Forward by the editor
Language controversies have been the focus of much debate in recent studies (Lobin, 2021; Jabeen, Chandio & Qasim, 2020; Progovac, 2019). Bouchard (2018) proposes that controversies in applied linguistics are the result of clashes between different theoretical approaches. Research-based debates on the nature of language acquisition, the extent and influence of L1 on L2, the relationship between language and thought, the existence of universal grammar, the role of language in society and culture, and the accuracy of machine translation, are but a few examples. Widely debated topics are perceived to attract more arguments, possible theories and innovative interpretations. CALR Linguistics Journal Volume 15 includes contributions from linguists and researchers that probe into an area of language controversy in an attempt to find threads within and across disciplines that can clarify the area under investigation and ultimately present studies that can contribute to new forms of knowledge. The themes targeted in the articles that follow include working papers, research articles and case studies on:
• Controversies over the nature of language acquisition
• Bilingual/multilingual policies and practice
• Any evidence on the first language affecting second language proficiency
• The relationship between language and thought
• Language, media texts and interpretation
• The existence of universal grammar
• The role of language in society and culture
• Accuracy in machine translation
• Other language related controversies
We look forward to generating more debate on the topic and opening more venues that can enhance the state of knowledge in this area.
Enjoy this issue
Hayat Al-Khatib, PhD University of London
Professor of Applied Linguistics
LIST OF ARTICLES
News reporting and the Rise of Mediatization
Author:
Hayat Al-Khatib
Arab Open University Lebanon
hkhatib@aou.edu.lb
https://orcid.org/0000-0003-4962-5370
The study aims to raise awareness that the emerging new logic in news reporting is departing from the traditional roles and characteristics associated with media and news reporting. Media inclination, in general and news reporting in particular, in the third decade of the 21st century, are accused of meddling propositions with alternative truths, to the extent that is charting a distortion between facts and opinion (Al-Khatib, 2023; Couldry and Hepp, 2013; Hjarvard, 2008). As a result, media and news reporting are perceived to move off from the essential pillars of accuracy, objectivity and transparency (Livingstone, 2009; Lundby, 2009; EWTN News & Franciscan University Conference, 10-11 March 2023). Consequently, a survey released by Gallup and Knight Foundation (15 February 2023) revealed that Americans’ trust in the news media is diminishing. However, official state narrative, such as the one articulated by Donald Trump’s advisor, Kellyanne Conway (Washington Post, 30 January 2018), and Joe Biden’s presidential statements (12 October 2023) continue to sensitize news reporting in as much as presenting alternative truths that may not be accurate.
While Couldry (2013) contends that this emerging role of media, “is not a single transformative logic within media but a meta-category of social description that points to the changed dynamics and dimensionality of the social world” (p.6). The paper argues that the new role is enunciating the disappearance of reality in favour of what people are led to perceive as real.
Acknowledging discourse as a form of social action (Van Dijk, 2006), the study employs Critical Discourse Analysis in dissecting contemporary official news extracts from prominent news sources, covering critical events in the last decade of this millennium, in pursuit of traditional media characteristics of accuracy, objectivity and transparency. Sociocognitive analysis is applied to establish whether there is a departure from the traditional media aims in pursuit of framing a specific “ideological square”. The authentic value of the semantic representation offered in the news media is analyzed to dissect the discourse construction in the data. The cognitive structures, triggering specific of mental representation, schemas and frames are examined through the assessment of the linguistic and rhetorical devices used in discourse to perceive how they contribute to the sociocognitive phenomenon of framing power abuse, casing biases and
2 | P a g e
projecting alternative realities. The findings support the observation that a new model is emerging that is at variance with the traditional conception of media and news reporting and incorporates new characteristics and media logic.
Key words: new media logic, alternative facts, ideological framing, mediatization.
Download link: Article 1.pdf
DOI: https://doi.org/10.60149/FESQ2281
A Multimodal Critical Discourse Analysis of Egypt-Gaza Border Blockage in Selected Online News Reports
Author:
Manar Medhat Shalaby
Arab Open University- Egypt
manar@aou.edu.eg
The Egypt-Gaza crossing has not been seen as 'a normal border'. The Rafah border is 'a vital lifeline' for Gaza (BBC News). This crossing has passed through several openings and closings over the years, prompting further illicit tunnels beneath it to transport people and commodities. Since 2007, Israel imposed an 'intermittent blockage' of the border to Palestinians, in spite of the fact that, theoretically speaking, this border should be controlled by Egypt and Palestine (France24.com). Due to the Israeli- Hamas war (October 2023), this border now plays a more vital role in evacuation and delivering humanitarian aids. This paper aims to study the different angles of representation of how selected western and Middle Eastern news reports reflect different ideologies towards the border closure. Western media, as well as some Arab media, view 'the blockage' on Gaza by Egypt as 'destructive to the economy and population, 'a double standard in the treatment of Palestinians', 'a crime against humanity' and leading to Gazan 'gasping for resources'. The opposite views expressed sympathy and understanding behind Egypt's position as an attempt to 'defend its territory from Islamist militants' and is 'a security decision'. The Gulf Times reports UN views of equally strong words condemning the Israeli side of the Gaza blockage. New York Times recognizes 'the pressure on Egypt to allow Palestinians to cross the border'. The data will comprise images and their corresponding texts (captions and headlines) from the beginning of the border closure on 8th November 2023 taken from different online news reports, for example, BBC News, France 24, CNN World, The Guardian, NPR, The New Arab News, English Ahram. The model of analysis will be an eclectic approach based on the Critical Discourse Analysis framework (Fairclough, 1995, 2001, 2005, Van Dijk, 2001, Wodak, 2006) and a multimodal analysis of the images examining the semiotic/visual choices used to develop ideologies based on the models of Kress and van Leeuwen (1996), Machin and Mayr, (2012) and Norris, (2019). Findings are confined to the MCDA of selected images from various Western and Middle Eastern news reports, comparing visual and linguistic representations focusing on how image and language map to persuade, normalize and evade agency of the true culprits of this crisis.
Keywords: Multimodal Critical Discourse Analysis (MCDA) – CDA - Ideology - political news report – semiotic/visual analysis.
Download link: Article 2.pdf
DOI: https://doi.org/10.60149/ATOF4399
Communication Strategies of Chinese EFL Learners: The Impact of Interlocutors
Author:
Bingjun Zhang, PhD in Applied Linguistics
University of Birmingham, Birmingham, United Kingdom
binjunecheung@gmail.com
The use of communication strategies (CSs) by English as a Foreign Language (EFL) learners is a crucial aspect of second language acquisition, particularly in immersion contexts. This study investigates how Chinese EFL learners adapt their communication strategies when interacting with interlocutors who share their first language (L1), Chinese Mandarin versus international English-as-a-second-language (L2) interlocutors. Drawing on Dörnyei and Scott’s (1997) taxonomy of CSs, this research employs a mixed-methods approach, combining observation, questionnaires, and interviews to assess the frequency, preference, and rationale behind learners’ use of various CSs. The findings highlight significant differences in strategy use depending on the interlocutors’ linguistic backgrounds. Interlocutors who do not share the same L1 as Chinese EFL learners can encourage Chinese students to resort to more strategies when they need to solve communicative problems in discussions. Speaking with non-Chinese interlocutors (NCIs) can not only increase the frequency of CS use, but also expand the variety of CS types, The study also reveals learner perspectives on their communication challenges, providing valuable pedagogical insights. The results underscore the need for tailored language instruction that accounts for interlocutor variability and encourages flexible strategy use in real-world language contexts.
Keywords: second language acquisition, communication strategy, interlocutor
Download link: Article 3.pdf
DOI: https://doi.org/10.60149/FIYE5677
Establishing Inclusiveness in Content and Language Integrated Learning
Author:
Hengzhi Hu
Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia
p108937@siswa.ukm.edu.my
https://orcid.org/0000-0001-5232-913X
In the realm of Content and Language Integrated Learning (CLIL), an enduring debate exists around whether it should be conducted exclusively with selective students or inclusively for all students. While the answers vary from case to case, I adopt an inclusive approach to CLIL and propose that an expanded framework focusing on establishing inclusiveness in CLIL while ensuring its benefits is necessary. In this paper, based on a summarization of the underlying reasons for elite CLIL and effective teaching practices that embrace inclusiveness in CLIL, I propose a framework that embeds learner diversity at its core. This framework recognizes the immediate classroom context wherein inclusive CLIL occurs, involving learners in an engaging and differentiated learning environment supported by teachers. Beyond the classroom context, it focuses on embracing inclusiveness within an institution, where teacher collaboration, professional development, and an inclusive organizational culture are conducive to effective CLIL. Community engagement is considered the broader context in which inclusive CLIL is promoted, with various members such as researchers, families, and policymakers involved. The rationale behind this framework lies in addressing the issue of inclusive CLIL in applied linguistics, which involves not only connecting the micro relations of applied linguistics to the macro relations of socio-cultural and political aspects of foreign language education but also ensuring that all students have access to the benefits of CLIL.
Keywords
CLIL, inclusive education, foreign language education, learner diversity
Download link:
Article 4.pdf
DOI: https://doi.org/10.60149/SVMK3684
Exploring Nativelikeness: A Study of English Past-Tense
Morphology in Vietnamese-Speaking Adult Learners
Author: Hà T. V. Nguyễn [nguyenthivietha@tdtu.edu.vn]
Faculty of Foreign Languages, Ton Duc Thang University, Ho Chi Minh City, Vietnam
The debate surrounding whether adult second language learners can achieve ultimate proficiency has long
intrigued researchers in the field of second language acquisition. This study aimed to investigate the
ability of Vietnamese-speaking learners of English to produce target-like past-tense verbal morphology.
Specifically, it sought to (a) determine whether adult second language learners could demonstrate
nativelike past verbal markings and (b) explore the factors contributing to non-target-like representation.
Participants completed a background survey and a cloze task, followed by text and speech production
tasks, and individual follow-up interview sessions. Results revealed that participants did not exhibit
nativelike performance on past-tense verbal inflections, with the source of their non-target-like
performance attributed to performance and processing demands rather than a systematic deficit. A
significant effect was found between grouping and production scores, F(1, 57) = 36.37, p < .001, ηp
2 =
.39. The effect between the types of production task and its scores was also significant, F(1, 57) = 5.76, p
= .02, ηp
2 = .09, with a significant interaction between grouping and production type, F(3, 56) = 17.12, p
< .001, ηp
2 = .48. Additionally, a Pearson correlation test demonstrated a marginally significant
correlation between the oral and written versions of the sample (p = .051). A paired sample t-test result
showed that nonnative English participants significantly scored higher on text production (M = 75.90, SD
= 27.25) compared to speech production (M = 51.31, SD = 21.21), t(14) = -3.88, p = .002, 95% CI [-
38.16, -11.01] (two-tailed), while no significant difference was found between text and speech production
by English native participants (p = .90). These findings underscore the pivotal role of input in achieving
ultimate proficiency in second language acquisition among adults. The discussion delves into the
implications of the findings and the significance of input in adult second language acquisition.
Keywords: adult second language acquisition, English past-tense morphology, input,
nativelikeness, performance and processing demands, Vietnamese learners
Download link: Article 5.pdf
Beyond Age and Gender: Hidden Factors Shaping Student Participation in Online Classes and Face-to-face
Author: Yousef Houssni Zrekat
Faculty of Language Studies, Arab Open University, Saudi Arabia
Email: y.zrekat@arabou.edu.sa
ORCID ID: https://orcid.org/ 0000-0001-9479-6318
Hassan Saleh Mahdi
Faculty of Language Studies, Arab Open University, Saudi Arabia
Email: h.mahdi@arabou.edu.sa
ORCID ID: https://orcid.org/0000-0003-4023-8219
Yehia Al-Sohbani
Faculty of Language Studies, Arab Open University, Saudi Arabia
Email: y.alsohbani@arabou.edu.sa
ORCID ID: https://orcid.org/0000-0003-0542-1560
Sameh A.Galil
Faculty of Language Studies, Arab Open University, Saudi Arabia
Email: s.galil@arabou.edu.sa
ORCID ID: https://orcid.org/0009-0004-3503-1605
This study examines the relationship between participation and performance, exploring classroom participation dimensions as mediating factors. The study investigates the multifaceted dynamics of student participation, focusing on perceptions of silence and engagement across diverse educational modalities. It also explores the impact of demographic factors such as age, gender, and academic major on participation. The study compares students' perceptions of participation in two conditions: face-to-face and online classes. Using a survey as the data collection tool, the study involved 168 male and female EFL students from various majors at Arab Open University in Saudi Arabia. Results revealed significant differences in the influence of student-associated variables based on participants' academic discipline and gender. However, no statistically significant differences were found for other variables concerning gender and cultural background. Regarding age, significant differences were reported across all variables except those related to instructors. Notably, no significant difference was found based on the modality of instruction (traditional face-to-face versus online learning). Furthermore, the study revealed positive correlations among the constructs assessed by the questionnaire.
Keywords: silence, participation, EFL learners, online classes, learners’ age, learners’ gender, learners’ cultural background, learners’ major
Download link: Article 6.pdf
An Asynchronous Cellular Automaton Model For Language Shift
Author: 1Nacira Allaoua and 2 Rezki Chemlal
1 Laboratory of applied mathematics, Bejaia University,Algeria.
nacira.allaoua@univ-bejaia.dz
2 National Higher School in Mathematics, Algiers.Algeria.
rezki.chemlal@nhsm.edu.dz
The phenomenon of language extinction is a major social problem affecting
millions of people worldwide. This is primarily due to language shifts,
which occur when a community of speakers ceases to utilise their traditional
language and instead employs a new language in all communication settings.
Understanding language shifts, especially as a way of predicting the extinction
or survival of subordinate languages, should therefore be an essential
challenge for social science research. In this paper we present a model of
language shift using a two dimensional asynchronous cellular automaton.
This model simulate linguistic change in a multilingual context. The model
uses an initial matrix reflecting the linguistic diversity of a region. Each
element or cell of the matrix is representing an individual speaking at least
two languages. A local rule is then applied to each cell with an adjustable update
probability and the desired values of the maintenance parameters which
represent a threshold that determines the resistance of an individual speaking
a subordinate language to the influences of the neighbourhood speaking the
dominant language. The survival or extinction of subordinate languages is
dependent upon the level of engagement exhibited by individuals with their
respective languages. The model provides a simulation tool that we hope
will prove useful to study this sociological aspect. During simulation we
applied our model to the case of Algeria. The simulation results show that the
survival of subordinate languages in our model is very sensitive to the initial
conditions and the values of the maintenance parameters. This sensitivity
shows how small changes can have a big impact on language evolution. It
helps us understand how languages change over time.
keywords : Asynchronous Cellular Automata, Computational Simulations,
Sociodynamics
Download link: Article 7.pdf
Pragmatic transfer on expressing disagreement in a second and third language
Author: Cristina Gadaleta,
University of Huddersfield, United Kingdom
cristina.gadaleta@hud.ac.uk
This proposal explores how the first language (L1) influences second (L2) and third language (L3) proficiency in expressing disagreement among trilingual speakers proficient in Italian, Spanish, and English. Previous research suggests that L1 impacts the acquisition and use of pragmatic functions in additional languages, especially in complex acts like expressing disagreement. This study examines how L1-specific norms and strategies affect disagreement expression in L2 and L3.
Using a mixed-methods approach, the study combines quantitative analysis of written and oral discourse completion tasks (WDCTs and ODCTs) with qualitative Discourse Evaluation Tests (DETs). Participants from B1 to C2 proficiency engage in tasks designed to elicit disagreement in various social contexts, allowing for comparative analysis of linguistic and pragmatic strategies.
Data analysis identifies patterns of L1 transfer, such as direct translations, L1-based discourse markers, and adherence to L1 norms. DETs provide insights into participants’ metapragmatic awareness and cross-linguistic influence perceptions. Preliminary hypotheses suggest that speakers with Romance languages (Italian and Spanish) as L1 reveal different L1 influence patterns than those with English as L1 due to closer linguistic and cultural proximity. Higher proficiency in L2 and L3 is expected to reduce L1 interference.
Findings reveal that trilingual speakers show differing patterns based on their L1, with Romance language speakers exhibiting distinct influences compared to English L1 speakers. Trilingual speakers often adopt high formality levels, reflecting cautiousness and heightened sociolinguistic sensitivity. Moreover, the results indicate high levels of pragmatic awareness among trilingual speakers, influenced by their interaction with the target language, learning context, language skills, and frequency of use. The order of language acquisition does not negatively impact pragmatic awareness, given sufficient exposure and proficiency.
This research has significant implications for language teaching and learning in multilingual contexts. Understanding the role of L1 in shaping L2 pragmatic competence can inform strategies that better address trilingual speakers’ needs. By highlighting L1 influence shades in expressing disagreement, this study contributes to the broader field of second language acquisition and pragmatic development. This proposal aims to deepen the understanding of multilingual pragmatics and the complex interplay between languages in trilingual speakers, focusing on the intricate and culturally sensitive act of expressing disagreement.
Keywords: Pragmatic transfer, pragmatic competence, pragmatic awareness, disagreement
Download link:Article 8.pdf
A Multimodal Discourse Analysis of Selected Caricature Images Associated with Artificial Intelligence Technology
Author: Shaimaa Mohamed Helal, Assistant professor of Linguistics,
Faculty of Language Studies, Arab Open University, Saudi Arabia,
s.helal@arabou.edu.sa , ORCID ID: https://orcid.org/0009-0003-1540-7188.
Our age is witnessing a rapid growth of artificial intelligence (AI) technology. This fast AI growing has resulted in its pervasive presence in various aspects of our daily lives. Thus, our age is described as ‘the age of AI’. Being a current issue of society, AI technology attracts many caricaturists to represent it in several ways in their caricatures to deliver its visual messages. Hence, the current study examines the visual representation of AI technology in a corpus of editorial cartoons published on the global online platform, Cartoon Movement. With the aim of identifying the visual communicative functions, thematic foci, and discursive practices employed by caricaturists in depicting AI-related issues, the study employs a multimodal discourse analysis approach. To achieve the aim of the study, eleven caricature drawings published between 2023 and 2024 were purposively selected for semiotic analysis. Utilizing Kress and Van Leeuwen’s (2006) model of visual social semiotics, the study examines the representational, interactive, and compositional meanings conveyed by the selected cartoons. Additionally, for analyzing visual metaphors in the study, Lakoff and Johnson’s (2008) conceptual metaphor theory is employed. The significance of the study lies in its contributions to the understanding of how AI is visually represented as well as its potential implications for society. The analysis reveals three thematic foci in the representation of AI: AI dominance, the end of humanity, and AI’s effects on various aspects of human society, including knowledge, intelligence, civilization, creativity, jobs, truth, and politics. These themes are used to present a predominantly negative portrayal of the ‘age of AI’ and its potential consequences. Furthermore, the study identifies discursive strategies employed by cartoonists to convey their implicit ideologies about AI technology.
Keywords: multimodal discourse analysis; artificial intelligence (AI); visual modality; social-semiotics
DOI: https://doi.org/10.60149/XOPL6668
Challenges in Written Corrective Feedback: Young EFL Learners’ Attitudes and Perceptions of the Boomerang WCF Strategy
Author:
Shoghig Kaloustian & Elisabet Pladevall-Ballester
Universitat Autònoma de Barcelona, Spain
shoghig.kaloustian@uab.cat
elisabet.pladevall@uab.cat
EFL young learners’ writing improvement hinges mostly on the educators’ indirect, unfocused written corrective feedback (WCF) (Bitchener & Knoch, 2010, Ferris et al., 2013). Although a mounting body of research has examined the effectiveness of the educator’s WCF for improving L2 learners’ grammatical accuracy (Ferris et al., 2013; Ellis et al., 2008; Sheen, 2007), fewer studies have investigated learners’ perceptions of types of corrective feedback, of active involvement in the correction process, and even less among young learners (Karim & Nassaji, 2015). Research also emphasizes the importance of peer collaboration in providing feedback, which in turn ensures engagement with WCF (Loewen & Sato, 2018); thus, learners who are actively involved through self or peer-correction seem to show significant improvement in EFL writing pushing educators to recognize learners’ agency (Loewen & Sato, 2018; Mackey, 2020). The present research explores young EFL learners’ perceptions and attitudes towards WCF conditioned by the type of corrective feedback they receive. The predominant purpose of this study is to investigate the impact of a novel WCF approach called “Boomerang Correction Strategy”, which is a collaborative method developed by the researcher actively involving learners in the correction process. Ninety-six fifth grade EFL learners from three private schools in Lebanon were randomly assigned to a no-feedback control group and three experimental correction conditions: educator-only, educator+self+educator, and educator+peer+educator. The study measured the attitudes and perceptions of learners who participated in this proposed correction strategy (educator-self and educator-peer correction groups, N= 51) through a post intervention perception survey. The results indicated that overall, learners had a favourable attitude towards WCF and preferred intervening in the feedback process. They generally enjoyed taking more initiatives in the revision process of their writing with less interference from teachers. Highly positive attitudes emerged particularly in the self-correction group.
Keywords: Written corrective feedback; L2 writing; young EFL learners; learner perception; self-correction; peer-correction
Download link: Article 10.pdf
A Linguistic Comparison between Human- and AI- Generated Texts in Lebanon
Author:
Christelle Frangieh1 and Manal Abdallah2
1Lebanese American University, Byblos, Lebanon. e-mail: christelle.frangieh@lau.edu.lb
2Balamand University, Balamand, Lebanon. e-mail: Manal.abdallah@fty.balamand.edu.lb
On November 30, 2022, OpenAI launched ChatGPT- a leading chatbot that generates human-like output by using Natural Language Processing. While this novel technology has gained popularity worldwide, its integration in the educational field specifically has stirred controversies and mixed reactions. The major problem that many instructors have been recently facing is academic dishonesty in exams and written assignments, which led many institutions and professionals to redefine their policies and change their assessment methods. Considering the paucity of research exploring the language of ChatGPT, especially in Lebanon, the aim of this study is to provide an analysis of the linguistic features of AI-generated texts versus human-generated ones and highlight the divergence between the two. It is therefore essential to provide an insight into the capacities and limitations of AI in order to help instructors understand the platform the students use and spot, or at least question, any possible academic dishonesty. To derive the data corpus for this study, a total of 50 essays were collected from students in a private university in Lebanon and generated using ChatGPT 3.5 given the same instructions. Subsequently, a comparison between the AI- and human- generated writings was done through LIWC-22 (Linguistic Inquiry and Word Count)- a software for analysing word use- in order to investigate and interpret different variables such as pronouns, articles, positive and negative emotions, social words and other categories. Moreover, a comparison was made between different versions of ChatGPT- generated texts using the LMS (Language Matching Style) tool in LIWC to investigate the language of AI. The results have shown that, in terms of word frequencies, ChatGPT employed much more sophisticated words than students, who used simple and basic terminologies. Additionally, the detailed LIWC analysis ran for both has shown that AI tends to be more formal, objective and direct, while students’ writing remains more emotional and subjective. Last but not least, the LMS and LIWC analysis of AI-texts have shown very close percentages, denoting the similarities between the AI-generated texts. Keywords: ChatGPT, human-generated texts, LIWC, linguistic analysis, students
ENHANCING ENGLISH VOCABULARY LEARNING: A COMPARATIVE STUDY OF AUDITORY AND VISUAL INPUT MODALITIES IN ESL
Author:
Joe Khoueiry & Rabih Nabhan
joe.h.khoueiry@net.usek.edu.lb rabihnabhan@usek.edu.lb
Holy Spirit University of Kaslik, Lebanon
Vocabulary is a fundamental element in the context of English as a Second Language (ESL). ESL learners find it difficult to develop their language and speaking skills, as well as the comprehension of texts due to limited exposure to the target language outside the classroom, difficulties in pronunciation and intonation, and the struggle to apply vocabulary in different contexts. Despite research efforts to explore different ESL instructional methods, little research was conducted to enhance vocabulary acquisition and retention based on students’ learning style and preferences. This study aims to compare the effectiveness of visual and auditory learning methods in improving vocabulary acquisition among ESL students. Using a true-experimental research design, 37 students were selected from the same class and divided randomly into two groups: 20 participants in the Visual-based group and 17 participants in the Auditory-based group. All participants underwent three vocabulary tests: pre-, mid-, and post-tests, and were graded based on performance by two raters. The intervention, conducted over a semester, involved listening to audio clips or watching videos to expand vocabulary. Results indicate significant differences between the groups, with the visual group showing higher vocabulary acquisition scores post-intervention, despite choosing participants from the same class. The Mann-Whitney U test results suggest that the post-test results of the two groups were significantly different, in contrast to the pre- and mid-test score, suggesting that the intervention’s effect was obvious in the final test. Friedman’s ANOVA conducted for both groups show statistically significant differences within the visual groups across all three tests, unlike within the auditory group. Post-hoc tests reveal that the pre- and post-tests pair in the visual group achieved greater results compared to the other (pre- & mid-, and mid- & post-) pairs. Qualitative data show similar outcomes, proving the power of visual input in enhancing vocabulary. The findings highlight the importance of incorporating visual input modalities in ESL instruction to improve vocabulary learning outcomes, enhance engagement, and vocabulary retention.
Keywords: English as a Second Language (ESL), Vocabulary Acquisition, retention, input modalities, visual, auditory
The Effects of Self-regulated Strategy and its Associations on Self-efficacy for Chinese as a Second Language Acquisition in Collegiate Students
Author: Chenrui Miao, School of Education, Curtin University, Australia. chenruiMiao1999@163.com
& Jingyao Shi, School of Education, University of Edinburgh, England. 1579485239@qq.com
Previous studies have indicated a close relationship between self-efficacy and the ability to use self-regulation strategies. Specifically, the higher the ability to use self-regulation strategies, the stronger the self-efficacy. However, the factors influencing self-regulation strategies and the impact of these factors on the effectiveness of self-regulation strategy abilities have not been clearly elucidated. Based on previous research, this study incorporates potential factors affecting self-regulation strategies that have been proposed but not empirically verified. Using polynomial regression analysis on the basis of questionnaire design, the study investigates whether self-efficacy is influenced by self-regulation ability, how self-regulation affects learners, and which factors influence the effectiveness of self-regulation. A total of 187 undergraduate students learning Chinese as a second language were invited to participate in the study. The research found a positive correlation between self-efficacy and self-regulation ability, with self-monitoring and evaluation abilities playing an intermediary role between the two. Polynomial regression analysis revealed that academic performance, the use of external resources, and emotional attitudes toward Language learning all had a positive correlation with self-regulation ability. However, upon further investigation, the study found that adult learners primarily focused on using external resources to regulate themselves. At the same time, the other two factors did not have a significant statistical effect. This study provides insights for Chinese as a second language teachers,
guiding them to emphasize the regulation of adult learners' use of external language resources before, during, and after class.
Keywords: Self-regulated strategy; Self-efficacy; Chinese as a Second Language Acquisition; Collegiate Students
Evaluating the Translation of Figurative Language: A Comparative Study of ChatGPT and Human Translators
Author:
Yousef Sahari
Department of English Language and Literature, College of Arts and Letters, The University of Bisha, Bisha, Saudi Arabia, Email: ysahari@ub.edu.sa
https://orcid.org/0000-0001-8318-6987
Fawaz Ali Ahmed Qasem
Department of English language and Literature, College of Arts and Letters, University of Bisha, Bisha, Saudi Arabia, Email: faqasem@ub.edu.sa
https://orcid.org/0000-0002-2314-1768
Eisa Ahmad S. Asiri
English Department, King Khalid University, Abha, Saudi Arabia, Email: ealeisa@kku.edu.sa
https://orcid.org/0000-0002-5498-4389
Ibrahim Alasmri
English Department, King Khalid University, Abha, Saudi Arabia, Email: Ifasmary@kku.edu.sa
https://orcid.org/0000-0003-2323-3176
Ahmad Assiri
Department of General Courses, King Abdulaziz University, Jeddah, Saudi Arabia, Email: aassiri1@kau.edu.sa
https://orcid.org/0009-0004-5800-3930
Shafi Saad Alqahtani
Department of English Language and Literature, College of Arts and Letters, University of Bisha, Saudi Arabia
shafy@ub.edu.sa
Hassan Saleh Mahdi
Faculty of Language Studies, Arab Open University, Riyadh, Saudi Arabia
Email: almatari7@gmail.com
ORCID ID: https://orcid.org/0000-0003-4023-8219
Generative Pretrained Transformer (GPT) has demonstrated significant advancements recently across various language tasks, including machine translation. However, many studies assessing ChatGPT's efficacy in translation tasks have primarily focused on generic texts. Therefore, this study aimed to evaluate the performance of GPT-3 in translating figurative language between Arabic and English, comparing it against human translators. The study utilized several passages containing figurative language on diverse topics to achieve this objective. Both GPT-3 and a proficient human translator translated these passages, and qualitative criteria were employed to assess their translation performance, including accuracy, fluency, coherence, cohesion, and handling of metaphorical language. The findings indicated that, unlike human translation, GPT-
3 generally produced translations that were comprehensible but struggled to fully capture the differences of figurative language. Specifically, when translating from English source texts (STs), GPT-3 generally maintained a similar number of sentences. In contrast, for Arabic STs, GPT-3 tended to break down and shorten lengthy sentences. The study suggests that while human translators excel in complex translations requiring cultural and idiomatic insights, AI can effectively handle simpler tasks. This highlights the potential for hybrid translation models that leverage AI efficiency alongside human expertise.
Keywords: AI-based translation, ChatGPT, figurative language, human translation, translation.
Speech Analysis Using Praat Software in between Native and Nonnative speakers of English.
Author:
Abderrahim Bouderbane
University of Abdalhafid Boussouf Mila, Faculty of Letters and Languages,
Department of English, Algeria.
Abderrahim.bouderbane@gmail.com
This research investigates the characteristics of speaking fluently by analyzing its main components like pauses, filled pauses, and hesitations. These components are very important in speaking, and they are used generally to generate ideas, plan what to say next and organize the content. The sample in this research is composed of 20 participants split between 10 native speakers and 10 non-native speakers who were selected randomly. The nature of this research determined the selection of the participants, as they should be proficient in English even non-native speakers of English. This research is to compare samples of recorded speech samples of native and non-native speakers of English to distinguish between pauses, fillers and hesitations. The samples are evaluated using software called Praat. This analysis is based mainly on three main steps which are counting the total time of speaking, then we compare between the pauses’ length of native and non-native speakers on an adjustable level of up to 5000 or 6000 Hz;. This is generally the highest level of pauses
length in Praat measurements. After that, speech rate and hesitation phenomena (pauses, hesitations and fillers) are compared to using the Pearson product-moment correlation coefficient (r). The results indicate that native speakers engage in genuine real life communication with the support of both language knowledge and topic knowledge and produce speech automatically. Non-native speakers on the other hand, require different proceduralization of information and they produce speech in stages, and they require a lot of time to think about what to say next and produce more hesitation phenomenon.
Keywords: native and non-native speakers, fluency, hesitation phenomenon, Praat, Speech analysis.
Specificity and Culturally Relevant Teaching in English for Academic Purposes courses: q Bahrain university case study.
Author: Dr Elena Novik, Faculty of Language Studies, AOU, Bahrain elena.novik@aou.org.bh
Dr Andrew G Scott, The University of Queensland, Brisbane, Australia a.scott2@uq.edu.au
One language controversy that continues to be the focus of debate for practitioners is the role of specificity in English for Academic Purposes courses (Hyland, 2002), and the respective merits of English for General Academic Purposes (EGAP) and English for Specific Academic Purposes (ESAP) courses. This widely debated topic has led to well-established arguments in favour of specificity and yet EGAP courses continue to be widely taught. This has resulted in some confusion for classroom practitioners regarding best practice. This paper will probe into this area of language controversy and clarify what is at stake in each of the approaches in order to enable practitioners to make principled and informed choices for their classrooms and their learners. We will illustrate the key issues of these two approaches and conclude with a brief case study of EAP courses at a University in Bahrain with reference to the particular contextual aspects affecting teaching EAP to Arabic-speaking students. This enables us to examine relevant issues such as developing general academic skills vs. developing discipline-specific academic language; cultural differences in academic discourse vs. adapting to western academic norms; appropriateness and suitability of specific EAP courses for the needs of the students and the society in general. We conclude the paper by focusing on more practical considerations, such as cultural sensitivity in curriculum design and instruction. In other words, we will discuss the application of EGAP and ESAP as a part of TEFL in Bahrain, focusing on the role of the cultural and contextual factors in the education process. We conclude that while the issue of specificity in EAP course continues to be a concern for text analysis researchers, specific contextual factors assert a much stronger influence on EAP course design. We urge researchers to move beyond texts and investigate language classrooms to contribute to a better understanding of EAP as it is experienced by educators and learners.
Keywords
English for Academic Purposes, specificity, Arabic students, cultural factors, contextual factors, Culturally Relevant Teaching, needs analysis, writing conventions.
Exploring the Role of Speaking Activities in Enhancing Undergraduate Students' Writing Skills
Author: Youssef Zreikat
Arab Open University Kingdom of Saudi Arabia.
y.zrekat@arabou.edu.sa
This study aims to explore the effect of improving the speaking of Arab undergraduates on their writing skills. A total of 50 first-year EFL university students at Arab Open University in Saudi Arabia were selected as the study participants; they were divided into three groups based on their level of English proficiency. Two research instruments were used to gather the needed data namely open-ended questions regarding their attitudes and experiences towards writing and students’ recorded interactions transcripts. A thematic analysis approach was used to analyze the data. The findings revealed that students developed a better understanding of the writing process when writing and speaking are integrated and that various strategies can facilitate the writing process. With the said integration, the students were able to view the writing process from a broader perspective instead of focusing merely on the individual elements of grammar, spelling, and punctuation. Additionally, through group work structure, the students were able to develop interpersonal skills which facilitated their ability to listen, speak, organize, and provide constructive feedback. However, certain noteworthy issues with oral discussions should be addressed by the instructor such as ensuring the quality of the discussion, the length of time involved, and the recurrent usage of the mother tongue. Finally, a discussion of the pedagogical implications and suggestions for future studies conclude the study.
Keywords: English; skills; writing; speaking; language.
Mother Tongue (MT) a Challenging Factor in English Pronunciation in the Context of Ao Learners Learning English as Second Language (SL)
Author: Toshimenla Ao & Dr. Imlienla Imchen
Nagaland University
Kohima, Nagaland
India
aien.imchen@nagalanduniversity.ac.in
Language plays a pivotal role in the evolution of society, deeply intertwined with cultural and social development. This study investigates the influence of MT on the pronunciation of English consonants among Ao undergraduate learners in Mokokchung District, Nagaland, where English serves as the official language and medium of instruction. The study highlights that MT interference significantly impacts the learners' pronunciation, leading to frequent errors. Data was collected through observation, interviews, oral test, audio recordings, and questionnaires from 482 undergraduate Ao learners from different disciplines of study (Arts, Commerce and Science) aged from 18-25, alongside phonetic transcription and analysis of recorded pronunciations. The findings reveal that Ao speakers exhibit a notable pattern of using voiceless and voiced phonemes interchangeably in free variation, particularly with bilabial voiceless plosives [p] and voiceless alveolar plosive [t] with their voiced counterparts. Additionally, the absence of certain English phonemes in Ao leads to substitution errors, such as replacing voiced velar plosive [g] with voiceless velar plosive [k], voiced palato alveolar [ʤ] with voiceless palate alveolar [ʧ], voiceless inter dental fricative [θ] and voiced inter dental fricative [ð] with aspirated alveolar plosive [tʰ] and voiceless alveolar plosive [t]. The analysis indicates that MT interference significantly contributes to pronunciation errors in English as a second language (L2). The study emphasizes the dual role of MT as both a facilitator and a hindrance in L2 learning, depending on the phonological similarities and differences between the two languages. While a significant number of learners are aware of MT interference and attempt to correct it, others prefer to retain the influence due to cultural preservation. This research highlights the necessity for targeted phonetic instruction to address specific pronunciation challenges faced by Ao learners, thereby enhancing their English language proficiency.
Keywords: Mother tongue influence, Second Language Learning, English Language Teaching, free variation, error.
A Comparative Study of Steinberg's and Snow & Hoefnagel-Höhle’s Research on Second Language Acquisition
Author:
Rana Samir Joumblatt, Ph.D. Candidate, Lebanese University Beirut, Lebanon, RJoumblatt@aou.edu.lb
Hind Salah Sleem, PhD, University of Balamand Beirut, Lebanon, hind.sleem@fty.balamand.edu.lb
This study presents a comparative analysis of two significant contributions to second language acquisition research: Steinberg’s (1993) theoretical framework and Snow and Hoefnagel-Höhle’s (1978) empirical study. The main objective of this comparison is to explore how age influences the success of second language learning and to examine critical factors that affect language acquisition across different age groups. Steinberg’s work focuses on the psychological and cognitive dimensions of language learning, emphasizing the role of memory, intellectual capacity, and motor skills. He argues that while younger learners tend to excel in vocabulary acquisition and pronunciation due to their greater cognitive flexibility and memory retention, adults often outperform children in understanding complex grammatical structures, particularly in formal classroom settings where analytical thinking is key. On the other hand, Snow and Hoefnagel-Höhle challenge the Critical Period Hypothesis (CPH), which suggests that there is an optimal age for acquiring a second language. Their empirical study provides evidence that older learners, especially those aged 12-15, can surpass younger children in several linguistic areas, including syntax, morphology, and vocabulary comprehension. Their study followed learners in a naturalistic, immersive environment, where language acquisition occurred through interaction rather than formal instruction. Snow and Hoefnagel-Höhle’s research highlights that older learners can make faster progress, especially with consistent exposure to the language, suggesting that age alone is not the determining factor in language acquisition success. Through an extensive literature review and thematic analysis, this study evaluates the methodologies, participant profiles, language components (such as pronunciation, grammar, and fluency), and the cognitive and environmental factors considered in both Steinberg’s and Snow and Hoefnagel-Höhle’s research. The findings reveal that while age plays a significant role, other factors such as motivation, exposure, learning environment, and cognitive strategies are equally critical. This comparative study provides deeper insights into the complexities of second language acquisition, contributing to the broader understanding of how various factors interact in the language learning process across different age groups.
Keywords: Second Language Acquisition, Critical Period Hypothesis (CPH), Age and Language Learning, Cognitive Factors in Language Acquisition.
Download link: Article 19.pdf
DOI: https://doi.org/10.60149/TPOT3199
