Showing papers in "International Journal of English Linguistics in 2020"

‘I Couldn’t Join the Session’: Benefits and Challenges of Blended Learning amid COVID-19 from EFL Students

Abstract: COVID-19 has changed the process of teaching considerably, as educational institutions around the world moved to adopt blended learning initiatives to ensure continuity, while managing the spread of this infectious disease. All Saudi Arabia’s universities have continued to deliver courses via digital platforms. This study draws on traditional views about blended learning (Sharma, 2010) and examines the pedagogical changes to English courses implemented at King Saud University following the start of the COVID-19 pandemic. It aims to explore the benefits and challenges of blended learning during the spread of COVID-19 from the perspective of English as a foreign language (EFL) student. Qualitative data were collected from two focus group sessions, and one-to-one interviews with twelve students taking a general intensive English course at King Saud University over a six-week period. The results reveal that blended learning benefited the EFL students by supporting their writing skills and encouraging them to search online, as well as by matching their circumstances and being economical. It also identifies that the challenges EFL students faced included technological problems, flaws in the instructor’s performance, difficulties with online tests, attitudes to online learning and limited resources, and the university council’s decisions. The paper concludes with recommendations to exploit the benefits identified, and overcome the challenges of blended learning when teaching English in an EFL context.

Linguistic-Based Detection of Fake News in Social Media

Abstract: The tremendous growth and impact of fake news as a hot research field gained the public’s attention and threatened their safety in recent years. However, there is a wide range of developed fashions to detect fake contents, either those human-based approaches or machine-based approaches; both have shown inadequacy and limitations, especially those fully automatic approaches. The purpose of this analytic study of media news language is to investigate and identify the linguistic features and their contribution in analyzing data to detect, filter, and differentiate between fake and authentic news texts. This study outlines promising uses of linguistic indicators and adds a rather unconventional outlook to prior literature. It utilizes qualitative and quantitative data analysis as an analytic method to identify systematic nuances between fake and factual news in terms of detecting and comparing 16 attributes under three main linguistic features categories (lexical, grammatical, and syntactic features) assigned manually to news texts. The obtained datasets consist of publicly available right documents on the Politi-fact website and the raw (test) data set collected randomly from news posts on Facebook pages. The results show that linguistic features, especially grammatical features, help determine untrustworthy texts and demonstrate that most of the test news tends to be unreliable articles.

Review of Text Authenticity Relationship with Language Learner Motivation and Communicative Competence

Abstract: Although the call for a more learner-centered pedagogy has long existed in English language teaching, viewpoints are still very controversial on what type of materials should be used in language classrooms This paper is aimed at defining and addressing the ambiguities surrounding the concept of text authenticity and its relationship with language learner motivation and communicative competence in the field of English Language Teaching (ELT) However, wherever possible, for the purpose of maintaining criticality, data associated with pedagogic materials are also discussed The study is based upon the theoretical strategy of research represented in a critical review of a number of research studies aimed at defining the concept of text authenticity and investigating the effects of authentic materials on language learners’ individual differences, namely learner motivation and communicative competence The findings obtained from the literature review revealed that aspects of text authenticity may be situated in the text itself, the participants, social or cultural situations and purposes of the communicative act, or some combination of these elements Equally important, the study concluded that a lack in language learners’ motivation and deficiency in their overall communicative competence in the English language can be attributed to teachers’ exclusive reliance on contrived text materials in a typical form of textbooks The study recommends that teacher training courses should be aimed to develop language teachers’ practical knowledge and skills necessary for evaluating and designing TESOL materials In addition, to introduce authentic materials into language classrooms, syllabus writers and classroom teachers need to take into consideration this methodological framework consisting of three sequential procedures: 1) conducting a careful analysis of learners’ needs in context, 2) selecting authentic texts in light of learners’ needs already analyzed in context, 3) basing teaching on the Task-Based Learning (TBL) approach that stresses the importance of activating learner schemata, awareness-raising activities and task differentiation This triangulation methodology is likely to contribute to reducing the difficulty of text authenticity and realizing comprehensible input

The Usefulness of Different Forms of Translation in a CLIL Environment

Abstract: This article aims to explore the role translation can play within a CLIL environment. The hypothesis that the research project, on which this paper is based, wanted to prove, was that the introduction of materials and activities informed by the use of various forms of translation could lead to an enhancement of the performance in students attending CLIL courses at the level of both content and language. As Snell-Hornby stated at the end of the twentieth century, the practice of translation in our society has increasingly acquired a fundamental importance. Yet, for many years, translation has often been excluded from the language class. However, in our multicultural society, translation has become an essential tool in various professional and social contexts, including the multicultural classrooms teachers act in. This article is based on my experience as a teacher trainer (English language and CLIL methodology) and on the results obtained during research which focused, in particular, on the use of various forms of translation in CLIL courses and which extended over the school years 2017-2018 and 2018-2019. As a result, this article argues in favor of translation in the CLIL class. On the basis of the outcomes obtained, it is my contention here that Learning Units such as those presented here, where translation works in synergy with CLIL methodology, are perceived as motiving by students, thereby facilitating the development of various disciplinary and communicative skills.

Coronaspeak as Key to Coronaculture: Studying New Cultural Practices Through Neologisms

Abstract: The research explores neologisms that have entered everyday English discourse during the coronavirus pandemic and formed so-called Coronaspeak. The analysis reveals that three approaches to neologisms are applicable to lexemes of Coronaspeak: the stylistic theory that is relevant to the words that used to be scientific terms but have been adopted by non-specialists, the etymological approach that regards as neologisms those new coinages that have developed a new meaning, and the denotational approach where neologisms are the lexemes created to nominate new concepts. Drawing on the assumption that language units verbalise cultural phenomena, the further study of Coronaspeak suggests that the modern English-speaking societies undergo a number of cultural changes: medicalisation of public discourse that originates from the government policy to engage the public in the struggle against COVID-19 as well as from using the pandemic as an argument in ideological and political conflicts; conceptualisation of the pandemic as a milestone, a turning point in history; introduction of new categories for social groups based on such criteria as health, profession, or attitude to the pandemic and socially responsible behaviour (e.g., clinically vulnerable people, key workers, covadults); development of new or modification of old cultural practices that embrace lifestyle (coronacocooing, WFH, drivecation), appearance (corona hair, coronabesity), patterns of online and offline communication (homeference, video party, coronadating, Wuhan shake); reconceptualisation of pre-pandemic concepts (home), and, finally, emergence of new types of interpersonal relations (coronarelationship, corona boyfriend).

Lexical Ambiguity in Arabic Information Retrieval: The Case of Six Web-Based Search Engines

Abstract: In recent years, both research and industry have shown an increasing interest in developing reliable information retrieval (IR) systems that can effectively address the growing demands of users worldwide. In spite of the relative success of IR systems in addressing the needs of users and even adapting to their environments, many problems remain unresolved. One main problem is lexical ambiguity which has negative impacts on the performance and reliability of IR systems. To date, lexical ambiguity has been one of the most frequently reported problems in the Arabic IR systems despite the development of different word sense disambiguation (WSD) techniques. This is largely attributed to the limitations of such techniques in addressing the issue of linguistic peculiarities. Hence, this study addresses these limitations by exploring the reasons for lexical ambiguity in IR applications in Arabic as one step towards reliable and practical solutions. For this purpose, the performances of six search engines Google, Bing, Baidu, Yahoo, Yandex, and Ask are evaluated. Results indicate that lexical ambiguities in Arabic IR applications are mainly due to the unique morphological and orthographic system of the Arabic language, in addition to its diglossia and the multiple colloquial dialects where sometimes mutual intelligibility is not achieved. For better disambiguation and IR performances in Arabic, this study proposes that clustering models based on supervised machine learning theory should be trained to address the morphological diversity of Arabic and its unique orthographic system. Search engines should also be adapted to the geographic location of the users in order to address the issue of vernacular dialects of Arabic. They should also be trained to automatically identify the different dialects. Finally, search engines should consider all varieties of Arabic and be able to interpret the queries regardless of the particular language adopted by the user.

Teaching Grammar: Professional Needs of Saudi EFL Instructors

Abstract: Grammar teaching has been a long tradition in EFL instruction in various parts of the world and Saudi Arabia is no exception to this. However, various approaches to teaching grammar have emerged over a period of time. For this, professional development (PD) programs are designed to meet the EFL teachers’ needs by enabling them to use a range of approaches and techniques. To do this successfully, professional needs analysis of teachers is essential. The present study investigates the beliefs of teachers regarding the use of various teaching approaches for grammar teaching and their need for professional development (PD). Questionnaire survey was conducted among 50 randomly chosen EFL teachers at a public sector university. The results showed that EFL teachers deem grammar as a foundational framework for teaching English as a foreign language. Furthermore, grammar is thought to be a major factor in developing accuracy and correct use of EFL. Moreover, the teachers have the theoretical knowledge of various grammar teaching methods using TBL, PBL and CLT. However, they need to develop practical skills for grammar instruction. Thus, the study recommends that the universities in Saudi Arabia need to arrange regular PD programs so that the EFL teachers with modern methods to teach English grammar successfully.

The Level of Metacognitive Thinking Among Students with Learning Disabilities

Abstract: The present study aims at identifying the level of metacognitive thinking among a group of students with learning disabilities (LDs) in Asir region, Saudi Arabia. The present study has taken into account certain variables when investigating this issue such as age, grade, and type of learning difficulties. The sample of this study consisted of 350 students with learning disabilities from schools belong to the Department of Education in Asir Area, Saudi Arabia. To achieve the goal of the study, a scale prepared by the authors was used to measure the level of metacognitive thinking among the students. The results of the study showed that the students had a low level of metacognitive knowledge. The results have also showed no statistically significant differences in the level of metacognitive thinking attributed to age, gender, and the type of learning disability. Based on the results obtained in the present study, some suggestions and recommendations have been provided for further research on this field.

Language, Media and Ideology: CDA of an Animation, “The Donkey King”

Abstract: The present study has looked into the hidden realities and ideologies in an animation “The Donkey King” released on 13th October 2018, by using the English subtitles. This animation seems to be a reminiscent of the Orwellian plot and is a phenomenal depiction of the contemporary political scenario in Pakistan. Realities can be constructed, ideologies can be created and false consciousness can be spread among the common masses by unknown and unseen powers of the society. The research has explicated the hidden realities and ideologies through CDA three-dimensional framework proposed by Norman Fairclough (1989, 1992a, 1993, 1995). Qualitative method with convenient random sampling approach in chronological order has been utilized to carry out the research. CDA is a combination of politics and language use and the study provides a deep insight into the role of cinema, in reality construction. The study concludes that cinema is a powerful tool capable enough to create realities and ideologies among the masses. The study also contains message for all ages that the real king is the savior of the nation no matter which creed or cast he belongs to. The study is significant to bring changes in the society and recommends some practical and useful suggestions to the readers, leaders, viewers of cinema and for the upcoming researchers who can bring a positive change in the society. The main significance of the study lies in creating awareness in the masses for the welfare of a free and open society. Additionally, the current study suggests that critical thinking is crucial for viewers and readers; critical thinking would help them not to easily get triggered by the issues intended by the powerful institutions, in which ideology and power keep important influences. This study filled many gaps and persisted with numerous gaps for upcoming researchers. It is expected that the current study is going to serve a useful reference resource for the researchers in understanding the study about ideology and power in media discourse.

News Framing of the Arab Spring Conflict from the Lens of Newspaper Editorials

Abstract: News framing of events often restricts us to either ‘oppose’ or ‘favour’ a particular side/party involved in a conflict. This paper examines the print media framing of the Arab Spring in the editorials of The News International (NI) of Pakistan and Arab News (AN) of Saudi Arabia. The coverage sample consists of newspaper editorials published from January 2011 to December 2012 when the uprising received phenomenal attention from the media worldwide. Qualitative content analysis of 48 newspaper editorials (24 NI/24 AN), demonstrates how senior media workers constructed the Arab Spring as an international conflict. Specifically, the lexical choices of editorial writers reveal that mainstream newspapers in both the countries positively framed the pro-Arab Spring protesters (public), who reportedly desired to bring the ‘change’. On the contrary, the media framing of the uprising also reflects that the newspapers negatively framed the anti-Arab Spring authorities (ruling elite), who reportedly resisted the ‘change’. A future research is recommended to investigate readers’ perspectives, as well, on the media portrayals of the Arab Spring or other similar conflicts which can give insights into how language use can impact and is impacted by ideology, cultural nuances and identity of diverse individuals.

Key Creative Features of Syntactic Design in English-Language Advertising Discourse

Abstract: The study suggests that the patterns of syntactical arrangement should be viewed as indispensable creative features in designing advertising messages and postulates that three crucial aspects need to be addressed in order to comprehensively describe the specifics and benefits of a well-reasoned application of syntactic inventory of the English language for the purposes of constructing advertising texts. The three aspects—namely sentence type, message length and rhetorical tropes—are discussed at length from the discursive-pragmatic point of view and drawing on the texts of English-language advertisements of non-specific thematic affiliation. The study uses continuous sampling to ultimately make out the most commonly utilized sentence types, the most extensively preferred promotional message length, and the most frequently registered syntactic rhetorical tropes. The latter are further on filtered down to make up a list of seven syntax-driven rhetorical tropes of the most valid efficiency, followed by substantiation and analysis thereof. The study makes a number of conclusions suggesting that ad efficiency is strongly premised on the adequate comprehension and application of syntactic inventory, which implies selecting the most appropriate sentence type, considering the benefits of syntactic compression, positioning the arguments in the most advantageous way possible, and making use of the most expedient syntactic rhetorical tropes in order to garner the attention of a potential consumer, add an element of surprise and build up a more favorable attitude towards the product being advertised.

Pragmatic Aspects of Tense in English and Arabic: Based on a Neo-SRE Theory

Abstract: The hypothesis upon which this paper is based is that in both Arabic and English the notion of tense underdetermines the notion of time, and some pragmatic enrichment is needed to the get at the correct temporal interpretation. In both languages, beside the normal unmarked tense usages, some marked usages of tense are available wherein the tense constructions do not refer to their equivalent temporal intervals; this is done for the sake of rhetorical purposes as illustrated and exemplified. Even the unmarked cases to tense are proven to require, for sound interpretation, the inclusion of pragmatic givens. Many examples are given in both languages showing the pragmatic nature of the temporal interpretive process of tense in terms of the SRE theory where the interrelationship of the three-time intervals speech, event, and reference times (S/TU, E/TSit, R/TT) is based primarily on rather pragmatic parameters within the process of temporal interpretation. Some new treatment is given concerning the theory of tense interpretation which is related to a pragmatic conception of the speaker’s temporal projection or “virtuality” via which tenses’ inherent three-time points are pragmatically interrelated and arranged in terms of the potential existence of multiple virtual and non-virtual speakers.

The Effect of Flipped Classroom Instruction on Developing Saudi EFL Learners’ Comprehension of Conversational Implicatures

Abstract: While pragmatic instruction has received considerable attention from researchers of interlanguage pragmatics over the last three decades, its effective implementation in the EFL classroom remains an unresolved question. The flipped classroom model is a recently developed teaching method that constitutes a role change for teachers and learners, inverting the front-of-class instruction paradigm in favor of active and collaborative classroom learning. To potentially take advantage of this promising trend, the present study seeks to explore the effectiveness of the flipped classroom for developing Saudi EFL undergraduates’ pragmatic competence and language proficiency by focusing on the comprehension of conversational implicatures during one academic semester. A total of 100 students, assigned to flipped teaching group (n=50) and traditional teaching group (n=50), participated in the study. To elicit the required data, the Oxford Placement Test, a discourse completion test, and reflective e-portfolios were used. A post-test revealed that pragmatic competence significantly increased in the case of the flipped group. The mean score of the flipped group (M=18.48) was considerably higher than that of the traditional group (M=14.68). In following the flipped model of instruction, this progress was influenced by effective out-of-class preparation and appropriate manipulation of in-class time.

Observing the Effectiveness of Task Based Approach in Teaching Narrative Essay at a Private University

Abstract: Writing is one of the most challenging skills of English language. Learners in Pakistan seem unable to master this skill even after years of using English as an official/second language. The focus of this research was to prove that within task-based learning (TBL) framework, language learners engage in purposeful, problem-oriented, and outcome-driven tasks that yield much better results as compared to traditional teaching methods which often fail to generate the desired output. The aim of this research was to prove that Task Based Approach is quite effective and successful in teaching narrative essay writing with an only disadvantage of time consumption. This study resorted to semi-structured interviews and post-test for data collection targeting the undergraduate students in Pakistan. This action research used purposive sampling and employed qualitative research design since the data comprised of both; final drafts of narrative essays and open-ended interviews. The data collected in the post-task phase i.e. the narrative essays were assessed via writing assessment rubrics presented in the IELTS guide for the teachers (2015). The bands were awarded on the basis of four parameters: task achievement, cohesion and coherence, lexical resource, and grammatical range and accuracy. The results delineated that majority of students achieved 5 bands and an overall improvement was observed in the narrative writing skills of students. In the same stead, the students in interview presented the view that Task Based Approach was much more successful in teaching them narrative essay writing.

A Sociopragmatic Analysis of Women and Gender Roles in John Galsworthy’s Forsyte Saga and Naguib Mahfouz’s Cairo Trilogy

Abstract: This study is concerned with investigating the treatment of women and gender roles in Glasworthy’s Forsyte Saga and Naguib Mahfouz’s Cairo Trilogy from a sociopragmatic perspective. The texts studied for this paper have not been evaluated to socio-pragmatic analysis that reflects the little application of this approach to literary works. As thus, the goal of this paper is to advance sociopragmatic analysis to these novels—there is salience from the style, narrative techniques, and language utilized by both writers in their books, which indeed points to pragmatic undercurrents that must be explored. The results indicate that social and political aspects are key elements for understanding women and gender issues in the selected texts. The integration of these contextual elements revealed how the two authors manipulated literary discourse to reflect on the power relations and struggles between men and women of their age. It can be claimed that sociopragmatic approaches provide opportunities for understanding the hidden layers within the selected texts in terms of social practices and interactions among characters. It is finally suggested that sociopragmatic approaches should be integrated into literary studies for a better and deeper understanding of literary discourse in general and crosscultural issues in particular.

Dictionary Look-up Strategies Used by Saudi EFL Students: A Think-Aloud Study

Abstract: This study investigates dictionary look-up strategies (DLS) while performing a reading task by 10 Saudi EFL English major students. Think-aloud protocol was used as an instrument in this study. The results revealed that the subjects used 31 DLS while reading. Reading L1 equivalents and reading L2 definitions were found to be the most frequent strategies that Saudi students use when referring to their dictionaries. The results also demonstrated that the students use the guessing strategy infrequently and prefer to resort to the dictionary immediately. The data also illustrated that the monolingual dictionary yielded different overall success rates. The users of the monolingual dictionary referred to their dictionary to solve 32 words problems (12.5% of all look-ups).

Exploring the Factors Affecting Saudi University Students’ In-Class Willingness to Communicate in English

Abstract: This study explores perceptions of Saudi university students about the factors that affect their in-class willingness to communicate (WTC) in English. The study is conducted using a qualitative research approach. The sample of the study comprises 30 EFL students enrolled in the Preparatory Year programme at the Northern Border University (NBU) in Arar City, kingdom of Saudi Arabia (KSA). The data were collected through in-depth semi-structured interviews and then analyzed using a thematic content analysis. The results revealed that there are 19 factors affecting the students’ in-class WTC in English which can be categorized into three main themes that are learner-related factors (e.g., self-perceived communication competence, fear of making mistakes, fear of being laughed at, feeling of shyness, lack of confidence, being afraid of public speaking, previous communication experience), affective factors (e.g., motivation, second language communicative anxiety, evaluation apprehension), and classroom environment factors (e.g., topic interest, topic familiarity, instructional methods, instructional materials, time, classroom apprehension, instructor, class size, classmates). The study concludes with some pedagogical implications for EFL practitioners about L2 learners’ in-class participation in the target language and provides some insights for the improving the learning experience of English as a foreign language.

A Discourse-Historical Approach to Populism in the Right-Wing Discourse on Immigration

Abstract: This study is concerned with investigating the implications of the new nationalist and populist discourse of the far right-wing movements to immigration in different Arab countries, with a focus on Egypt, Lebanon, and Jordan. For this purpose, the study is based on a corpus of different genres, including political speeches, newspaper articles, as well as social media posts and comics. Critical Discourse Analysis (CDA) is used in order to explore speakers’ ideologies and how rhetoric and discursive strategies are employed to influence public opinion and persuade citizens about certain views and policies and even prompt them to take the desired action. Results indicate that the new nationalist and populist discourse adopted by different politicians and far right-wing parties and movements have negative impact on the rights of migrants and refugees in Arab countries. Migrants and refugees are used as scapegoats for political gains. They are blamed for all social, economic, and political challenges and crises these countries are suffering today. Right-wing movements are embedding some hidden ideologies in their political discourse that are related to the hate and rejection of migrants and refugees. It can also be concluded that the increasing popularity of anti-immigration movements and radical right-wing political leaders hint at the influence of the nationalist and populist discourse on the public opinion in their countries. Populist discourse has led to fear and rejection of the “Other”, and even to racist acts and xenophobia.

Factors Contributing Low English Language Literacy in Rural Primary Schools of Karachi, Pakistan

Abstract: Education prepares individuals to contribute constructively in this globalised world. Apart from this, several factors make English learning essential as a part of the educational practice and receive particular importance. Unfortunately, Pakistan is still lagging in achieving English literacy, especially in rural areas. The present study aims to explore the challenges and to suggest solutions to improve English learning and teaching in rural primary schools of Karachi, Pakistan. By employing qualitative design, eighteen teachers (12 females and 6 males) were selected through convenient sampling. Data were collected through semi-structured interviews and classroom observations. All the interviews were analysed through thematic analysis technique and the views of teachers were confirmed by observing their classes for two days. The findings reveal that teachers and students encounter several obstacles that hinder them in acquiring effective English learning. These Include the weak background of English, lengthy course outline, limited resources, crowded and multilingual classes, shortage of English teachers, Lack of parents’ interest and inadequate teachers’ training. Accordingly, the study mainly suggests that language teachers should be equipped with necessary teaching resources along with continuous specialised training to meet the challenges.

Using Artificial Intelligence for Developing English Language Teaching/Learning: An Analytical Study from University Students’ Perspective

Abstract: As time passes on, machines are becoming more and more complex, fast-processing and intelligent Being exactly like humans deducting, inferring and making decisions is still away, however some remarkable gains in the application of Artificial Intelligence (AI) techniques and machine learning have been recently recorded Therefore, the current study seeks to examine strategies for effectively applying artificial intelligence (AI) applications to teach/learn English according to the university students’ point of view The study adopts the analytical descriptive approach in order to study and analyze the literature, to describe AI and the strategies of its employment for teaching/learning English A 40-item questionnaire was used It covers the following fields: AI strategies and its suitable applications for teaching/learning English, the effectiveness of these applications, their practical use, and the requirements for using them in the fields of teaching/learning English Measuring the validity and reliability of the questionnaire revealed a Cronbach’s alpha of 0931 The study sample consisted of 44 randomly selected male students from the English language stream at Northern Border University A set of study instruments was applied The results revealed a group of strategies suitable for employing AI for teaching/learning English The results also indicated a very low level of employment of these strategies for teaching/learning English, and pointed out to their effectiveness if used in this field The study has identified the training requirements from the study sample’s point of view A suggested plan has been envisioned that includes the basics, objectives, content, processors, and evaluation methods for the employment of AI applications in the field of English education

Rhetorical and Persuasive Strategies Employed by Imran Khan in his Victory Speech: A Socio-Political Discourse Analysis

Abstract: This study aims to explore the rhetorical and persuasive strategies employed by a political leader to propagate his ideology using language. It intends to critically analyze the victory speech of Pakistani Premier Imran Khan (IK)—the Chairman of Pakistan Tehreek-e-Insaf (PTI)—which he delivered at the Prime Minister House, Islamabad, after being elected as the 22nd Premier of Pakistan in 2018. The researchers attempt to unveil and analyze critically the strategies that worked behind this speech to persuade the audience. Different linguistic tools used for projecting and achieving political power have been identified and scrutinized. The qualitative analysis of the speech is based on theory of Aristotle’s Rhetoric; Ethos, Pathos, Logos and other persuasive strategies like use of personal pronoun, predication strategy, and positive self-presentation and negative others-presentation employed by IK, and further to study how language carries the power of transforming the perception and political views of people. The findings suggest that political discourse is intentionally crafted to communicate and persuade people about specific ideologies located in the discourse in an implicit way and IK uses the Aristotelian rhetorical model comprising of rhetoric, predication strategy, and self-presentation and negative Others-presentation strategy to persuade his audience to follow his hidden agendas.

Insights into the Semantics of Reduplication in English and Arabic

Abstract: The paper aims to describe and compare the semantics of reduplication in English and Arabic. The paper shows more semantic similarities in reduplication than differences between both languages; although, Arabic reduplication is noted to be semantically more productive than English reduplication. Both languages divide reduplication into full/partial, free/bound, and continuous/discontinuous. Moreover, both languages share the senses of reduplication like; repetition, emphasis, intensity, onomatopoeia, contempt, affection, plurality, non-uniformity, and instability, nonsense, spread out, scatter, movement, contrast, continuity, completion, and lack of control. The semantic connection was developed between most of these concepts, which showed that ambiguity was common between both languages. Both the languages used reduplication in the nursery rhymes, lyrics, games, prayers, second language teaching, children’s phonics cartoons, advertisements, tongue twisters, slogans, newspaper headlines, and political and ideological rhetoric. These similarities support the belief of some linguists stating that different languages in the world share a variety of ‘universal’ semantic features. The study concluded that Arabic reduplication was semantically more productive than English reduplication.

The Truth Behind Voice and Power in My Feudal Lord: A Speech Act Analysis

Abstract: Female writers use autobiography to express their experiences, deference, and inner-conflicts. They describe their connection to different events and people in domestic or social context to explain their feelings and complexity of their lives. This study analyzes the way Durrani constructs norms of gender and power in her autobiography, My Feudal Lord. The paper imports Searle’s theory of speech act analysis to discover the way the author creates and performs gender in the domain of power through textual interactions. Durrani achieves the effect of patriarchy through frequent use of directives, expressives, and commissives by her husband through employing direct language. The husband openly expresses criticism, blame, complain, and acknowledgement in his interactions which validate his authority over his wife. The striking feature of the wife’s speech is even more frequent use of directives as compared to the husband. However, the major gender distinction was reflected in the use of directives. The husband used more commands and the wife asked more questions. Another major difference was that of commissives which occurred half of the times in the wife’s speech as compared to her husband’s speech. She hardly used any apologies or compliments which shows her diminishing submission to her husband’s authority. Her expressives also reflect her firm attitude and courage to take risk of protesting against her physically and socially more powerful husband.

Effect of Communicative Competence in English Over Evolving Job Roles of CPEC: A Critical Analysis of Pakistani Labor Market

Abstract: This research paper critically analyses the Pakistani job market and evaluates the importance of communicative competence in over the realization of the job potential of employees working on the CPEC (China Pakistan Economic Corridor) project. The CPEC project is a multi-dimensional infrastructure-based project that has injected Pakistan with not only great economic potential but also with a multi-lingual work force with a diverse cultural capital. This multi-lingual work force requires better communication standards to function as teams and this study tries to evaluate the effect communicative competence on the careers of employees in this sector. The paper conducted surveys from 10-15 major companies associated with the CPEC project and anonymous employee responses were collected. Data were analyzed qualitatively using strategic competence framework of Canale and Swain (1980). The study found that team leaders that were competent communicators yielded better results from their perspective teams and had higher levels of employee satisfaction. Furthermore, study revealed that people skilled in communication skills had higher chances of career growth and progress as compared to technically skilled personnel.

How Social Support and Foreign Language Anxiety Impact Willingness to Communicate in English in an EFL Classroom

Abstract: This study investigates the impact of social support and foreign language anxiety (FLA) on learners’ willingness to communicate (WTC) in English (L2) inside the classroom in an EFL context of Pakistan. The study administered adapted questionnaires on willingness to communicate (WTC), social support and foreign language anxiety (FLA) to 200 undergraduates of University of Balochistan, Quetta, Pakistan. To analyse the data, both descriptive and inferential statistics were performed in the SPSS. The findings on the social support revealed that father’s support, teachers’ support, best friends’ support, and other friends’ support exerted impact on learners’ L2 WTC. Additionally, anxiety also negatively and significantly predicted L2 WTC with a medium effect size (f2 = .26). These findings signify that provision of social support and means to minimize L2 anxiety can help L2 learners enhance their volitional readiness for L2 communication. The findings of this study have implications for EFL classroom participation in the target language and offer an insight for the policy and planning for the use of English language in an EFL context.

The Effect of Project-Based Learning on First-Year Undergraduate Students in English for Specific Purposes (ESP) Courses

Abstract: Project-Based Learning is an approach that is significantly different from the conventional English Language Teaching method PBL has been advocated as an effective instruction that promotes the simultaneous acquisition of language, content, and 21st-century skills to EFL (English as a foreign language) and ESL context In this study researcher’s attempt is to integrate PBL (Project-Based Learning) approach, which incorporates authentic, learning by doing, problem-solving, critical thinking and team working skills with ESP (English for specific purposes) courses The study aimed to investigate whether the PBL projects assist EFL learners in acquiring department related literature and information in the English language and the effect of project work on learners’ ESP course academic achievement The study was conducted at Tishk International University, formerly known as Ishik University, in Iraq-Kurdistan Region with 2 Engineering (Architectural and Civil engineering) and Business and Management departments’ students A mixed-method approach was designed to make the authentic interpretation of gained results Quantitative and Qualitative instruments were utilized to probe the effect of PBL in the ESP course of undergraduate Iraqi EFL learners The findings of this study reveal that PBL had a significant positive effect on acquiring department-related vocabulary and information in English as well as learners’ ESP course academic achievement showed statistically significant increment

Error Analysis in the Written Compositions of EFL Students: A Classroom Study

Abstract: The aim of the study is to analyse the linguistic errors in the writings of EFL students in a Saudi university. For error analysis, the writing tasks of a group of students were collected and analysed. The results showed that the frequently committed errors were at the sentential level as well as the word level. The most frequent errors were the errors of spellings and the least were the errors of demonstratives. The marked errors were categorised as errors of omission, addition, misinformation and misordering. Further analysis of the collected data indicated interlingual interference, intralingual interference, inadequate practice in English writing and carelessness of students as the major sources of the errors. Hence, the study has pedagogical implications as it will help teachers to device appropriate measures for improving the students’ writing proficiency.

Developing a Framework for Understanding Lecturer-Student Interaction in English-Medium Undergraduate Lectures in Sri Lanka: First Step Towards Dialogic Teaching

Abstract: This study focuses on developing a framework to identify dialogic interaction in English-medium science lectures in a small faculty of a Sri Lankan university. In Sri Lanka, English-medium instruction was introduced with an objective of developing language proficiency of students along with the content delivery. It is asserted that teacher-student interaction in ESL content classes would help develop language proficiency of students. However, generally, lectures in English-medium undergraduate courses in Sri Lanka tend to be monologic, leaving the language development a question. The lecture delivery style, along with other reasons, affects students’ language development in English-medium classes. Although increased dialogic interaction could help change this situation, few studies have examined the occurrence of dialogic interaction in tertiary-level ESL science classes. The main objective of this study is to develop a framework by analysing the lectures given at the faculty in a method that contextually suits the lecture delivery style in the Asian countries. Data were collected from transcribed recordings of 12 hours of lectures, involving four lecturers. The interactional episodes in the lectures were the basis of developing the analytical framework, which refines and extends the MICASE corpus interactivity rating in a contextually-focused way, was especially designed to categorise the lecture discourse along a monologic-interactive/dialogic continuum. This paper also suggests how this framework could be adopted to analyse the lecture deliveries from a practitioner’s point of view. Within the scope of this paper it is explained how this framework was designed focusing attention to interactional episodes. It can be envisaged that the proposed framework can make a concrete contribution to teaching and learning in higher education, mainly to the concept of developing language through dialogic lecture delivery at tertiary level ESL content classes.

Dynamic Learning Platform for Dynamic EFL Learners: A New Journey to Navigate Effective E-Learning Program for English Education at the University Level

Abstract: With the innovation of technology, the nature of learning and teaching English as a Foreign Language (EFL) has been changed, and instead of traditional learning and teaching, e-learning has emerged as a new way to meet the demands of the ‘iGeneration’ who can easily roam around the knowledge domain just with a smartphone at anytime from anywhere. This research aims to find out the challenges of e-language learning that will help establish a more sophisticated Virtual Learning Environment (VLE) by implementing the latest version of the Learning Management System (LMS). E-learning is ‘constructive learning’ or ‘self-regulated learning’ where the learners work as ‘knowledge generators’ and teachers as ‘facilitators’ and so, the learning should be accomplished in a platform that ensures interaction, communication, and collaboration. This research will be provocative of establishing such an environment where online foreign language learners and instructors can adapt easily to the new pedagogical approach to learning for successfully attaining the target learning outcomes. A survey was conducted at the department of English, Najran University (Girls’ section), the Kingdom of Saudi Arabia, and the findings show the necessity of improving teachers’ efficiency in selecting e-learning tools to design learning materials and contents of the course considering cultural context and the modern-day learners’ capacity as well as the goal. It also discusses various implications regarding the need for e-language learners’ skill development that vigorously affects the learning process. The paper finally recommends some possible steps that can be adopted by a university for the successful implementation of e-learning to widen the realm of knowledge for the learners of English as Foreign Language (EFL).

The Prominent Barriers to Speaking in English: A Study Conducted Among Youngsters

Abstract: This discourse analyses the prominent barriers to speaking in English while conducting online English Language classes during the pandemic, COVID-19. The study is conducted among business communication students in university colleges in India and takes five paradigms into consideration. They are: the motivational factor, the personality of the learner, attitude of the learner, the pedagogical management of English classes in online mode and the level of exposure to the English language. Data were collected by analyzing the survey questionnaire distributed among 150 business communication students. Data were analyzed with the help of SPSS in a descriptive mode. The result of the analysis shows that while dealing with online classes, teachers face several difficulties to manage the language subjects, especially the pedagogical management of the English subject. Another significant factor is the level of exposure to the English language. In this online system, ordinary students do not have an opportunity to communicate and practice English. They show some kind of hesitation to use English during the entire class time and give less attention to the words of the teacher. Most of them are distracted due to several factors. It contributes moderately to the predicaments of the learners. This study also helps to understand the crucial factors that act as language barriers in cross cultural business communication as the application level of language is more or less same all over the world.