merely ornamental but functions to index emotional tone, familiarity, and social belonging. Humor types include puns, pop culture references, and affective exaggerations, all contributing to a playful but culturally grounded performance of identity. While these signs effectively reflect a national urban youth identity, the complete absence of Ilokano in signage located in a predominantly Ilokano-speaking region raises questions about linguistic inclusivity. The findings suggest that commercial texts serve as translanguaging spaces that shape consumer-brand rapport and reflect broader social norms, but they also selectively represent national over regional identities in pursuit of market alignment.

Using Facebook in Improving Students’ Creative Writing Skills and Writing Motivation

KAREN JANE SANDOY — Sun, 10 Aug 2025 00:00:00 +0000

This study aimed to use Facebook to improve students’ creative writing skills and writing motivation. This study utilized one-group pretest-posttest design to determine the effects of using Facebook in improving the students’ writing skills and writing motivation Creative Nonfiction class, a specialized subject offered to Humanities and Social Sciences (HUMSS) students. Findings of the study revealed that there is a significant difference between the creative writing skills of the students before and after using Facebook, but none between the student’s motivation levels before and after using Facebook. Additionally, based on the student’s insights, Facebook is a great way to improve their creative writing skills because of its features but can decrease their writing motivation because of its distractions. In conclusion, Facebook is useful in improving the students’ Creative Writing skills however not sufficient enough to improve their writing motivation. It is recommended to integrate accessible digital technology like social media in language learning especially in writing as students become more confident when their writing skills are showcase in front of an audience.

Whose Values Are We Teaching? A Critical Discourse Analysis of Moroccan EFL Textbooks

Aziz Ouladhadda — Wed, 13 Aug 2025 00:00:00 +0000

The current study explores the representation of values in four EFL textbooks used in Moroccan secondary schools. The main focus is on how these materials align with national educational goals outlined in the National Charter of Education and Training. Data were collected through document analysis of the textbooks and their associated guides, alongside five focus group discussions and fourteen interviews with EFL teachers from the Rabat-Salé-Kénitra Regional Academy. The use of critical discourse analysis allowed for the examination of both the explicit and implicit values conveyed in the materials. The main findings reveal a strong emphasis on universal values, particularly tolerance toward foreigners, and this seems to reflect the broader political context in which the textbooks were produced; following a wave of terrorist attacks in Morocco in 2003, textbook content appears to support national efforts to promote moderation and counter extremism. However, and despite the fact that the official educational discourse explicitly advocates the integration of local and Islamic values, these were largely absent from the analyzed textbooks. The study, then, reveals a gap between policy and practice, and this raises questions about cultural relevance and the role of EFL materials in values education in the Moroccan context.