Forward by the editor-in-chief Professor Hayat Al-Khatib
Owing to globalization, we are experiencing a unique phenomenon of cultural meshing where language traditions and communal practices are intersecting at a heightened pace.
As a result of this “meshing" new traits are detected in all disciplines: AI is curating multilingual data from across cultures, reflecting global trends while deriving new forms of cultural fusion for multicultural users. Developers, designers and content creators are customizing AI systems with different languages, symbols and cultural norms. Business disciplines are adapting products and messages, blending global and local cultural elements glucalisation to appeal to diverse global audience; as well as revisiting values, practices and expectations across societies and adapting global strategies to local cultures. Corporations are reforming hierarchical and egalitarian approaches and blending cultural practices in team building, structural organisations and communication. In education, curricula are being injected with diverse intellectual traditions, drawing on knowledge frames from multiple cultures.
At the academic level, what we are witnessing is an emerging multidisciplinary phenomenon which is studied and applied in fields of sociology, anthropology, education, communication, business and cultural studies. At the theoretical level, it can help us approach and analyse language and communication theories from a multidimensional frame integrating contextual factors, power, pragmatics, symbolic negotiations with emerging global narratives. At the practical level, educators are targeting content, teaching methods and communication styles in a transcultural integrative mode. At the level of research, and to frame our endeavour this volume is concerned with deliberations that can help us reconceptualize language as a fluid, interwoven space of meaning; expanding notions of genre, canon, cross-cultural voices and translations as cultural negotiations, and moving disciplines away from rigid perceptions towards more dynamic and culture-sensitive conceptualizations.
Long standing theories are undergoing scrutiny and being challenged, traditional frames are being tested and long held assumptions are being questioned. Universal Grammar theories are revisited with data from code switching and language blending, defying pre-specified neat syntactic categorisation. Hybrid dialects require deeper probing that challenge framing under simple cognitive models. As a result, Chomsky's semantic and syntactic universals are perceived as less rigid than what has been proposed. Sapir-Whorf's linguistic relativity, proposing that languages impose distinct cognitive frameworks prompting different speakers to perceive reality differently;( i.e. aboriginal languages use cardinal directions (N, S, E, W) instead of left and right; so it is normal to say your cup is south east of your plate instead of on your left. This orientation is argued to reflect a deep cultural and cognitive orientation toward the landscape and absolute directions. It was further argued as an example that demonstrated the impact of language on though, where memory and attention are shaped differently as they encode locations in absolute terms rather than relative terms). However, this view on language relativity is now challenged through data from people blending vocabularies and using hybrid expression. This can indicate that thought is more flexible and hybridised and not linguistically bounded.
Vygotsky's Zone of Proximal Development, which emphasizes that learning occurs through social interaction with more knowledgeable others, is revisited from a perspective that cognitive and cultural zones are now simultaneously negotiated as learners experience multiple cultures, languages and communication styles and receive multiple and dynamic scaffolding.
In response to these considerations, we invite you to enjoy our authors' contribution to this volume in both issues 1 and 2.
Hayat Al-Khatib, PhD University of London
Professor of Applied Linguistics
LIST OF ARTICLES
Digital age of language learning: Exploring multimodal approaches in philological and pedagogical disciplines
Author:
Gulzat Kalmatova
Kyrgyz-Uzbek International University, Osh, Kyrgyz Republic
ulzat.kalmat@gmail.com
The digital age necessitates new approaches in various fields, including social domains. Multimodality has become essential in modern communication, offering diverse information transmission methods across all types of interaction. The study aims to investigate the notion of multimodality and its use in foreign language instruction for students in philological and pedagogical fields. This theoretical investigation utilized both inductive and deductive reasoning strategies, alongside diverse techniques for gathering and organizing information from prior research phases. The research investigated the notion of multimodality, its relationship to pedagogy, and the prerequisites for implementing multimodal methods in foreign language instruction. Multimodal strategies were discovered to effectively engage pupils, rendering the learning process stimulating and captivating. The study emphasized the significance of integrating verbal and non-verbal methods of information conveyance in the analysis of lecture discourse. It underscored that multimodal texts are constructed with diverse semiotic methods, and their interpretation is collaborative and iterative. In foreign language teaching, multimodality serves various purposes, including enhancing student engagement, fostering creativity, stimulating imaginative thinking, and promoting associative cognition. The study contributes to the development of multimodality research, demonstrating its practical significance in education. It underscores the importance of foreign language learning in higher education and the need for a comprehensive approach to studying lecture discourse.
Keywords: linguistic nuances, technology integration, semiotic, associative cognition, creativity in learning.
Mastering the Code: Strategic Pedagogical Approaches to Norm-Provider Cultural Frameworks in International Proficiency Tests
Author:
Mohamed Elbably & Nagwa Younis
Ain Shams University & Arab Open University
Correspondence: nagwa.younis@aou.edu.eg
This study investigates how explicit cultural-contextual pedagogy can enhance learners’ performance and awareness in high-stakes international proficiency tests such as IELTS, TOEFL, and Cambridge assessments. Rather than framing the cultural norms embedded in these tests as bias, the research conceptualizes them as a definable communicative system that can be consciously mastered. Drawing on Bourdieu’s theory of cultural capital and Kramsch’s concept of symbolic competence, the “Mastering the Code” framework was implemented in an Egyptian EFL setting (Nile International Schools) through a ten-week mixed-methods intervention. Quantitative results revealed significant gains in writing and speaking scores, particularly in coherence, cohesion, and rhetorical organization ($p <.01, d =.8$). Qualitative data from reflective journals and interviews showed increased metapragmatic awareness and strategic confidence among learners. The findings demonstrate that explicit instruction in the rhetorical and pragmatic conventions of norm-providing English cultures transforms test preparation into a form of academic literacy development. The paper concludes that fairness and equity in global assessment are best achieved through transparency and access to the cultural knowledge underpinning test design. By mastering this “code,” students acquire not only test readiness but a transferable form of academic capital that empowers participation in international discourse communities.
Keywords: language testing, intercultural competence, cultural capital, academic literacy, assessment literacy
MAHASUI PROVERBS: INDIGENOUS APPROACHES TO AN ETHICAL AND SUSTAINABLE CULTURE
Author:
Vani Sirkeck
Department of Humanities and Social Sciences
Indian Institute of Technology (IIT) Kharagpur
West Bengal
India
vanisirkeckiitkgp@gmail.com
&
Dr. Bornini Lahiri
Department of Humanities and Social Sciences
Indian Institute of Technology (IIT) Kharagpur
West Bengal
India
bornini.hss@iitkgp.ac.in
Every language is a storehouse of unique cultural expression and worldview, which gets lost with the language’s endangerment and eventual death. Knowledge, practical wisdom, lived experiences, and values conveyed through Indigenous languages and cultures are critical to setting the world on a more sustainable path (UNESCO, 2023). The ethics, morals, and cultural values mould a community towards a sustainable lifestyle. Mahasui, a northwestern Himalayan Indo-Aryan language spoken in Shimla, Himachal Pradesh, is marked Definitely Endangered by UNESCO (2010). Himachal Pradesh is an ecologically sensitive region with a biodiverse ecosystem (Environment Master Plan, Himachal Pradesh, 2013), which is heavily affected by climate change. This paper presents Mahasui as an invaluable resource of indigenous knowledge systems essential for a sustainable life. Towards this aim, the paper examines the shared human experiences embedded in the Mahasui language, utilizing proverbs documented and translated in Himachali Studies (Hendriksen, 1979) and Somsi (Himachal Pradesh Academy of Arts, Culture, and Languages). Mahasui proverbs utilize cultural references to offer insight into the Pahari community’s ethical, moral, and cultural values. For example, the proverb, /gɔle dzɔũ gɔɳga, teti ‘ubi g’oːr/ (It is Ganges up to the neck, above that it is darkness), addresses the issue of boundaries and overconsumption and advises against reaching the end of restraint and endurance, promoting a sustainable lifestyle. The paper discusses Mahasui proverbs advocating for moral values and ethics related to contentment and sustainable living with limited resources. For example, the proverb "duɟe re koʃʈe khobɭo bɔɽo" (In the vessel of another, the ball of wheat is always big) uses the traditional dish, khoblu, to convey the message that the grass is always greener on the other side. However, one needs to practice contentment and overcome greed to live sustainably. The proverb /ʃaʈha re lakɽe eki ro boːj/ (Sticks for sixty men, for one a load) highlights the importance of collaboration, cooperation, and societal bonds, which are essential for productivity and problem-solving, signifying the community’s collectivistic belief. The Mahasui community’s proximity to nature has shaped their lifestyle to be embedded in respect, compassion, responsibility, and local culture and tradition. The paper finds that sustainability is an integral part of the Mahasui community’s lived experience, presented as an ethical choice, as documented in the translated proverbs. It signifies indigenous languages and their speakers’ diverse experiences are the missing bridge to a sustainable lifestyle in today’s multicultural and multilingual world.
2
Keywords: indigenous languages, endangered languages, sustainability, cultural values, lived experiences, ethics, Mahasui, Mahasui proverbs
Multilingual Pedagogical Practices in Dialogic Teaching in Malaysian ESL Classrooms
Author:
Thilaga Ravinthar
Faculty of Languages and Linguistics, University Malaya
thilaga.r@fbk.upsi.edu.my
https://orcid.org/0000-0001-5852-8324
Dr. Azlin Zaiti Zainal
Faculty of Languages and Linguistics, University Malaya
azlinzainal@um.edu.my
https://orcid.org/0000-0002-0149-9742
This research investigates the dialogic interactions occurring in ESL classrooms at a public university in Malaysia. Utilising Vygotsky's sociocultural theory and Alexander's Dialogic teaching as frameworks, it delves into the interactions between instructors and students within a multilingual environment. Observations from the classroom and semi-structured interviews revealed that both instructors and students engage in code-switching and translanguaging, while instructors incorporate cultural references to support students' responses. Dialogic teaching emphasises knowledge building through cumulative dialogue, moving away from the traditional IRF (Initiation-Response-Feedback) model to empower students. The use of multilingual practices enhances students' dialogic engagement by offering linguistic flexibility and encouraging them to share their opinions. Classroom observations indicated that employing multilingual resources in dialogic teaching strategies led to increased participation, better knowledge construction and more inclusive student involvement. Instructors strategically incorporate cultural references and validate students' multilingual contributions to create psychologically safe spaces that encourage authentic participation, while students demonstrate agency in selecting linguistic resources that best express their ideas and cultural identities. This study contributes to applied linguistics research by demonstrating how multilingual pedagogical practices can effectively support Alexander's dialogic teaching principles in diverse ESL contexts, challenging monolingual ideologies that dominate traditional language education. The study provides valuable insights for ESL instructors aiming to foster more inclusive and culturally aware dialogic settings by utilising students' multilingual abilities as educational resources. It ultimately proposes that successful dialogic instruction in multilingual environments necessitates a fundamental shift in how language is perceived, moving from a deficit view to one that sees it as a resource, while still adhering to Alexander's essential focus on meaningful and engaging classroom discourses.
Keywords: dialogic interaction, multilingualism, group discourse, ESL pedagogy, Higher learning
Intersemiotic Complementarity in Netflix Movie Posters: Analyzing Visual-Verbal Synergy for Dystopian Themes
Author:
Dr Lubna A. Sherif
Assistant Professor of Linguistics & Translation
Faculty of Language Studies
Arab Open University
lubna.adel@aou.edu.eg
https://orcid.org/0000-0002-0059-1491
Scopus ID: 58212321800
The deterioration of fundamental human values associated with the beginning of the twentieth century led to the rise of dystopian narratives which depict futuristic, imaginary worlds shaped by totalitarianism, erosion of individualism, technological dominance, isolation, and manipulation of reality. Although dystopian narratives are extensively studied in literature and cinema, the multimodal strategies employed in their promotional movie posters remain underexplored. This study examines the interplay between verbal and visual semiotic modes in contemporary dystopian movie posters and its contribution to the construction of meaning. It analyzes four dystopian movie posters, streamed on Netflix between 2017 and 2020, using Royce’s (2007) intersemiotic complementarity framework. The analysis reveals that the synergy between visual and verbal modes in these posters demonstrates the dystopian themes of helplessness and resilience in addition to the narrative elements of setting, protagonists, and theme. Keywords: dystopian narrative, movie poster, Netflix, Intersemiotic Complementarity, Text-Image Relations.
Redefining Literacy in Education: Bridging Teaching Practices with 21st-Century Demands
Author:
Louay Khatib (PhD in English Language and Literature)
Antonine University
This study underscores the necessity of evolving literacy education to prepare students for success in a global, digitalized world. In the 21st century, the traditional concept of literacy, once confined to reading and writing, has become inadequate for addressing the demands of a rapidly evolving, technology-driven world. This paper explores the need to redefine literacy to include digital, media, information, and cultural competencies that are essential for navigating the complexities of modern society. It examines the challenges and opportunities involved in bridging traditional teaching practices with the evolving demands of 21st-century literacy. Through a comprehensive review of current educational theories and practices, the paper emphasizes the importance of integrating collaborative learning, critical thinking, and digital tools into the curriculum. An experimental case study is presented, showcasing the integration of digital literacy into a middle school setting, where students engaged with tools such as digital storytelling, blogging, and collaborative platforms. The results demonstrated increased student engagement, improved critical thinking, and enhanced collaborative skills. However, challenges such as the digital divide and the need for teacher professional development were also identified. Finally, the paper provides recommendations for future research, including the exploration of alternative assessment methods, the role of AI in literacy education, and global comparisons of literacy frameworks.
Keywords: 21st-Century Literacy, global competence, Intercultural Competence Teacher Professional Development, Digital Divide, Equity in Education
The Perceptions of Native-Arabic Speaking Students towards Using ChatGPT for Learning English as a Second LanguageAuthor:
Nouha Hamad
School of psychology and humanities, University of Central Lancashire, Preston, UK
nouhahamad09@gmail.com
Mansour Abdulshafea
School of Medicine and Dentistry, University of Central Lancashire, Preston, UK
MSIAbdulshafea1@uclan.ac.uk
Awasha Atiega
School of Business and Management, University of Central Lancashire, Preston, UK
amtiega@uclan.ac.uk
The abilities of the Artificial Intelligence (AI)-based service, ChatGPT, have been attracting a continuously expanding interest since its release. Researchers and educators are keen to understand ChatGPT’s implications in language education and identify its benefits and drawbacks. Despite its strengths and advanced multilingual capabilities, ChatGPT has several limitations such as its poor performance in non-Roman script languages, particularly Arabic. In addition, a gap in the literature has been identified concerning the voice and position of native-Arabic speaking students regarding the use of ChatGPT in English learning. Therefore, this paper aims to examine the perceptions of this cohort of students towards ChatGPT as a learning assistant and analyse their beliefs regarding the advantages and disadvantages of ChatGPT. A 5-point Likert Scale questionnaire was utilised to collect primary quantitative and qualitative data from 30 English students whose first language is Arabic and have diverse levels of English proficiency. The research was conducted in three different academic institutions in the UK. The findings reveal that most of this student group perceive ChatGPT positively in terms of its use as an effective tool to scaffold and enhance their English learning. However, there are some concerns among these students regarding ethical use, performance in Arabic language and information accuracy. These issues should be addressed by the technology developers, policymakers, teachers and researchers, who could cooperate to determine how ChatGPT can be utilised in the safest and most effective way.
Key words: ChatGPT, Generative AI, English Learning, Language Education, Native-Arabic Speaking Learners
The Acquisition of New Arabic Vocabulary by Non-Native
Speakers of Arabic: A Linguistic Study
Author:
Tawfiq Omar
The University of Jordan, Language Center, Jordan. tawfego@gmail.com
The acquisition of new vocabulary is a critical component of language learning, particularly for
international students studying Arabic because of the unique nature of the Arabic language. This
research paper explores the perceptions of international students studying Arabic at the Language
Center of University of Jordan of new Arabic vocabulary in Modern Standard Arabic (MSA), focusing
on the challenges they face and the strategies they employ that influence their learning process mainly
the understanding of new vocabulary. The study employs a mixed-methods approach, combining a
quantitative survey and a qualitative discussion. The findings reveal that while students recognize the
importance of vocabulary acquisition, they often struggle with the complexity of Arabic morphology,
and the cultural context embedded in the language. It also reveals that students employ techniques and
strategies to find meanings for new Arabic words as they encounter them in texts such as root
memorization, in-text clues and logical guessing. The paper concludes with recommendations for
educators to enhance vocabulary teaching methods and for students to adopt more effective learning
strategies.
Keywords: Arabic vocabulary, learning strategies, vocabulary acquisition, Second language learning,
Arabic for non-native speakers.
Author:
Walid M. Rihane
Lebanese International University | Universitat Rovira i Virgili
Beirut, Lebanon
walid.rihane@liu.edu.lb
Dr. Andrea Roxana Bellot
Universitat Rovira i Virgili
Tarragona, Catalunya, Spain
andrearoxana.bellot@urv.cat
This article investigates how children’s fantasy fiction functions as a medium for investigating themes of migration, exile, and diaspora in the modern globalized world. This study compares how C.S. Lewis’ The Lion, the Witch and the Wardrobe and Philip Pullman’s Northern Lights employ fantastical geographies that metaphorically represent experiences of displacement and identity transformation. Through the use of a multidisciplinary theoretical framework that draws from postcolonial theory, cultural identity studies, and spatial theory, this research focuses on concepts such as imaginative geography, the unhomely, cultural hybridity, chronotopes, heterotopias, and global cultures to uncover how the protagonists’ journeys through alternate worlds reflect patterns of cultural dislocation and renegotiation of self. This research’s findings suggest that while Lewis reshapes the trauma of wartime evacuation into a restorative narrative of homecoming and belonging, Pullman presents a more radical and ongoing experience of exile. Both texts emphasize the agency of child protagonists and their capacity to build new communities across cultural lines, yet they diverge in their narrative resolutions and ideological foundations. Lewis sustains a conservative vision of return while Pullman endorses continual displacement as a trajectory to ethical awakening. The article concludes that the genre of children’s fantasy fiction not only reflects but also reimagines the emotional and sociopolitical layers of migration in a way that resonates with young readers. Both works provide frameworks through which contemporary issues of diaspora, cultural hybridity, and identity can be safely explored. Additionally, both works hold pedagogical and educational value for fostering empathy and intercultural understanding in educational contexts. This study affirms the relevance of fantasy literature in addressing global concerns and highlights its role in guiding readers’ understanding of displacement and belonging in an increasingly interconnected world.
Keywords Children’s literature; fantasy; migration; exile; diaspora; postcolonial theory; imaginative geography; spatial theory; identity; intercultural education
Speech Acts in the Digital Age: A Cross-Cultural Study of Directives on TikTok among Indonesian Youth
Author:
Sholihatul Hamidah Daulay & Novia Robeitah Irham
Universitas Islam Negeri Sumatera Utara, INDONESIA
sholihatulhamidah@uinsu.ac.id
novia.irham2307@gmail.com
Abstract
In the contemporary era, the facilitation of cross-cultural communication has become increasingly prominent, driven by globalization, digital media, and heightened intercultural interactions. Consequently, distinctive verbal communication patterns among diverse nations, cultures, and ethnic groups have become increasingly apparent, frequently employing unique linguistic methodologies that may occasionally result in misunderstandings or cultural disorientation. These dynamics are particularly conspicuous within urban multilingual environments, such as Jakarta, Indonesia, where various cultural subgroups display divergent communicative behaviors. Two such subgroups—designated as Anak Jaksel (youth from South Jakarta) and Anak Jaktim (youth from East Jakarta)—exhibit distinct linguistic identities that underscore broader socio-cultural disparities. This investigation aims to explore and juxtapose the directive speech acts employed in dialogues between Anak Jaksel and Anak Jaktim as manifested on the social media platform TikTok. The principal objective is to categorize the types of directive speech acts utilized by each subgroup and to scrutinize the strategic variations inherent in their respective conversational styles. The research employs a qualitative descriptive methodology, with data sourced from two brief TikTok videos titled “Anak Jaksel vs Anak Jaktim.” These videos depict informal interactions between representatives of each subgroup and serve as a manifestation of authentic language use within a digital public sphere. The analysis concentrated on the classification and interpretation of directive speech acts—utterances designed to prompt the hearer to undertake specific actions, including requests, suggestions, and inquiries. The findings disclosed a total of thirteen directive speech acts within the Anak Jaksel discourse, comprising seven inquiries, four requests, and two suggestions. In contrast, the discourse of Anak Jaktim revealed eight directive speech acts: four inquiries, one request, and three suggestions. These results signify a heightened frequency and diversity of directive speech acts employed by Anak Jaksel, indicating a more assertive or proactive communicative approach. Moreover, the study uncovers significant disparities in the strategic deployment of directive speech acts between the two groups. Participants from Anak Jaksel appeared to engage in dialogue with a heightened level of initiative and elaboration, while participants from Anak Jaktim exhibited a more subdued and context-sensitive approach. These findings contribute to a broader comprehension of pragmatics within digital sociolinguistic contexts and emphasize the necessity of recognizing cultural and regional variations in the realization of speech acts, particularly within the discourse of youth in urban Indonesia.
Keywords: cross cultural, communication, directive, speech acts, pragmatics, tik tok.
Assessing the Impact of Problem-Solving Teaching Methods on Medical Students' Verbal Proficiency Skills
Author:
Ali Al-Sultan, PhD Researcher in Applied Linguistics English Department, Faculty of Arts and Humanities, Sana'a University, Sana'a, Yemen Email: alialsultan33@gmail.com
This study examines the impact of Problem-Solving Teaching Methods (PSTMs) on the verbal proficiency of first-year medical students at 21 September University for Medical and Applied Sciences (UMAS) in Sana'a, Yemen. A total of 90 students enrolled in an English for Medical Purposes (EMP) course were selected through a cluster sampling technique and divided into three groups: two experimental groups and one control group, each consisting of 30 participants. Group assignment was conducted randomly, and baseline comparability among the groups was verified through pre-test scores to minimize selection bias. The study employed a quasi-experimental design with pre- and post-tests over a three-month intervention period (90 instructional hours, July–September 2024). The Sub-Speaking Occupational English Test was used to assess participants’ speaking proficiency. Details on the test’s scoring criteria, administration procedures, and rater reliability were considered to ensure its validity in this context. The pedagogical framework was grounded in communicative language teaching and constructivist principles, supporting the use of real-life problem-solving tasks to improve speaking skills. Statistical analysis was conducted using SPSS version 22. Paired-sample t-tests, ANCOVA, and Bonferroni post hoc tests were used to determine the effect size and compare group performances. Results and effect size showed statistically significant improvements in all groups, with the experimental groups performing better than the control group. The experimental groups achieved a post-test mean of 80.51, while the control group had a mean of 73.90 (p < 0.001). These gains were evident in key speaking domains, including intelligibility, fluency, grammatical accuracy, appropriateness of language, and clinical communication. To enrich the interpretation of findings, qualitative feedback from instructors involved in the intervention was also considered, offering insights into students’ engagement, response to tasks, and observable language use during sessions. While the results support the effectiveness of PSTMs, interpretations are made cautiously, acknowledging the scope and context of the study. The study recommends further longitudinal research into varied instructional methods to assess their long-term effects on medical students’ verbal proficiency and to inform EMP curriculum development.
Keywords: Problem-Solving Teaching Methods; English for Specific Purposes; English for Medical purposes; verbal proficiency skills
Exploring the Comparative Impact of YouTube Shorts and Long-form Videos on Spoken English Development: A Qualitative Study of Bangladeshi EFL Learners
Author:
Md. Mahadi Rahman
Premier University, Chittagong, Bangladesh
mahadirahmandell@gmail.com
https://orcid.org/0009-0007-9890-177X
This qualitative investigation examines the perceptions of Bangladeshi English language learners regarding the strengths and weaknesses of using long-form and short-form video content to develop spoken English. This study took a sample size of six semi-structured interviews with diverse socio-educational backgrounds using thematic analysis to classify patterns in the experience and perceptions of learners (Braun & Clarke, 2006). The theoretical framework combines Input Hypothesis by Krashen, Cognitive Load Theory, and Microlearning Theory, Multimedia Learning Theory and Self-Determination Theory (Deci & Ryan, 2000). The results indicate that even though YouTube Shorts are believed to have benefits of accessibility, engagement or specific skills acquisition, specifically related to pronunciation and acquisition of vocabulary, they are not seen as the thorough learning method, but rather as the addition or supplement (Simbolon & Ismahani, 2024). Long-form videos offer more detailed material and contextual education and consume more time and mental resources (Mayer, 2014). Another important consideration to learners is sociolinguistic factors that tend to determine the preferences and perceived effectivity of the learner on the basis of the educational background, geographical location, and exposure to English in the past (Rahman & Islam, 2020). The study will help know how new forms of video presentation can be successfully used in language learning classrooms and in the case of Bangladesh especially, where there is a challenge with the development of proficiency in English.
Mapping Inconclusiveness: Media and the Contested Narratives of the Mutiny on the Bounty
Author:
Omar Ahmed Muhammad Ain Shams University, Cairo, Egypt, omarelnamr@edu.asu.edu.eg
This paper examines the multilayered and multifaceted 1789 mutiny aboard HMS Bounty, a historically contested maritime event characterized by divergent narratives that are inherently inconclusive. While Captain William Bligh’s official account framed the mutiny as an act of treachery led by Fletcher Christian, subsequent retellings—ranging from historical analyses to fictional adaptations—have complicated this narrative, often portraying Bligh as a tyrannical figure whose harsh leadership justified the crew’s rebellion. Given these contested narratives, the paper adopts an intermedial approach to investigate how Captain Bligh’s original account inspired diverse representations across fiction, film, and art. To trace the mutiny’s evolution across media, the paper employs such key concepts in intermedial studies as media transmediation and representation. The paper also adapts Lars Elleström’s intermedial framework with targeted modifications to analyze how each media representation transmediates the mutiny narrative. This analytical approach systematically reveals narrative gaps and biases across the different versions, exposing how each medium selectively emphasizes or omits aspects of the historical event. Focusing on Nordhoff and Hall’s novel as a pivotal case study, the paper argues that its fictitious narrator, Roger Byam, functions as a medium. Through Byam, the contested narratives can be collated, juxtaposed, and tentatively synthesized, offering a more comprehensive understanding of this enduring maritime controversy.
Keywords: Mutiny on the Bounty; intermedial studies; transmediation; narrative inconclusiveness; Nordhoff and Hall; qualified media.
AI-powered Speech-to-Speech Translation (En/Ar): A Comparative Study Between SeamlessM4T V2 and Microsoft Translator
Author:
Ayah Yussuf Teama1, Ain-Shams University, Cairo, Egypt (aya.yIbrahim@alsun.asu.edu.eg) Nagwa Younis2, Ain-Shams University & Arab Open University, Cairo, Egypt (nagwayounis@edu.asu.edu.eg)
The advancement of artificial intelligence (AI) has transformed the field of interpreting, especially with AI-powered Speech-to-Text and Speech-to-Speech translation tools gaining prominence. Limited AI-powered tools provide such services for free, among which are SeamlessM4T V2 by Meta AI (demo version) and Microsoft Translator by Azure AI. This research relies on the Multidimensional Quality Metrics (MQM) framework to compare and contrast both AI tools in terms of accuracy and fluency when translating from English into Arabic. Through a qualitative analysis conducted on the sentence level, we aim to provide insights and early observations on the strengths and weaknesses of such tools, whether to recommend or discourage their use by users, and support developers with guidance to enhance the quality of interpreting. Automatic Speech Recognition (ASR) quality findings show that SeamlessM4T V2 achieved a Word Error Rate (WER) of 2.72%, while Microsoft Translator achieved a WER of 3.4%. As for translation accuracy and fluency, both systems struggled with idioms, culture-specific references, sarcasm, and proper nouns—frequently producing literal or inconsistent renderings, while SeamlessM4T V2 showed slightly superior grammatical cohesion. In speech synthesis, SeamlessM4T V2 was generally preferred for intonation and pacing, while Microsoft Translator was perceived as more robotic, especially when rendering numerals. Humor and sarcasm were challenges for both systems. The study highlights the need for developers to improve AI systems' ability to achieve pragmatic equivalence, thereby enhancing the contextual appropriateness, cultural sensitivity, and human-likeness of AI-generated speech.
Keywords: Artificial Intelligence, Speech-to-speech Translation, Automatic Speech Recognition, Text-to-speech Synthesis, AI Translation
Western Armenian: Its role in Identity Preservation and in the Study of the Armenian Language
Author:
Nrane Sargsyan PhD in progress Armenian Philology, Yerevan State University, Yerevan, Armenia nranesargsyan@gmail.com
The importance and necessity of spreading and preserving the Western Armenian language has always been in the spotlight. This issue became especially acute when UNESCO officially included it among endangered languages in 2010. The preservation of the Western Armenian language is usually considered in the context of preserving the national identity, cultural values and continuity of the Armenian communities of the Diaspora. Nevertheless, the importance of the Western Armenian language is not only cultural or social, but also linguistic. Western Armenian is the natural continuation of Middle Armenian, and its systematic analysis makes it possible to reveal phonological, lexical, and grammatical correspondences and developments. The methods used in the work revealed these common features. Particular attention has been paid to grammatical features such as the use of the particle կը (ky’) in forming the present tense, the pluperfect and colloquial forms. These observations show that Western Armenian not only preserves the heritage of Middle Armenian but also undergoes independent development. The connections between Western and Middle Armenian are of great importance for understanding the overall trajectory of Armenian language development.
The Western Armenian language also influences and is influenced by the Eastern Armenian language; there are transitions in vocabulary and grammatical forms. In this regard, the simultaneous and unified development of the two options, enhancing their practical role and encouraging factors contributing to their preservation and development are crucial.
Today, the Western Armenian language continues to serve as the main language of communication for a significant part of the Armenian communities of the Diaspora. One of the largest and most vibrant environments for the use of Western Armenian is the Armenian community in Lebanon. It has the opportunity to manifest independently and freely. Schools, the press, radio, cultural centers, and the church operate in the Western Armenian language, contributing to the preservation, continuity and creating conditions for the viability of the language. At the same time, migration and political factors lead to a narrowing of the scope of language use, emphasizing the urgency of preservation efforts.
Thus, the study of the Western Armenian language is important not only for the comprehensive study of the Armenian language, but also has a priority in terms of national identity, educational policy and the continuity of Diaspora communities. Overall, the paper proposes a multifaceted examination of Western Armenian, considering its scientific and identity-related functions, its interaction with Eastern Armenian and possible dangers.
Keywords: Western Armenian, Eastern Armenian, Middle Armenian, diaspora, Lebanese Armenian community
Revisiting Educational Approaches: From Teacher Dominance to Student Engagement
Author:
Dr Rajaa Mahdi Saleh Al-Tamimi
Republic of Iraq
Raga.elc@hcediraq.org
As education increasingly adopts student-centered paradigms, the teacher’s role is transforming from that of an authority figure to a facilitator of learning. This shift involves key responsibilities that enhance student engagement and learning outcomes. Teachers now focus on creating supportive environments that balance autonomy with structure, fostering collaboration through group activities and peer interactions, and providing timely, constructive feedback to guide student progress. Additionally, they must be flexible and responsive, adapting instruction to meet diverse student needs. By embracing these evolving responsibilities, educators play a vital role in cultivating inclusive, engaging, and empowering learning experiences. To support these theoretical insights, this paper includes a quasi-experimental study conducted in Baghdad, Iraq. That demonstrates the effectiveness of student-centered strategies in improving student engagement and academic performance in EFL classrooms, the study conducted to compare two groups of students; one group is involved in experimental study and the other one is a control group. Two-ninth grade groups participated over six weeks. One of them is exposed to the traditional method and the other one involved in Think –pair share and technological tools. The study compared the outcomes between those two groups , the findings showed a massive increase in students autonomy and academic performance regarding the experimental group that exposed to students –center approach .These results support the earlier ideas of students –center approach and its vital role in increasing students interactions, academic engagements and empowering .
Key words: student-center paradigms, student engagement, autonomy, empowering
Identity through Linguistic Landscape: Multilingualism in Lebanon
Author:
Dr. Yousra SABRA
Lebanese University
Beirut
Lebanon
ORCID 0000-0003- 2668-1740
sabra.yousra@ul.edu.lb
This study examines the linguistic landscape (hereinafter LL) of five areas in Lebanon: Achrafieh in Beirut, the capital, Baalbek in Beqaa, Bourj Hammoud in Mount Lebanon, Kawachira in Akkar, North Lebanon, and Nabatieh in South Lebanon. These areas are chosen via purposive sampling because each of them displays idiosyncratic socio-linguistic political features. The focus in these areas is on the visual aspect, mainly through signs of shops, buildings, bulletin boards, streets and the like to identify the different languages used and to understand the reasons behind the language choices. Through a sociolinguistic, mixed design that combines both the qualitative and the quantitative modes of research, the study investigates the state of multilingualism in these areas by analyzing 222 signs coupled with 25 interviews. The signs are selected from the main streets in these areas and then analyzed following an integrated framework adopting Ben-Rafael et al. (2008) bottom-up and top-down perspective to separate the public and the private signs, Reh’s (2004) framework of categorization: duplication, overlapping, fragmentation, and complementarity in multilingual texts, and Scollon and Scollon’s (2003) discourse analysis of multilingual signage in diverse environments. The results show the choice of the language(s) in a sign is affected by: sociolinguistics, economics, ideology, identity, power, and globalization. English dominated signs in areas that were known for their strong Arabic identity like Baalbek and Nabatieh, whereas Armenian and Turkish were prevalent in Bourj Hammoud and Kawachira respectively as a sign to identity retention. Class also impacted the languages in signs, especially in Achrafiyeh, where French as ‘la langue de salon’ takes prominence. Arabic as the national language is still dominant in top-down signs.
Keywords: linguistic landscape, identity, sociolinguistics, visible multilingualism, signage, Lebanon
Whose Accent Matters? Vietnamese English Linguistics Majors’
Attitudes Toward Native and Vietnamese English Accents
Author:
Nguyen Thi Mai Tram
Lecturer, School of Languages
International University, Vietnam National University HCMC
Ho Chi Minh City, Vietnam
Email: tramntm@hcmiu.edu.vn
Phan Thanh Quang
Lecturer, School of Languages
International University, Vietnam National University HCMC
Ho Chi Minh City, Vietnam
Email: ptquang@hcmiu.edu.vn
In today’s globalized world, English is not only a tool for international communication but also a site
where identity, professionalism, and cultural belonging are negotiated. This study investigates
Vietnamese English majors’ attitudes toward native-accented (e.g., American/British) and Vietnameseaccented
English, revealing how language preferences intersect with self-perception and social
aspirations. Drawing on a mixed-methods approach, we surveyed 116 English linguistics students using a
modified Language Attitudes Scale–Student Form (LASS) and open-ended reflections to explore their
beliefs, emotions, and intended behaviors regarding English accent use. Quantitative results show a
statistically significant preference for native-like pronunciation across cognitive, affective, and behavioral
dimensions, highlighting the continued symbolic value attached to native speaker norms in educational
and professional spaces. However, qualitative insights add complexity: many students expressed pride in
their Vietnamese-accented English, viewing it as a reflection of cultural roots and communicative
authenticity. This dual stance, valuing native accents for career mobility while defending local ones as
identity markers, reflects the nuanced realities of learners navigating global and local pressures. This
study contributes to conversations on language and identity in multilingual societies, as well as the role of
English education in fostering intercultural competence. It underscores the need to rethink pronunciation
instruction: shifting from accent imitation toward intelligibility, confidence, and inclusiveness. We argue
that embracing diverse Englishes in language classrooms not only improves communication but also
affirms students’ cultural identities, bridging the gap between global aspirations and local realities. As
English continues to evolve as a global lingua franca, such attitudinal research offers vital insights into
how young professionals understand their place in a multilingual world.
Key words: language attitudes; accent attitudes; native-speakerism; Vietnamese English
accents; language ownership
Fostering Professional Writing and Intercultural Reflexivity in a Transnational Simulation Project
Author:
Hà T. V. Nguyễn [nguyenthivietha@tdtu.edu.vn]
Faculty
of Foreign Languages, Ton Duc Thang University, Ho Chi Minh City, Vietnam
Kimiko
Koseki [koseki@myad.
Faculty
of Social Innovation, Seijo University, Tokyo, Japan
This study investigates how university students experienced simulated business email communication
within the Japanese Vietnamese Joint Project ( an educational initiative aimed at replicating
authentic workplace interactions through intercultural co llaboration. A total of 42 participants 23
Vietnamese and 19 Japanese students were engaged in email based roleplays simulating exchanges
between overseas customers and supplier company representatives. Using a mixed methods approach, data
were drawn from weekly reflective journals, documented email threads, discussion board posts, course
grades, and exit surveys. Analysis revealed three prominent themes: academic engagement, classroom
reality interconnectedness, and intercultural reflexivity. Students cons istently emphasized the realism of
the project, with one Japanese participant stating, “I was able to think how to respond if sic I were a real
businessman and another acknowledging, “this program has taught me a lot of things about being a
business pe rson.” Vietnamese students also expressed a heightened sense of professional readiness: JVJP
allow[s] us to have a better understanding of business and make us ready for business Survey results
reflected these sentiments, with 56.3% of Japanese and 86.4 of Vietnamese participants reporting
substantial improvements in business communication skills. Intercultural insights were central to students’
reflections, particularly regarding differences in formality, tone, and cultural conventions. For instance,
p articipants noted that “Japanese students write business e mails in a formal way,” and that “Vietnamese
students seem to write freely.” One student observed, “soft language is preferred in Japan,” especially
“when writing to complain,” while another emphas ized, “Japanese often have long greetings…It is good to
understand that there is such a culture.” Statistical analysis using the Spearman rank correlation coefficient
showed positive associations between types of email exchanged and final course grades, as well as survey
responses. These findings affirm the pedagogical value of JVJP, suggesting that structured email
simulations can foster intercultural competence, professionalism, and student agency. The paper concludes
with recommendations for implementing similar joint programs, including detailed planning, learner
support, and activities that cultivate a community of learners prepared for global business contexts.
Keywords: English learners, business communication, intercultural reflexivity, higher education
Teaching English Learners in the Margins: Rural TESOL Preparation and the Struggle for Efficacy
Author:
Hà T. V. Nguyễn [nguyenthivietha@tdtu.edu.vn]
Faculty of Foreign Languages, Ton Duc Thang University, Ho Chi Minh City, Vietnam
Jianzhong Xu [jx18@colled.msstate.edu]
Department of Counseling, Higher Education Leadership, Educational Psychology, and Foundations, Mississippi State University, Starkville, MS, U.S.A.
This study investigates how TESOL coursework influences the EL related instructional enactment of preservice teachers (PSTs) preparing to teach English Learners (ELs) in rural mainstream classrooms. Despite growing EL populations in rural areas, many teacher education programs offer limited coursework and practical experience specifically focused on linguistically diverse learners. To address this gap, this research examines the specific components of a TESOL course that PSTs found most and least helpful in developing their instructional enactment. Drawing on quantitative and qualitative data collected from pre and post course surveys, classroom observations, and lesson plan documentation/ artifacts, the study explores PSTs’ ability to support ELs. Quantitative data from pre and post survey were entered and analyzed using a Microsoft Excel spreadsheet. Qualitative data from pre and post
survey, microteaching observations, and lesson plans used for the microteaching sessions were organized and analyzed using NVivo 11 software. The coding process was informed by broad thematic categories such as “self efficacy” and “usefulness,” which were further refined into subcategories based on participants’ responses. Ancillary nodes such as “realization,” “practice,” and “suggestion” captured additional layers of learning and reflective thought. Findings indicate that PSTs experienced significant growth in their awareness and understanding of EL students’ needs. Key components contributing to increase EL related instructional enactment included practice based assignments such as micro teaching as well as instructors’ modeling and anecdotes. Participants’ realizations about the complexity of EL instruction and their changing views about teaching were closely linked to a shift from theoretical knowledge to practical pedagogical awareness. However, many PSTs still expressed uncertainty about how to translate course content into practice, particularly in rural contexts where support and resources are limited, thus they could not successfully enact their EL related instructional strategies. The study concludes that while a single TESOL course can promote greater empathy, awareness, and foundational preparedness, it is insufficient on its own to fully equip rural PSTs to teach ELs. Recommendations include expanding field based experiences with ELs, integrating culturally responsive pedagogies across coursework, and sustaining professional learning opportunities beyond graduation. The study findings offer valuable insights for TESOL teacher education programs aiming to better support future teachers working in under resourced, linguistically diverse communities.
Key words: TESOL teacher preparation, English Learners, preservice teachers, rural education, instructional enactment
