International Journal of Language Education and Applied Linguistics
From 2026 onward, IJLEAL is published quarterly Publication Frequency: Quarterly (4 issues per year; 1 volume per year) Issue 1: January-March Issue 2: April-June Issue 3: July-September Issue 4: October-December IJLEAL is an open access peer-reviewed international journal that welcomes global submissions. Authors are encouraged to submit articles for the dissemination of knowledge on topics relevant to language education and applied linguistics. This journal invites research and intellectual discussions on issues of language education and applied linguistics of any language. The journal is published twice a year, in March and September. IJLEAL is indexed by Scopus, Ulrichsweb and MyCite.
Integrating TPACK into ESP Curriculum Design for the Malaysian TVET Beautician Course: A Qualitative Inquiry with TVET Trainers
English for Specific Purposes (ESP) is increasingly central to employability in Malaysia’s beauty and wellness sector, where service encounters with multilingual clients demand fluent, domain-specific communication. This qualitative study investigates how the Technological Pedagogical Content Knowledge (TPACK) framework can guide ESP curriculum design for the Beautician course in Malaysian TVET. Semi-structured interviews with eight experienced beautician trainers were thematically analysed to explore (i) perceived ESP needs, (ii) technology pedagogy content integration, (iii) situated teaching strategies, and (iv) recommendations for curriculum enhancement. Findings indicate strong convergence on industry aligned communicative events such as consultation, explanation of procedures, product recommendation, after-care, complaint handling, purposeful use of video and online resources to model procedural English, and role-play or live demonstration as authentic contexts for language in practice. These technologies were predominantly used for modelling procedural language, practicing through recorded demonstrations and reflective feedback of trainees’ communicative activities. The researchers propose a practical ESP TPACK Situated Learning integration model and offer design principles for syllabus developers, trainer, educators, and policymakers.
Copyright (c) 2026 The Author(s) https://creativecommons.org/licenses/by-nc/4.0/
Aligning Teachers’ Attitudes with Blended Learning Practices in Malaysian Primary ESL Classrooms
The rise of blended learning as a transformative approach has gained considerable attention in the current educational landscape. Nevertheless, there is a scarcity of research which focuses on the alignment between teachers’ perceived attitudes and their actual classroom practices, particularly within the Malaysian primary ESL context. Therefore, this study investigates the alignment between teachers’ perceived attitudes and their practices in implementing blended learning within the Malaysian primary school English as a second language (ESL) classroom. This study uses a mixed-method approach, combining surveys, classroom observations, and stimulated-recall interviews. Findings revealed that teachers overall held positive perceived attitudes towards blended learning implementation. The findings also revealed a contextually bounded alignment between teachers’ perceived attitudes and their observed blended learning practices, therefore suggesting that perceived usefulness and perceived ease of use supported teachers’ enactment of blended learning practices within classroom constraints. Consequently, the findings of this research recommend professional development programs aimed at further aligning teacher attitudes with effective blended learning practices, thus assisting Malaysian primary school ESL teachers to reach the optimal use of blended learning.
A Corpus-assisted Analysis of Transitivity Processes in selected English Language and Mathematics Classroom Discourses in Ibadan, Nigeria
Understanding the dynamics of verbs in classroom settings is critical for enhancing teaching and learning outcomes. Despite extensive research on transitivity in texts, little is known about how these processes operate in the dynamic environment of classroom discourse, particularly in English language and mathematics lessons in ESL contexts. This gap limits understanding of how linguistic choices influence teaching strategies and student learning outcomes. This study investigates transitivity processes employed in English language and mathematics classrooms within an ESL context. Drawing on Halliday’s (1994) framework, the study identifies six process types: material, mental, relational, behavioural, verbal, and existential. Data were collected from 20 secondary classroom sessions in Ibadan, Nigeria. These sessions were transcribed, analysed, and uploaded into the #LancsBox corpus analysis software. The resulting corpus contained 32,548 words (tokens). The analysis reveals that material processes were the most frequent (43.4% in mathematics, 40.4% in English), followed by relational, mental, verbal, behavioural, and existential processes. Verbal processes, essential for communication, are more prominent in English compared to mathematics. Behavioural processes, linked to actions tied to behaviour, are minimally featured in both subjects. Mental processes, reflecting cognitive activities, are integral to learning in both subjects. Existential processes are rarely observed, while relational processes, highlighting connections between concepts, are significant in both mathematics and English. These findings contribute to educational practice by providing actionable insights into how teachers structure classroom discourse to facilitate hands-on learning, cognitive engagement, communication, and conceptual understanding. The study highlights specific linguistic features that can inform instructional strategies, curriculum development, and teacher training in ESL classrooms.
Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by-nc/4.0/
Beyond Words: Investigating the Semiotic Role of Emojis in WhatsApp Chats among Private University Students in the Klang Valley, Malaysia
This study investigates the semiotic significance of emojis in WhatsApp conversations among private tertiary students in the Klang Valley, Malaysia. As emojis have become a core component of digital communication, this research aims to understand how students interpret and use them to convey meaning beyond written words. A quantitative approach was employed, with data collected through a structured questionnaire distributed to a sample of students. The analysis focused on patterns of emoji usage, frequency, and the perceived meanings attached to different emojis in various contexts. The findings indicate that emojis play a crucial role in expressing emotions, reinforcing messages, and clarifying intentions in digital interactions. Many students reported that emojis help prevent misunderstandings and enhance the emotional tone of their messages. The study concludes that emojis function as important semiotic tools that contribute to more effective and meaningful communication in online settings. These insights highlight the evolving nature of language and the growing influence of visual symbols in digital conversations.
Investigating Learners’ Multiple Intelligences and L2 English Proficiency among Bangladeshi University Students
Human intelligence is multidimensional, and each of the dimensions demonstrates unique potential, according to Howard Gardner’s multiple intelligences theory. People are not equally strong in every intelligence type; some have a greater influence, while others have less. If L2 English learners' intelligence types can be measured reliably, the more powerful types can be utilized in enhancing academic instruction, and the less powerful ones can be nurtured. This study investigates the major intelligence types of Bangladeshi L2 English learners at Gopalganj Science and Technology University (GSTU), a public university in Bangladesh, and their relationship with their English proficiency. It comprised 88 participants, who were enrolled in the undergraduate program in the English major. Two types of data were collected to answer the research questions of this study. The primary data collection tool was a two-part survey: Part A and Part B. While Part A elicited demographic information of the participants, Part B involved 80 statements categorized into 8 categories of intelligence types to measure participants’ intelligences. To measure participants' L2 English proficiency, the semester final scores of a basic English class, accessed from a web-based database, were used. Descriptive statistics and a bivariate correlation test were conducted to answer both research questions. Results demonstrated that participants’ most prevalent intelligence types were naturalist, intrapersonal, logical/mathematical, and bodily/kinesthetic; visual/spatial, interpersonal, verbal/linguistic, and musical intelligences were less significant. Moreover, it reports five positive, two negative, and one zero correlations between L2 English proficiency and intelligence types. Findings might contribute to self-understanding and reflection on multiple intelligences and L2 English proficiency for teachers and students alike. The study also recommends formulating a customized policy on the application of MI in English programs at the tertiary level of education in Bangladesh.
“Clowns, Actors, Entertainers, or Comedians?” Metaphorical Identity Conflicts of Native English-Speaking Teachers: A Narrative Inquiry in China
Teacher identity is shaped through continual negotiation of personal and professional roles, and this negotiation often gives rise to tensions when teachers adapt to new contexts and expectations. Although interest in teacher identity has grown, limited research has examined how native English-speaking teachers (NESTs) deal with conflicting identities in English as a Foreign Language (EFL) settings. This study investigates the identity conflicts experienced by four NESTs from the United States and the United Kingdom teaching at two Chinese universities. Using a narrative inquiry approach and guided by Pennington and Richards’ competencies of language teacher identity, the study analyses teachers’ metaphors, such as clown, actor, entertainer, and comedian, to explore how they position themselves within the Chinese EFL context. The findings highlight several sources of identity tension, including the influence of bilingual backgrounds, discrepancies between teaching experience and institutional expectations, racialised perceptions linked to white-skin privilege and vulnerability, and ideological conflicts surrounding English norms and pedagogy. The study extends current understandings of NEST identity construction and underscores the need for more informed teacher education and institutional practices in multilingual EFL environments.
Anthropomorphic Metaphors in Iban Proverbs: A Semantic-Inquisitive Analysis
The current study assesses anthropomorphic metaphors in Iban proverbs (Jaku Sempama) to determine how physiological symbolism encodes indigenous cognition, moral reasoning, and sociocultural insight. A qualitative methodology, namely the document-based approach, was employed to scrutinise 54 proverbs extracted from Sempama Jaku Iban (Umping, 2010) using the semantic-inquisitive framework with three analytical tiers: script semantics, resonant semantics, and inquisitive semantics. Five metaphorical categories were examined, namely the head, face, eyes, fingers, and body, to uncover how these anatomical parts could serve as conceptual mediums for communicating distorted perception, moral burden, impulsive demeanour, emotional fragility, and superficial social cohesion. Each metaphor demonstrated how the Iban community embedded cultural critique and ethical philosophy in corporeal imagery, transforming the human body into a semantic medium for encoding culturally shaped intelligence, or akal budi. The results corroborated the view that Jaku Sempama functioned as a cognitive rather than solely a stylistic medium, underscoring the pragmatic inference, evaluative stance, and epistemological logic inherent in indigenous oral traditions by applying conceptual metaphor theory and relevance theory. The findings also significantly contributed to the international typology of metaphors by incorporating Iban figurative language into the wider theoretical and cultural context. This study also recommended greater documentation and the integration of indigenous metaphor systems into linguistic preservation endeavours and intercultural communication models, as metaphors operate not only as linguistic heritage but also as cognitive artefacts for comprehending communal identity, emotion, and social order.
Kata Pinjaman Dialek Cina dalam Bahasa Melayu Berdasarkan Aspek Fonologi dan Ortografi
Hubungan sosiobudaya Malaysia-China dapat dikesan melalui kata pinjaman daripada dialek Cina dalam bahasa Melayu. Terdapat sekurang-kurangnya 163 entri dalam Kamus Dewan Edisi Keempat yang dilabelkan dengan huruf C. Ini menunjukkan kata tersebut berasal daripada dialek Cina. Walaupun terdapat banyak kajian lepas yang mengkaji kata pinjaman ini, kajian tersebut tidak menganalisis perubahan bunyi yang berlaku daripada bahasa sumber kepada bahasa Melayu yang menyumbang kepada perubahan ejaan Rumi dan Jawi. Oleh itu, kajian ini bertujuan menganalisis perubahan sebutan yang berlaku hasil daripada proses peminjaman kata daripada dialek Cina kepada bahasa Melayu dan pengaruh sebutan ini terhadap ejaan Rumi dan Jawi bahasa sasaran. Kajian ini menggunakan kaedah kualitatif dengan khidmat pakar bahasa Cina untuk mengesahkan data bahasa sumber sekunder yang diperoleh daripada bahan rujukan tentang kata pinjaman bahasa Cina. Perubahan sebutan dianalisis dengan menggunakan teori fonologi generatif, manakala aspek ortografinya dianalisis berdasarkan rujukan daftar kata, pedoman ejaan, dan kamus bahasa Melayu. Dapatan kajian menunjukkan bahawa terdapat proses penyekatan glotis, iaitu /h/ direalisasikan sebagai [ʔ] di akhir suku kata pinjaman dialek Cina dan proses asimilasi nasal-hentian oral, iaitu semua bunyi nasal direalisasikan sebagai nasal yang homorgan dengan hentian oral yang mengikutinya dengan beberapa kekecualian. Dari segi ortografinya, ejaan <k> dalam Rumi dipadankan dengan qaf dalam Jawi apabila berada di akhir suku kata, manakala ejaan Rumi dan Jawi bagi rangkap nasal-hentian oral kata pinjaman dialek Cina sama dengan ejaan kata Melayu Jati. Implikasinya, persamaan adaptasi fonologi dan ortografi ini bukan sahaja mengukuhkan naratif percampuran linguistik, malah membuktikan keakraban sejarah dan hubungan sosiobudaya yang telah lama terjalin kukuh antara etnik di Malaysia. The sociocultural relationship between Malaysia and China can be traced through Chinese dialect loanwords found in the Malay language. There are at least 163 entries in Kamus Dewan Edisi Keempat labeled with the letter 'C', indicating that these words originated from Chinese dialects. Although previous studies have examined these loanwords, they have not analyzed the sound changes occurring from the source language to Malay, which contributed to modifications in the Romanized (Rumi) and Jawi orthographies. Therefore, this study aims to analyze the pronunciation changes resulting from the lexical borrowing process from Chinese dialects into Malay, and the influence of the pronunciation changes on Rumi and Jawi spellings of the target language. This study employed a qualitative approach, utilizing the expertise of Chinese language specialists to validate secondary source language data acquired from authoritative references on Chinese loanwords. Pronunciation changes were analyzed using the theory of generative phonology, while the orthographic aspects were examined based on Malay word lists, spelling conventions and dictionaries. Findings revealed the presence of a glottal constriction process, whereby /h/ is realized as [ʔ] in the word-final syllables of Chinese dialect loanwords, and a nasal-oral stop assimilation process, in which all nasal sounds are realized as nasals homorganic to the subsequent oral stop, albeit with several exceptions. Orthographically, the Rumi spelling of <k> corresponds to the qaf in the Jawi script when it occurs in the syllable-final position, whereas the Rumi and Jawi spellings for nasal-oral stop clusters in Chinese dialect loanwords are identical to the spelling of native Malay words. As an implication, these parallels in phonological and orthographic adaptation not only reinforce the narrative of linguistic amalgamation but also substantiate the historical proximity and long-established sociocultural relationships among ethnicities in Malaysia.
Constructing Unity and Prosperity in Diplomatic Economic Discourse: Insights from Positive Discourse Analysis
This study applies positive discourse analysis (PDA) to the rhetoric of U.S. President Donald Trump delivered during a 2025 speech at the Saudi-U.S. Investment Forum in Riyadh, Saudi Arabia. It attempts to provide answers to the following central questions: How are certain words and phrases utilised to tell stories of hope, unity, and shared values in a political-economic context where politics and economics are typically precarious matters? In what ways does President Trump use language to create an empowering message in his speech? What positive visions of cooperation and respect are expressed? In what ways do these language strategies help the U.S. achieve its goals in the Middle East? While critical discourse analysis focuses on power struggles and tension, PDA is concerned with how language is used to unite people, foster hope, and promote cooperation. This research utilises qualitative methods to analyse President Trump’s 2025 address and focuses on inclusive pronouns, metaphors, and respectful language as salient discursive tactics. These rhetorical devices help create a diplomatic message grounded in shared values and goals, suggesting that the speaker wants to strengthen alliances and encourage cross-cultural understanding. The research finds that even controversial leaders in public discourse can, on occasion, use constructive language aligned with the audience and context. The research also suggests that political rhetoric can help build confidence and solidarity, as well as validate the fundamental ideals of PDA. While the study is limited to one speech, the analysis can be extrapolated to international diplomacy in general and thus provide input to the emerging PDA discipline. It also calls for additional research on the power of positive and cooperative language in world politics, especially in alliance formation and conflict resolution.
Challenges and Solutions for Pre-Service Bilingual Teachers in English Teaching Competency in the Greater Bay Area, China
The current study investigates the primary obstacles and approaches to effectively addressing English-teaching competencies among pre-service bilingual educators in the Guangdong-Hong Kong-Macao Greater Bay Area (GBA), China. The study employed a quantitative survey approach to collect data from 40 students majoring in Early Childhood Education at a vocational institution in Guangdong, China. The study utilised a custom-designed questionnaire to examine the significant problems and potential solutions encountered by pre-service teachers in developing multilingual teaching skills. Data analysis identified three primary challenges: inadequate English language competency among pre-service teachers, an absence of effective bilingual pedagogical techniques and practices, and variability in children’s language proficiency and learning capabilities. The findings also indicate that the educational system, future training, and educational policies must be enhanced to facilitate effective English instruction by bilingual instructors. The findings emphasise training in real-world teaching skills, providing additional internships and hands-on experience opportunities, and offering more comprehensive training in teaching strategies and methods. The results of this study provide a critical foundation for improving educational policies to address the developmental needs of pre-service bilingual teachers. Consequently, the quality of bilingual education and educators’ professional skills in the GBA have significantly improved. The findings provide implications for improving policies and training to better support pre-service bilingual teachers in the GBA.
Hedges and Boosters in the Discussion Sections of Tourism and Pharmacology Research Articles
The Discussion section of research articles (RAs) is a section where authors place their ideas and interpret their research findings by strengthening and making sense of the findings to benefit the communities in their fields or others. Academic writing is incorporated with mitigating devices and expressions that convey the attitudes of authors and communication abilities, such as the expressions of doubt (hedges) and certainty (boosters), which are important to the rhetorical nature of academic writing. Thus, given the strong roles of these mitigating devices in expressing certainty and uncertainty in the Discussion section of RAs, improper use of hedges and boosters will make it difficult for authors to state what they imply, and this may lead to a misunderstanding of what the authors attempt to convey or interpret in their writing. Through the taxonomies of hedges and boosters, this study investigates the use of hedges and boosters as well as identifies the similarities and differences in the use of hedges and boosters between 20 Tourism RA discussions and 20 Pharmacology RA discussions using a mixed method. Data were also supplemented using interviews with Tourism and Pharmacology specialist informants. Overall, the findings revealed that academic authors from both Tourism and Pharmacology fields used more hedges than boosters to avoid any overstatement of their research results. This study will assist authors and students in the use of hedges and boosters, particularly in academic writing.
Copyright (c) 2022 University Malaysia Pahang Publishing http://creativecommons.org/licenses/by/4.0
Maksim Perbualan dan Keberkesanan Komunikasi: Analisis Tekstual Podcast Temu Bual Kesihatan
Secara idealnya komunikasi berkesan ditentukan oleh kepatuhan pada maksim perbualan, iaitu maksim kuantiti, kualiti, hubungan dan cara. Ketidakpatuhan maksim perbualan pula adalah pelanggaran, pencabulan, pilihan keluar, penjejasan dan penggantungan akibat faktor kesantunan, kredibiliti dan kerahsiaan. Analisis kepatuhan dan ketidakpatuhan maksim perbualan dalam kajian ini dijalankan pada data temu bual kesihatan melalui medium podcast kerana kajian maksim perbualan dan keberkesanan komunikasi sukar ditemui. Kajian ini mempunyai dua objektif, iaitu mengklasifikasi kepatuhan dan ketidakpatuhan ujaran jawapan dan membincangkan faktor yang mempengaruhinya. Kajian kualitatif ini menggunakan metod muat turun, transkripsi dan analisis teks. Dapatan memperlihatkan kepatuhan semua maksim perbualan dan dua ketidakpatuhan iaitu pelanggaran maksim kuantiti dan cara. Kepatuhan maksim perbualan dipengaruhi oleh faktor topik kesihatan yang tidak membenarkan berlakunya kesilapan, ketidakrelevanan dan ketidakjelasan maklumat. Sementara ketidakpatuhan maksim perbualan memperlihatkan dua impak. Pertama, perbualan tidak menjejaskan keberkesanan komunikasi apabila perkongsian maklumat yang lewah merupakan keperluan pada penjelasan topik. Kedua, ketidakpatuhan maksim kuantiti dan cara didapati menjejaskan keberkesanan komunikasi kerana kurang maklumat dan jawapan yang tidak teratur. Ini memperlihatkan keberkesanan komunikasi tidak tertakluk sepenuhnya pada kepatuhan maksim perbualan. Kepatuhan maksim perbualan yang merupakan satu perlakuan standard sebenarnya tidak secara mutlak menjamin keberkesanan komunikasi. Sebaliknya ketidakpatuhan maksim perbualan juga dalam konteks tertentu diperlukan bertujuan penjelasan maklumat yang disampaikan. ini memperlihatkan bahawa keberkesanan komunikasi berkorelasi dengan objektif dan konteks komunikasi. Ideally, effective communication is determined by adherence to conversational maxims, namely the maxim of quantity, quality, relation and manner. The non-observance of conversational maxims are flouting, violation, opting out, infringement and suspending occurs by decency, credibility, and confidentiality. In this study, analyses of the observance and non-observance of conversational maxims were performed in a health podcast interview. The objectives are to classify the responses’ observance and non-observance and discuss the factors influencing them. This study is qualitative research that uses the methods of downloading, transcription, and text analysis. Findings show the observance of all conversational maxims; two non-observance conversational maxims, i.e., disregarding the maxim of quantity and manner. Observance of conversational maxims is influenced by the health topics that do not allow for the occurrence of errors, irrelevance, and ambiguous information. The non-observance of the conversational maxims shows two impacts. Firstly, it does not affect communication effectiveness when excessive information sharing is required to explain the topic. Secondly, the non-observance maxim of quantity and manner affects communication effectiveness caused by the lack of information and disorganised answers. The findings showed that effective communication is not entirely subjected to the observance of conversational maxims. The observance of conversational maxims, a standard behaviour, does not guarantee communication effectiveness. Conversely, non-observance of conversational maxims is needed for specific contexts in clarifying the conveyed information. This study implies that communication’s efficacy correlates with the objective and context of communication.
Strategi Terjemahan Leksikal Kāna [كان] dalam al-Quran: Analisis Terjemahan Klasik dalam Tafsir Nur al-Ihsan
Terjemahan al-Quran merupakan salah satu bidang pengkhususan bahasa Arab yang termasuk dalam kajian bahasa gunaan atau dengan istilah lain sebagai linguistik terapan. Terjemahan al-Quran menjadi satu keperluan utama kepada orang Islam yang bukan berbangsa Arab untuk memahami al-Quran. Mereka akan mengalami kesukaran untuk memahami agama dan melaksanakan tuntutan agama dalam kehidupan seharian. Sarjana Islam pada peringkat awal melarang sebarang usaha penterjemahan al-Quran dalam apa-apa bahasa sekalipun. Hal ini adalah kerana al-Quran bukan buku biasa yang boleh diterjemahkan, sebaliknya ia sebuah kitab suci agama Islam yang diturunkan dalam bahasa Arab yang tinggi nilai bahasa, sastera dan ilmunya. Oleh itu, untuk memindahkan bahasa Arab ke dalam bahasa-bahasa lain suatu perkara yang tidak mampu dilakukan oleh manusia, malah tindakan menterjemah al-Quran ke dalam bahasa lain tanpa sebab yang kukuh dengan syarat yang ketat bakal mengundang kekeliruan dalam kalangan pembaca bahasa sasaran tentang keindahan agama Islam yang sebenar. Kajian ini menggunakan kaedah kualitatif yang memfokuskan analisis tekstual, ia dijalankan untuk melihat strategi terjemahan klasik bagi leksikal Kāna [كان] yang dipilih dari Surah al-Baqarah dengan memilih Tafsir Nur al-Ihsan sebagai korpus kajian. Beberapa data telah dipilih, seterusnya strategi terjemahan yang digunakan dianalisis oleh penterjemah. Kajian ini mendapati bahawa strategi terjemahan klasik mempunyai nilai-nilai tertentu khususnya buat pembaca bahasa sasaran yang mempunyai latar belakang pengajian agama di samping keperluan sebagai Muslim untuk mendalami isi kandungan al-Quran melalui terjemahan dalam bahasa Melayu. The translation of the Qur’an is one of the areas of specialisation of the Arabic language that is included in the study of applied language or, in other terms, applied linguistics. The translation of the Qur’an has become an essential requirement for non-Arab Muslims to understand the Qur’an. They will have difficulty understanding religion and implementing religious demands in daily life. Islamic scholars at an early stage forbade any attempt to translate the Qur’an into any language. The Quran is not an ordinary book that can be translated; it is a holy book of Islam revealed in Arabic, which has the great value of language, literature, and knowledge. Nevertheless, transferring Arabic into other languages ​​is not something that any human being can do. Translating the Qur’an into other languages ​​without a good reason with strict conditions will invite confusion among the target language readers about the authentic beauty of Islam. This study uses a qualitative method that focuses on textual analysis, and it is conducted to look at the classical translation strategy for the lexical Kāna [كان] selected from surah al-Baqarah by selecting Tafsir Nur al-Ihsan as the corpus of the study. Several data were selected, and the translation strategies used by the translators were further analysed. This study found that the classical translation strategy has specific values, especially for target language readers who have a background in religious studies, in addition to the need as a Muslim to deepen the Qur’an content through Malay translation.
English and Vietnamese in the Linguistic Landscape: Globalization and Language Policy in Ho Chi Minh City
This research is set out to explore language practice on commercial signs in Ho Chi Minh City with two-fold aim to examine the dynamics between “top-down” Language Policies and “bottom-up” language practice in Linguistic Landscape and to determine the extent of English language presence and its functions in such dynamics. The research studied 1286 privately owned signs across four neighbourhoods, through quantitative coding and interpretive sign reading methods. It was found that although national Language Policy is set in place to ensure the vitality of Vietnamese language, actual language practice on commercial signs shows some levels of discrepancy. The quantitative data shows that 62.2 percent of signs comply with regulations in Language Policy, but 37.8 percent of signs do not. The defiance exits in forms of using only English, leaving out Vietnamese translation, or making foreign language phrases more visible. The analysis also shows that commercial signs in tourism, banking and beauty businesses has the high percentage of English use. Interpretive analysis shows that English is used not only just to inform customers about shop business, but also to signify modernity, professionalism, luxury and global youth culture. The findings indicate that local businesses may sidestep national Language Policy by leaning in English’s power to blend language use with economic benefits and status cues. The study highlights that English is gaining ground in Vietnam, and that its presence in Linguistic Landscape of the major economic hub of the country reflects the complex interplay of Language Policy and economic pragmatism and globalization.
Analisis Elemen Menjana Minda Falsafah Pendidikan Kesusasteraan Melayu dalam Teks Cerpen Moden Kesusasteraan Melayu Komunikatif
Falsafah Pendidikan Kesusasteraan Melayu menekankan aspek-aspek penjanaan minda, rohani, dan emosi selaras dengan prinsip Falsafah Pendidikan Kebangsaan untuk melahirkan pelajar yang holistik. Namun, hasil penelitian mendapati kelompongan dalam kajian literatur mengenai aspek Falsafah Pendidikan Kesusasteraan Melayu yang berkaitan dengan penjanaan minda. Selain itu, terdapat isu dalam pemilihan, kandungan serta kualiti teks mata pelajaran Kesusasteraan Melayu Komunikatif yang boleh menjejaskan nilai karya-karya tersebut, pemikiran serta minat para pelajar. Oleh itu, dua objektif kajian dirangka untuk mengenal pasti elemen menjana minda dan menganalisis kerelevanan teks moden cerpen mata pelajaran Kesusasteraan Melayu Komunikatif Tingkatan Empat dan Lima menggunakan Teori Sistem Pemikiran Bersepadu. Data kualitatif kajian diperolehi menggunakan kaedah kepustakaan dengan mengaplikasikan tiga aspek daripada teori tersebut dalam mengkaji kebitaraan, kesaintifikan, dan kekreatifan teks-teks cerpen Kesusasteraan Melayu Komunikatif. Kaedah analisis teks digunakan untuk menganalisis watak dan perwatakan yang dipaparkan dalam sepuluh buah teks cerpen moden mata pelajaran Kesusasteraan Melayu Komunikatif Tingkatan Empat dan Lima. Dapatan kajian menunjukkan elemen menjana minda khususnya pemikiran kebitaraan lebih banyak diterapkan dalam teks cerpen berbanding pemikiran kesaintifikan dan kekreatifan. Menariknya, empat daripada cerpen tersebut mengandungi ketiga-tiga aspek pemikiran. Ia sekaligus membuktikan kerelevanan karya-karya ini untuk menjana minda dalam mendokong Falsafah Pendidikan Kesusasteraan Melayu, dan memupuk potensi pelajar menjadi insan berilmu. Selain daripada mengisi kelompongan yang terdapat dalam literatur, kajian ini mencadangkan beberapa usaha yang dapat membantu pihak yang terlibat dalam penyediaan teks bagi mempertingkat dan mempelbagaikan elemen menjana minda untuk kegunaan masa hadapan. The Philosophy of Malay Literature Education emphasises aspects that can generate mind, spirit, and emotions in line with the principles of the National Philosophy of Education to produce holistic students. However, literature review in the area identifies gaps in research on aspects or concepts of the Philosophy of Malay Literature Education related to the generation of students’ minds. In addition, there are issues in the selection and content and quality of the educational texts that can affect the value of students’ works, thoughts, and interests. Therefore, two research objectives were formed to identify the philosophy mind-generating elements and analyse the relevance of modern short story texts of Form Four and Five Communicative Malay Literature subjects using the Integrated Thinking Theory System. Qualitative data were obtained using the library method by applying three thinking systems of the theory in studying the uniqueness, scientificity, and creativity of 10 short story texts of the subject. A text analysis method was used to analyse the characters and characterisation in the subject’s ten modern short story texts. The study’s findings revealed the mind-generating element, especially the unique thinking, is more prevalent than scientific and creative thinking. Interestingly, four of the short stories contained all three aspects of thinking. The findings prove the relevance of these short stories to generate students’ minds as envisioned in the Philosophy of Malay Literature Education and cultivate students’ potential to become knowledgeable human beings. Apart from filling in the gaps in the literature, this study recommends several efforts that can help those involved in developing the texts in enhancing and diversifying other mind-generating elements for future use.
Copyright (c) 2021 International Journal of Language Education and Applied Linguistics
Motivasi ialah dorongan perlakuan. Motivasi diperlukan kerana setiap manusia mempunyai tingkah laku yang berbeza. Dorongan tingkah laku dapat diperlihatkan dengan lakuan ilokusi (LI), iaitu fungsi ujaran yang menyebabkan pendengar (H) bertindak. Bach dan Harnish mengusulkan empat kategori LI bagi menjelaskan fungsi ujaran. Teori ini menyatakan bahawa apabila penutur (S) berkomunikasi terdapat tujuan yang ingin disampaikan kepada pendengarnya (H). Tujuan, iaitu niat dianggap berjaya apabila H mengakui daya ilokusi tersebut. Sehubungan itu, bual bicara motivasi “Renungan Kehidupan” dianalisis bagi memperlihatkan peranan motivator (MM) dalam menyampaikan tujuannya kepada H. Kajian ini mempunyai dua objektif, iaitu mengklasifikasi dan membincangkan daya ilokusi arahan subkategori permintaan (PMT) dan larangan (LR) yang berkaitan dengan teori memotivasi perubahan. Analisis mengaplikasikan kaedah kualitatif antaranya muat turun, transkripsi dan analisis teks; dan kuantitatif, iaitu analisis frekuensi. Dapatan memperlihatkan PMT dapat diklasifikasikan kepada tiga, iaitu PMT refleksi diri, PMT umum dan kata modalitas; dan PMT perubahan diri. PMT refleksi diri ditandai dengan kata kerja antaranya “tengok”, “renung” dan “fikirkan”; PMT umum dan modalitas “mesti” dan “sentiasa” manakala PMT perubahan diri, “ingat” (mengingat) dan “sabar” (bersabar) yang menjadi kata kunci motivasi perubahan diri dan penginputan nilai-nilai murni. LR pula ditandai dengan kata modalitas doentik “jangan”, iaitu pencegahan perbuatan. Analisis frekuensi menemukan subkategori PMT cenderung digunakan berbanding dengan subkategori LR. Dapatan ini memperlihatkan bahawa motivasi intrinsik lebih efektif dalam mendorong perubahan tingkah laku. Motivation drives behaviour. It is needed because humans have different behaviours. Behavioural encouragements can be shown with the application of illocutionary acts (LI) which causes the listener (H) to act. Bach and Harnish proposed four categories of LI to explain the functions of utterances. This theory states that a speaker (S) communicates when there is a purpose to be conveyed to his listener (H). Purpose, i.e., intention is considered successful when H acknowledges the illocutionary force. In this regard, the motivational talk show “Renungan Kehidupan" was analyzed to show the role of the motivator (MM) in conveying his intention to H. This research has two objectives: to classify and discuss the illocutionary force of directives for subcategories requestives (PMT) and prohibitives (LR) related to theory of motivating change. The analysis applies qualitative methods including downloading, transcribing and analysing texts; and quantitative method through frequency analysis. Findings show that PMT can be classified into three, namely self-reflection PMT, general PMT and modality words; and PMT self-change. PMT self-reflection is characterized by verbs such as "tengok", "renung" and "fikirkan"; general PMT and modality, with verbs “mesti” and “sentiasa”. For self-change PMT, verbs such as “ingat” (mengingat) and “sabar” (bersabar) are the keywords of self-change motivation which includes good values. LR is marked with the deontic modality word "jangan", which is the prevention of action. Frequency analyses show that the subcategory PMT is predominantly used compared to subcategory LR. These findings suggest that intrinsic motivation is more effective on H self-change.
Speaking Apprehension: Evidence from Oral Presentations in Content Subject Classes
Oral presentation has become a crucial task at the tertiary level regardless of the discipline of study. The engineering, science or management disciplines are no exception as delivering an oral presentation in a content subject class is a common sight nowadays, be it individual or group presentations. However, many students face difficulties when carrying out this task as they experience speaking apprehension. This study investigated anxiety-related problems experienced by engineering students in delivering oral presentations in English in their content subject classes. A total of 125 undergraduate students from a public university participated in the study. They were given a set of questionnaire to find out anxiety-related problems they faced when giving oral presentations. Based on responses gathered, 15 students who claimed to have experienced a high level of anxiety were identified. Consent was sought from these students and their lecturers to observe them doing an actual oral presentation in one of their content subject classes. Observation sessions were carried out to see any clear evidence of anxiety symptom occurrences. This was followed up by a semi-structured interview with the 15 students. Findings revealed that anxiety was evident among the students observed. Several factors were identified which include the type of presentation done, the language used and lack or last-minute preparation. The symptoms observed fall under the categories of bodily, expressive, verbal and emotional reactions. This study has brought about a number of implications concerning content subject curriculum, English language teaching, and soft skills trainingOral presentation has become a crucial task at the tertiary level regardless of the discipline of study. The engineering, science or management disciplines are no exception as delivering an oral presentation in a content subject class is a common sight nowadays, be it individual or group presentations. However, many students face difficulties when carrying out this task as they experience speaking apprehension. This study investigated anxiety-related problems experienced by engineering students in delivering oral presentations in English in their content subject classes. A total of 125 undergraduate students from a public university participated in the study. They were given a set of questionnaire to find out anxiety-related problems they faced when giving oral presentations. Based on responses gathered, 15 students who claimed to have experienced a high level of anxiety were identified. Consent was sought from these students and their lecturers to observe them doing an actual oral presentation in one of their content subject classes. Observation sessions were carried out to see any clear evidence of anxiety symptom occurrences. This was followed up by a semi-structured interview with the 15 students. Findings revealed that anxiety was evident among the students observed. Several factors were identified which include the type of presentation done, the language used and lack or last-minute preparation. The symptoms observed fall under the categories of bodily, expressive, verbal and emotional reactions. This study has brought about a number of implications concerning content subject curriculum, English language teaching, and soft skills training.
English for Professionals and Graduate Employability: Exploring Malaysian College ESL Students' Perceptions of Creating Digital Video CV Task in 4.0 Classroom
Unemployability among graduates has become one of the greatest concerns of the education ministry in Malaysia. One reason is that graduates lack the potential skills listed by the Malaysian industries. This study focuses on one of the hard skills listed, curriculum vitae (CV) writing. The study proposed a shift from the conventional written CV to a digital video CV. Such proposal could support the ministry’s shifts in embedding technology-based tasks into the 4.0 classroom. Using a heutagogical approach in the English for Professionals course, learners were required to prepare a 2-minute digital video CV, which was then posted in Padlet. Through the task, the researcher aimed at exploring learners’ perceptions of the learning task of creating a digital video CV and gather their perceptions of the conduciveness of creating the digital video CV for future employment. By employing a quantitative approach, learners were required to answer an online 5-point Likert-type survey, which was analysed using Microsoft Excel. The findings showed that most of the participants agreed that the task was not only fun, interesting, and enjoyable, but also challenging, creativity-driven, and knowledge-seeking. Concerning the workforce, majority of the participants felt that the task made them work-ready, exposed them to multiple online tools, became more independent and critical as they employed different higher-order thinking skills when completing the task. Future research should apply the heutagogical approach so that learners are more independent towards their learning and focus on the hard and/or soft skills required in graduates, making them more marketable.
Copyright (c) 2020 International Journal of Language Education and Applied Linguistics
Strategies in Teaching and Engaging the Millennial Generation
Higher education has witnessed the birth of Millennial generation who forms the majority-group students in universities. Given the generation unique characteristics, teachers need to apply strategies that can develop the Millennial students’ potentials. The inability to properly address the matter may cause impediments in cultivating the generation’s full potentials. Hence, this paper aims to explain teachers’ strategies in developing productive engagement with this generation through the teaching learning process in the classroom. Qualitative methodology was employed in this study in which ten teachers were interviewed concerning their strategies in teaching their Millennial students. Using focus group interviews, the data revealed that six strategies were employed by the teachers in teaching and engaging with the students which include promoting collaboration, promoting students’ engagement inside and outside the classroom, encouraging knowledge creation, developing critical thinking, applying research-based teaching and incorporating technology. These findings have brought significant changes to the teachers in adjusting their teaching paradigm and engaging students to learning i.e. from teacher-centred to student-centred learning. Therefore, teachers at higher education particularly, should consider appropriate teaching strategies that are compatible with the Millennial generation’s characteristics in engaging them into learning.
An Emerging Framework: Literacy Training Module for Social Navigation of Refugees
Rohingya refugees are a group of people who does not only have well-founded fear that they cannot return home, but are afraid of challenges awaiting them in the host country. Due to their traumatic past experiences, the Rohingya refugees rely much on their own community specifically the community leaders for assistance. However, the lack of community leaders as well as deficient hierarchical engagement with the leaders have created more difficulties for the refugees to seek for help. Social navigation for survival becomes an issue not only because they have language barriers but also internal conflicts on the imagined terrains (the hopes) and the unexpected circumstances (the difficulties) they encounter in the host country. This study aims to develop a literacy training module for Rohingya youth refugees to become social navigators. These refugees are expected to provide horizontal (peer-like) engagement to their community. To meet the aim of the study, 15 Rohingya youth refugees were recruited using a snowball sampling technique. Both qualitative and quantitative data collection instruments were used: guided questionnaires, interviews and baseline tests. The themes from the data suggest that despite the challenges in language, the participants exhibited strong sense of brotherhood with other fellow refugees. Religion has developed a powerful bond that ignites their willingness to extend assistance to their community. However, the participants unfolded their uncertainties on the ways and resources available, to be of help. It is also apparent that, a conceptual framework suitable for this literacy training module for social navigation emerged from the overall data. The framework will serve as a guide to develop a Literacy Module to groom social navigators to help their people, the Rohingya refugees.
Makna Ujaran Tidak Langsung Berbentuk Ayat Tanya dalam Skrip Drama Bahasa Melayu dari Sudut Prinsip Makna dalam Interaksi
Ujaran tidak langsung (UTL) yang berbentuk ayat tanya yang terdapat dalam skrip drama bahasa Melayu sering kali digunakan untuk menyampaikan makna yang tertentu yang sukar untuk difahami makna sebenarnya secara jelas dan tepat. Pentaksiran terhadap makna UTL yang berbentuk ayat tanya perlu dilakukan dengan penuh teliti supaya makna sebenar bagi ujaran tersebut dapat difahami dengan jelas dan tepat oleh pendengar atau pembaca skrip drama. Oleh itu, pentafsiran makna UTL yang berbentuk ayat tanya perlulah dilakukan dengan berpandukan pendekatan pragmatik. Sehubungan itu, kajian ini dijalankan bagi menghuraikan makna UTL yang berbentuk ayat tanya dalam skrip drama terpilih berpandukan Prinsip Makna dalam Interaksi. Prinsip Makna dalam Interaksi digunakan dalam kajian ini kerana prinsip ini bersifat menyeluruh, yakni dengan cara berorientasikan penutur dan pendengar, serta memfokuskan faktor sosial dan faktor kognitif tanpa menyisihkan satu daripadanya. Data kajian merupakan tiga UTL yang berbentuk ayat tanya yang diambil daripada tiga buah skrip drama bahasa Melayu hasil tulisan Mustapha Kamil Yassin, iaitu Atap Genting Atap Rumbia, Dua Tiga Kucing Berlari, dan Di Balik Takbir Harapan. Tiga UTL tersebut ialah “Apa nak berkerusi meja benar.”, “Siapa pula yang berkatakan saya nak bermenantukan jantan Cina?” dan “Apakah encik hendak membiarkan keadaan kami begitu?”. Hasil kajian mendapati bahawa tiga ujaran tersebut diucapkan secara tidak langsung, mengandungi potensi makna yang relevan dengan dibantu oleh konteks yang melatari perbualan antara penutur dan pendengar. Potensi makna yang relevan itu ialah menyatakan penolakan terhadap pelawaan pendengar, mempamerkan ciri penggunaan metafora, sindiran, keterujaan, tegahan, penggunaan amalan kesantunan dan kesopanan, pujukan dan sebagainya. Indirect utterances (IU) in interrogative sentences in the Malay drama scripts are often used to convey specific messages which are unclear and inaccurate. A thorough assessment of the meaning of these IU is essential to ensure the intended meaning of the utterances is clearly and accurately understood by the listeners or readers of the drama scripts. Therefore, the interpretation of IU meaning should be grounded in the pragmatic approach. Hence, this study was conducted to elaborate the meaning of IU in interrogative sentences in selected drama scripts based on the Principle of Meaning in Interaction. This principle was used in this study due to its comprehensive nature, namely the speaker and audience oriented as well as its focus of both social and cognitive factors without excluding any of them. The data were the IU in the form of interrogative utterances from three Mustapha Kamil Yassin’s Malay drama scripts namely Atap Genting Atap Rumbia, Dua Tiga Kucing Berlari, and Di Balik Takbir Harapan. The three IU were “Apa nak berkerusi meja benar.”, “Siapa pula yang berkatakan saya nak bermenantukan jantan Cina?” and “Apakah encik hendak membiarkan keadaan kami begitu?”. Results revealed that the three utterances were spoken indirectly, containing potentially relevant meanings, assisted by contexts that mediated conversations between speakers and listeners. That relevant potential meaning was to express objections to the invitation of the listener, displaying the characteristics of metaphor, sarcasm, excitement, force, practice of politeness and decency, and persuasion.
Pemanfaatan Analisis Korpus sebagai Teknik Alternatif Pengajaran dan Pembelajaran Tatabahasa
Penggunaan teknik yang tepat, menarik dan terkini (bersifat kontemporari) sangat dituntut dalam proses pengajaran dan pembelajaran tatabahasa. Hal ini kerana melalui teknik yang tepat inilah, para pelajar dapat memanfaatkan tempoh masa yang terhad untuk memahami aspek penting dalam tatabahasa. Sesuai dengan perkembangan dan perubahan terkini silabus mata pelajaran Bahasa Melayu Tingkatan 6 yang bukan sahaja mementingkan aspek bahasa dan tatabahasa, malah adanya komponen baharu iaitu analisis bahasa, maka kajian ini mencadangkan agar teknik pengajaran dan pembelajaran tatabahasa berasaskan analisis korpus digunakan untuk mengajar topik tatabahasa Bahasa Melayu Tingkatan Enam. Pemanfaatan analisis korpus dimulakan dengan mencadangkan pangkalan data korpus DBP dan program daftar kata AntConc yang boleh digunakan untuk menganalisis kata. Seterusnya, fokus diteruskan kepada prosedur analisis berdasarkan kaedah demonstrasi yang melibatkan empat (4) langkah utama, sebelum dipanjangkan kepada satu contoh dapatan analisis kata (kata sendi nama daripada) yang melibatkan kaedah demonstrasi kepada pelajar. Berdasarkan senario semasa kaedah demonstrasi dijalankan, dapat dikatakan bahawa penggunaan teknik ini berupaya memupuk minat dan pelibatan pelajar aktif semasa proses pengajaran dan pembelajaran dijalankan. Dapatan ini menjadi penunjuk bahawa sekiranya teknik yang dirancang bersesuaian dengan pendekatan, kaedah, strategi pengajaran dan pembelajaran yang sistematik, maka penggunaan teknik pengajaran dan pembelajaran berasaskan analisis data korpus mampu memberi impak positif, bukan sahaja kepada perkembangan pendidikan pelajar, tetapi dapat menyumbang kepada perkembangan pengkajian bidang bahasa dan linguistik Melayu di Malaysia.
Copyright (c) 2019 International Journal of Language Education and Applied Linguistics
Social Distance and Politeness in the Speech Act of Refusal: A Double Voicing Perspective
Politeness plays an important role in cushioning the impact of refusal and ensuring smooth communication. “Double voicing” emerges as a helpful strategy in this regard to maintain social harmony, allowing interlocutors to consider the other person’s perspective. This process is further influenced by social distance. How language learners navigate the production of refusals is worth exploring from a double voicing perspective because it can shed light on how politeness is negotiated by them. This study examines the role of double voicing in refusals among Chinese students majoring in English as a foreign language. Data were elicited from 39 students via role plays, with social distance being categorised as close, medium and distant. The responses were screen-recorded, transcribed, and examined via discourse analysis methods consistent with Schiffrin’s Interactional Sociolinguistics. Findings indicate that double voicing can be classified into 12 types that are all mediated by social distance: hedging of a positive relation type; explanation, apology, gratitude, compliment, buffer, mixed double voicing of a ‘V’ type; comfort, self-modesty, empathy, self-commitment, and authority of an inverted ‘V’ type. All these patterns are functions of politeness, which can be utilised as a sophisticated strategy to consolidate relationships.
Exploring the Relationship between Interactional Competence and Group Oral Communication
From job interviews to working in a professional field, clear and effective interactional competence especially in face-to-face oral communication is vital for workplace interactions. As such, group oral communication is taught and assessed at academic institutions to enhance students’ turn-taking skills as an interactional competence. The approach is used to develop ESL students’ turn-taking skills particularly for low proficiency students. Therefore, this study aims to explore turn-taking skills of low proficiency ESL students in a mixed ability group discussion assessment. The group discussion interactions were audio visually recorded and analysed using Conversation Analysis. The transcriptions were analysed using the micro-analysis account focusing only on the turn-taking skills. Notably, self-selected, or indexical speaker selection by posing questions for another speaker to continue or using gaze or gestural signs was the prominent turn-taking skill used by the students to maintain intersubjectivity during group discussion. This somehow facilitated them in ensuring active involvement of all group members, and as an indicator for their interactional competence. This study concludes by discussing how turn-taking skills in group oral communication can benefit low proficiency language users’ interactional competence in learning the target language.
Mobile Instant Messaging as Collaborative Tool for Language Learning
In recent years, collaborative learning is commonly used in higher intuitions. One of the modes of collaborative learning is exploiting mobile phones specifically instant messaging to foster new possibilities for achieving more effective and attractive learning activities. Even though mobile phones have become valuable collaborative learning tools, but their substantial contributions to collaborative learning are still insufficient. The current study collated and correlated 40 journal articles published between 2015 and 2017 on mobile instant messaging as a collaborative tool in language learning at higher intuitions. A systematic review was conducted to investigate the effectiveness of mobile instant messaging as a collaborative tool for language learning. Numerous issues, such as exploration of the application, the research methods, participants, intervention duration, teaching method, collaborative learning strategies, impacts, and challenges were addressed. The outcomes revealed that mobile instant messaging improved student and lecturer collaboration, created effective distant learning opportunities, and increased students’ participation. Further, the results also provided insights on future research and practice such as recommendations on how to appropriately employ mobile phones specifically instant messaging in facilitating language learning. Additionally, some studies suggested the collaborative learning activities administered through mobile instant messaging should be planned carefully to guide students to experience more effective collaborative learning.
The Application of Padlet to Enhance Writing Skills in the ESL Primary Classroom: A Case Study
Writing remains one of the most challenging language skills for primary school ESL pupils, as many of them encounter difficulties in developing ideas, organising content, and expressing their thoughts in written form. This study uses an interactive digital platform known as Padlet. The study aims to investigate the application of Padlet in enhancing writing skills in the ESL primary classroom by looking into pupils’ writing performance after using Padlet. It also explores the perceptions of ESL primary school pupils in the application of Padlet. A noticeable gap in the use of digital tools, such as Padlet to enhance writing skills among primary school pupils in the Malaysian context is addressed in the study. A qualitative approach was employed, involving eight Year 4 pupils in a Malaysian primary school who were selected through purposive sampling. The data of this study were collected through pre- and post-test writing samples, semi-structured interviews and reflective journals, and were analysed using thematic analysis. Improvements in writing performance, particularly vocabulary, fluency and organisation, were revealed among the participants after the application of Padlet. Padlet was also perceived by the primary school pupils as a platform that facilitated collaboration and increased motivation to learn writing skills. However, challenges such as internet connectivity issues and technical difficulties were encountered during the application of Padlet in the study. The findings of this study have implications on primary school pupils’ writing performance and their perceptions in the ESL primary classroom. ESL teachers may consider applying Padlet in Malaysian primary schools to enhance pupils’ writing skills. Future studies may be considered with a larger sample size, in different school settings and over a longer intervention period to determine the broader applicability of the findings.
Teachers’ Feedback and Correction on L2 Students’ Written Tasks: A Comparative Qualitative Case Study of Bangladeshi and Nigerian Secondary Schools
Writing is essential for academic performance and professional success, yet many L2 learners in under-resourced secondary school contexts face persistent challenges in developing effective writing skills because of poor instructional quality and inadequate support from their teachers. Although teacher feedback has been widely studied in higher education and controlled settings, comparatively limited research has examined its operation within Global South secondary classrooms. This study investigates teachers’ feedback and correction practices in Bangladeshi and Nigerian secondary schools using a comparative qualitative case study design. Through structured and semi-structured interviews with teachers and students, the study examines the nature of feedback practices, students’ responses to feedback, and their perceived impact on writing development. Findings indicate that teacher feedback is widely regarded as essential for improving writing skills and sustaining motivation in both contexts. However, subtle cross-case differences emerged in students’ engagement with feedback, particularly regarding clarity, personalisation, and metacognitive reflection. The study highlights the importance of clearly communicated context-sensitive feedback practices in supporting L2 writing development in structurally comparable secondary school environments.
Integrating Artificial Intelligence into Language Teaching Approaches: A Systematic Review of Flipped Classrooms
Including artificial intelligence (AI) in flipped classrooms has become a revolutionary technique for education since it provides creative ideas to improve the teaching and learning environments. Still under investigation, though, is the degree and impact of such integration, especially in relation to language learning and educational developments. Examining papers published between 2015 and 2024, this systematic literature review looks at the integration of artificial intelligence in flipped classrooms using the PRISMA framework for a rigorous and open approach. Using Scopus and Web of Science databases, advanced searches turned out 31 important studies from which this review is based. Three major themes define the results: (1) AI integration in flipped classroom models, (2) the use of ChatGPT and conversational AI in flipped learning, and (3) the role of AI in fostering language learning and student engagement. Results revealed several uses of artificial intelligence in offering customised education, real-time feedback, and flexible learning opportunities even as issues including accessibility and ethical considerations are resolved. Understanding artificial intelligence-driven changes in interactive and cooperative learning settings highlights how imaginatively the flipped classroom idea could be considered. Recent studies highlight the need for research on scalable implementation, equitable access, and long-term impact to enhance the effectiveness of AI-driven flipped classrooms. This paper contributes to the expanding body of information on the junction of artificial intelligence and flipped learning and has important implications for legislators, teachers, and academics aiming at creative innovation in modern educational methods.
Motivasi Pelajar Dalam Penggunaan Kecerdasan Buatan Untuk Pembelajaran Nahu Arab
Penggunaan kecerdasan buatan (AI) dalam sistem pengajaran dan pembelajaran Bahasa Arab kini semakin meluas serta menjadi salah satu elemen penting dalam inovasi pendidikan. Kajian ini dijalankan bagi meneliti motivasi pelajar terhadap penggunaan teknologi AI serta tahap penguasaannya dalam konteks pembelajaran Ilmu Nahu Bahasa Arab. Kajian ini menggunakan pendekatan kuantitatif melalui pengedaran instrumen soal selidik Questionnaire of Artificial Intelligence Use Motives (QAIUM) kepada 118 orang pelajar tahun satu program Sarjana Muda Pendidikan (Pendidikan Islam), Fakulti Pengajian Bahasa Utama, Universiti Sains Islam Malaysia. Data yang diperoleh dianalisis secara deskriptif dan inferensi menggunakan perisian SPSS 26 untuk menilai tahap motivasi di kalangan pelajar dan signifikan hubungan antara jantina terhadap motivasi pelajar. Dapatan kajian menunjukkan bahawa para pelajar mempunyai tahap motivasi yang tinggi dalam menggunakan AI bagi tujuan pembelajaran Ilmu Nahu. Namun begitu, AI masih belum dianggap sebagai satu keperluan utama dari segi perbelanjaan kewangan mahupun komitmen masa secara berlebihan. Teknologi AI dalam konteks Bahasa Arab masih memerlukan penambahbaikan agar ianya menjadi keperluan utama bagi pelajar-pelajar yang ingin menguasai Ilmu Nahu Bahasa Arab secara holistik. Dapatan kajian turut menunjukkan bahawa tidak terdapat hubungan yang signifikan antara jantina dan tahap motivasi pelajar. Namun begitu, pelajar perempuan didapati lebih cenderung untuk menguasai teknologi AI dalam konteks pembelajaran Ilmu Nahu. Kajian ini memberikan gambaran awal tentang tahap kesediaan dan minat pelajar dalam penerapan AI, sekali gus menjadi asas penting bagi institusi pendidikan tinggi dalam merangka strategi pengajaran yang lebih interaktif, efisien dan berpusatkan pelajar. The utilization of artificial intelligence (AI) in teaching and learning Arabic is spreading more rapidly and has emerged as a main element in educational innovation. This study aims to examine students' motivation for using AI technology and their level of mastery in the context of arabic grammar (Nahu) learning. A quantitative approach was employed through the distribution of the Questionnaire of Artificial Intelligence Use Motives (QAIUM) to 118 first-year students enrolled in the Bachelor of Education (Islamic Education) program at the Faculty of Major Language Studies, Universiti Sains Islam Malaysia. The data were analyzed using descriptive and inferential methods with SPSS 26 software to determine the students’ motivational level and the correlation between genders and motivation level. The findings indicate that students possess a high level of motivation to utilize AI in learning Nahu. However, AI is not yet considered to be a primary necessity that requires investing money or times. AI technology in the Arabic language learning context still needs further improvement to become an essential tool for students aiming to master Nahu comprehensively. The findings of the study also indicate that there is no significant relationship between gender and students’ level of motivation. Nevertheless, female students were found to be more inclined to master AI in the context of learning Nahu. This study provides an initial overview of students’ readiness and interest in the application of AI, serving as an important foundation for higher education institutions in designing more interactive, efficient, and student-centered teaching strategies.
Effects of Pre-teaching and Contextual Guessing Strategies on Vocabulary Achievement among Saudi EFL Learners
A crucial but difficult component of learning English for Saudi undergraduate students, who frequently use conventional, teacher-centered approaches, is expanding one's vocabulary. By comparing the efficacy of three instructional strategies, i.e. pre-teaching, contextual guessing, and a traditional (control) approach, this experimental study fills a major vacuum in the regional literature. In a pre-test/post-test design, thirty Saudi EFL students were randomized to one of the three groups. The results show a distinct hierarchy of efficacy. The pre-teaching approach significantly improved comprehension and retention while having a strong and outstanding effect on vocabulary achievement. on the other hand, although the contextual guessing method demonstrated a quantifiable advantage, it did not offer a statistically significant advantage over conventional teaching. These findings demonstrate the pedagogical benefits of explicit, proactive vocabulary training in EFL settings where language exposure is restricted. The study finds that while unguided contextual guessing may not be adequate, incorporating systematic pre-teaching into curricula can greatly maximize vocabulary acquisition. To improve lexical development in comparable EFL contexts, instructors and curriculum designers can benefit greatly from these important, empirically supported implications.