English Language Studies

Learning grammar can be difficult for learners but this can be changed through interactive activities. Language games are an excellent way to make learning grammar fun among learners Although the use of language games is not a new tool in the teaching and learning of grammar, employing the right game for a specific grammar item is vital. Hence, this study aims to experiment, using a language game ‘Monster Back to School -Parts of Speech Board Game, in efforts to enhance the learning of the parts of speech more effectively. This game is designed to provide practice in identifying the parts of speech in the English Language, from word level, through sentence level to making decisions on whether the parts of speech have been correctly identified. By playing this game, it is believed that learners will be able to engage and learn grammar in a fun-filled way. Methodology comprised quantitative and qualitative methods, using a questionnaire and interview, with the participants, who were c...

Resumo Este artigo objetiva apresentar o gênero meme como um gênero digital para o ensino de LI por meio de Sequência Didática (SD). Está ancorado na abordagem de gêneros digitais pela perspectiva do Interacionismo Sociodiscursivo. Assim, apresentamos duas propostas de SD com base no gênero meme: uma voltada para o ensino de línguas para alunos da educação básica e outra para ser implementada com professores de inglês em contexto de formação continuada no Programa de Desenvolvimento Educacional (PDE). A motivação para este trabalho foi o reconhecimento da necessidade de trabalhar com professores da educação básica uma proposta que reconhecesse a inter-relação entre as linguagens produzidas pelas novas tecnologias, o domínio da língua inglesa e abordagem de gêneros digitais por conceber a linguagem como prática social. Justifica-se essa necessidade o fato de que os parâmetros oficiais têm reconhecido a necessidade de práticas de multiletramentos para o ensino de línguas e o reconheci...

This study investigates the influence of gender on undergraduates' perceived usefulness, ease of use, intention to use, and reaction towards WhatsApp and podcasts as learning tools. Using a descriptive survey research design, data were collected from 382 university students through a self-reported questionnaire. The findings revealed that there was no significant influence of gender on perceived usefulness, ease of use, intention to use, or reaction towards both WhatsApp and podcasts for learning purposes. All test statistics (Wilks' Lambda, Pillai's Trace, Hotelling's Trace, and Roy's Largest Root) have an F-value of 1.529 and a p-value of 0.193. These results suggest that both male and female students perceive these digital tools, similarly, indicating their potential for widespread integration into instructional practices without gender-based considerations. It is therefore recommended that educational institutions and educators leverage this neutrality to promote the inclusive use of WhatsApp and podcasts for learning. Further research is encouraged to examine other factors, such as technological proficiency and socioeconomic background, that may impact the adoption and effectiveness of these technologies.

The study aimed at examining the strategies of teaching English as a second language in Grade 4 in selected schools of the Amathole District of the Eastern Cape Province, South Africa. From the entire elementary schools within the Amathole District of the Eastern Cape Province, the researchers of this study randomly selected eight Grade 4 ESL instructors, from the agreed four elementary schools, which means two Grade 4 ESL instructors for each agreed school. For the data collection, a questionnaire with thoroughly designed questions and an observation checklist that entails guidelines of what to observe were used. Hence, the data were quantitatively and qualitatively analysed. The study findings particularly indicated that all the interviewed Grade 4 ESL instructors understand what teaching strategies denote and can recognise the current teaching strategies of Grammar Translation Method (GTM), Direct Method (DM), Silent Method (SM), and Communicative Language Teaching (CLT) method except for the Audio-Lingual Method (ALM) and the Total Physical Response (TPR). However, the findings indicated that all the Grade 4 ESL instructors were only able to apply the features of both GTM and CLT strategies during the classroom observation, while the features of direct and silent methods were recognised by some of the Grade 4 ESL instructors were not applied during the classroom observation. Also, the findings established that the GTM is more applied by the Grade 4 ESL instructors compared to the CLT. Thus, the implication is that realistically in the teaching of Grade 4 ESL learners, the instructors only employed either the GTM or CLT, where the GTM is mostly used against the CLT.

The present qualitative study, adopted a constructive approach with the aim of finding out the socio-economic causes of child begging in district of Peshawar, Pakistan. The primary data was collected by conducting 60 interviews with 30 male and 30 female child beggars. Moreover, representatives of the Child Protection Unit and Child Beggar Home, Social Welfare Officers, Police SHOs, and Lawyers, were also interviewed. Data was analyzed through the process of thematic analysis. The study concluded that most of the children started begging as a forefather's profession. The lack of governmental attention transformed the social evil of begging into a profession. Most of the beggars have migrated from other regions, especially Sindh, Punjab, and Afghanistan. Most of the parents turn out to be greedy, and their greed compels them to do begging while utilizing children to send them on the streets. The study recommends that relevant stakeholders, government, and non-governmental organizations (NGOs) help begging children by educating them in schools and skill development centres to prepare them for an honorable life.

In this paper, we introduce the notion of positional differential argument marking, a pattern in which the use of argument-coding devices, such as flags or indexes, is contingent upon the linear position of arguments in the clause. Compared to factors such as animacy and referentiality, the impact of word order on differential argument marking is understudied. In order to fill this gap, we compiled and annotated a dataset of 93 PDAM patterns, identified in a genealogically and areally diverse convenience sample of 70 languages. Most patterns involve a competition between a default, or zero, form and a non-zero form, but word order was found to affect argument indexing and argument flagging in a non-identical way. Non-zero indexing is more likely in the case of preverbal arguments. Non-zero flagging is favored in verb-edge orders and also when the argument is used in a non-default position. We hypothesize that this distinction reflects avoiding higher costs in processing referents in the discourse in the case of indexing, but more efficient comprehension of the clause in the case of flagging.

Reading is an indispensable skill in various life contexts. Improving students’ reading skills is integral to effectively acquire information, communicate ideas and avail professional development opportunities. However, this is somewhat a difficult skill, requiring massive effort to comprehend the ideas and critical thinking to practice a meaningful reading process. Students should have rich vocabulary, knowledge of grammar, structure, meanings and other prerequisites for significant reading. Hence, this study tested the level of STAP implementation to Grade 7 students of LNHS. Based on their pre and post test scores in reading skills such as vocabulary, reading fluency and reading comprehension to see its significant relationship utilizing the Quasi- Experimental Research Design. The researcher collected data through criterion sampling, pretest and posttest, and survey questionnaires. The implementation of STAP is anchored on the Phil-IRI manual of the DepEd. The research findings imply that there is a significant difference between the pre and posttest scores of the students in vocabulary, reading fluency and comprehension skills. The study reveals that that the STAP implementation has strong positive correlation to the vocabulary (r=0.74) and reading comprehension skills (r=0.75) while moderate positive correlation to reading fluency (r=0.44). It shows that the implementation of STAP, which covers assessment, strategies, student participation, schedule and materials plays a vital role in enhancing students’ reading skills in English. Thus, there is a glaring need to integrate collaboration between the school personnel to an effective teaching-reading.

This paper examines the morphological processes in Nupe. Morphological processes are a means of changing a word base or root to adjust its meaning and to fit into different syntactic and communicational contexts. To achieve this in a language, linguists usually utilize certain tools called morphemes or affixes or word-elements, which are added or attached to the base or root of a word. In this paper, the researcher examines Nupe language to bring out its rich and interesting morphological processes. An eclectic theoretical framework is adopted for the study. The data were collected from primary and secondary sources. The primary sources comprise personal experience as a native speaker of Nupe. As a native speaker, principles which native speakers intuitively employ in speech are adopted. The secondary sources were drawn from books and materials from the internet. The researcher has found out that derivational morphology, which is concerned with forming new lexemes, i.e. words that differ either in syntactic category or in meaning from their bases, is extremely productive in languages.

The present study was intended to investigate possible relationships of the development of EFL teachers' possible selves with teacher efficacy and students' achievement. Eighty seven teachers were selected through convenience sampling from different Language Institutes participated in this study and filled in EFL teachers' Possible Selves Development Questionnaire as well as Teacher Self-Efficacy Scale (TSES). The participants were also requested to specify the mean scores of the achievement tests they administered to their students in the previous terms. The results of data analyses indicated significant relationships of teachers' possible selves development with their self-efficacy and students' achievement. To investigate which components of possible selves might have more predictive power in predicting teacher's self-efficacy and students' achievement, the researchers employed regression analysis. The four subscales of possible selvesideal, ought-to, actual, and feared selveswere found to be good predictors of teacher self-efficacy and only three subscales of possible selves including ideal, ought-to, and actual selves were strongly correlated with students' achievement. The researchers concluded by suggesting that a sense of self-efficacy as well as a concern for students' achievement as two main senses of selves should be incorporated into the possible selves of EFL teachers through implementing specific pre-service as well as in-service teacher education programs.

After her losing in United States presidential election on November, 8th 2016, Hillary Clinton delivered an amazing and encouraging concession speech for all audiences around the world. One factor attributing to Hillary's success in a speech is that she has skillfully applied the variety of rhetorical devices. In accordance with this fact, this research tried to analyze the rhetorical devices and their respective function applied in the Hillary"s speech by using Harris" theory. By watching the speech record and reading the transcription, the researchers collected the data. Then, to describe the phenomena qualitative research design was used in this research and textual analysis is used as a research method. Moreover, this research is kind of library research. The result shows there are thirteen rhetorical devices that were applied in the speech. Regarding to emphasis rhetorical devices, Hillary frequently used a sentential adverb, alliteration, anaphora, conduplicatio, diacope and epistrophe. For association rhetorical devices, Hillary utilized antanagoge, antithesis, metaphor, and parallelism. For decoration rhetorical devices, Hillary tended to apply asyndeton, polysyndeton, and sententia. Emphasis rhetorical devices are the most repeatedly used in her concession speech. Hillary used emphasis rhetorical devices to directly emphasize her point and purpose and also making the points of the speech is distinctly and explicitly delivered to the audiences.

This study determined the reading performance levels and factors affecting reading comprehension among Grade 10 students at Echague National High School during the school year 2024-2025, with the aim of designing a competency-based reading intervention program. Using a convergent mixed-parallel design, the researchers utilized the Phil-IRI, surveys, and structured interviews with 195 students selected through stratified sampling. Data were analyzed using frequency counts, weighted means, and Pearson's r. The findings revealed that the students' reading performance was at an instructional level, with linguistic knowledge, teacher support, family background, and environmental factors affecting comprehension. However, students' perceptions generally did not appear to influence their reading comprehension. A significant and negative relationship was found between reading performance levels and the effects of stress, anxiety, and reading material difficulty. Based on these results, a reading intervention program was designed to improve reading performance and address stress and anxiety, as well as ensure that reading materials align with students' interests and abilities.

In light of society's progressive adoption of Information and Communication Technology (ICT), 21 st -century teachers are expected to integrate technology into language teaching in the classroom successfully. Nevertheless, despite the availability of existing materials on the internet and ICT facilities provided by the Malaysian government to aid the CEFR lessons, English Second Language (ESL) teachers' perception should consider ICT use in the ESL lessons. Additionally, past researchers also have discovered challenges to ICT use among ESL teachers. This study, conversely, explores whether there is a significant relationship between primary teachers' perceptions of the impact of ICT integration on teaching CEFR level one (Primary One, Primary Two and Primary Three) classes before and after MCO. This study also investigates the challenges that might influence teachers' attitudes toward integrating ICT into their level one (Primary One, Primary Two and Primary Three) CEFR lessons to develop ICT skills and competencies. This study used a mixed-method approach, with the survey method as the research design. It is also embedded within two theories: The Technology Acceptance Model (TAM) and the Theory of Planned Behavior (TpB). An online survey questionnaire was distributed to all participants. The study involved 55 Malaysian primary ESL teachers in Lawas, Sarawak, Malaysia. Therefore, the result cannot generalize to all English teachers in Malaysia. Based on the findings, the study results indicate that the null hypothesis-there is no relationship between Malaysian primary teachers' perceptions of the impact of ICT use in their level one (Primary One, Primary Two and Primary Three) CEFR lessons before MCO and after the MCO period, cannot be rejected to a certain extent. The study also discovers four main challenges to ICT Use in ESL (CEFR) Lessons: lack of ICT infrastructure and basic facilities, teachers' attitude, pupils' engagement, and parents' ability. This study can give a relevant picture to policymakers and the Ministry of Education on the current state of ESL teachers' perception and challenges regarding ICT use in ESL (CEFR) lessons. With

This critique paper examines the short story Dead Stars by Paz Marquez Benítez using the Reader-Response approach. The story follows Alfredo Salazar, a man torn between his fiancée and a woman from his past, highlighting themes of love, regret, and emotional illusion. Through a personal and reflective lens, the evaluation focuses on how the story mirrors real-life emotional dilemmas and the consequences of indecision. This critique also explores how the story's symbolism, especially the metaphor of “dead stars,” deepens its message. The paper concludes that Dead Stars remains a relevant and relatable piece, encouraging readers to reflect on their own emotional truths.

The problem in this study is the low intensive reading skills of students in Indonesian content which is below the KKM. This study aims to describe the difference in the effect of the intensive reading skills of students in the experimental class who received the Know Want To Know Learned learning strategy and the control class who did not receive the Know Want To Know Learned learning strategy and to describe the differences in the improvement of intensive reading skills of the experimental class students who used the strategy. Know Want To Know Learned learning with a control class that does not use the Know Want To Know Learned learning strategy. The method used is Quasi-Experimental, and the research design is Nonequivalent Control Group Design. The research subjects were 41 students of class V SD Negeri Cigarukgak. The instrument used in this research is a description test. The results showed that the posttest results were greater than the pretest results. There are differences...

English has become the most widely used lingua franca in the world, creating significant challenges for those whose first language is not English, especially in academic and professional contexts. The influence of their original tongue frequently works as a barrier to learning proper English pronunciation, diction, and fluency because every learner has a unique linguistic background. In many sociolinguistic areas, English, a language of greater communication, commonly overlaps with mother tongues and regional dialects, resulting in identity negotiation and linguistic interference. In various educational environments, like those in and around Delhi, where language diversity may exacerbate sentiments of inferiority or marginalization in peer interactions, this overlap is particularly noticeable among students. In such instances, the job of an instructor transforms into that of a mentor, demanding a change away from conventional teaching methods and toward a more practical approach. The purpose of this study is to investigate the challenges that educators face when teaching English as a foreign language in India, and to provide to improve the teaching experience for of students as well as educators. It aims to provide insights that will be useful to scholars and researchers around the world.

Teacher professional identity has emerged as a central topic in educational research since the 1990s in light of the increasing understanding of teachers' roles in different contexts that influence their attitudes, behaviors, and beliefs in teaching . The identity construction process of English for Young Learners (EYL) teachers in Indonesia needs to be studied more. Employing the narrative inquiry method (Connelly & Clandinin, 1990), this study investigated the process of teacher professional identity construction of four EYL teachers in four different elementary schools in Bandung, Indonesia, and the extent to which the journey affects their beliefs and practice in teaching EYL. I collected the data using semi-structured online interviews, photovoice, and classroom observation. The results suggest that participants' teacher professional identity (TPI) was shaped by experiencing critical events, participating in professional development programs, involving themselves in a community of practice, experiencing teaching practicum, supporting school culture and environment, and teachers' interest in teaching English to young learners itself. This study has also demonstrated how the participants' construction journey impacts the change of their beliefs and practices in teaching EYL. This study sheds light on the significance of the support from EYL stakeholders in affording opportunities for teachers' learning and professional development.

The present study analyses the lexical errors committed by students in their written output. Using the Quantitative approach, it examines the lexical errors of students selected from each of the three-layered categories (A, B, and C) of Senior High schools in the Ashanti Region of Ghana. A sample of 824 out of 2713 students was arrived at through Yamane's sample size determiner. The sample was selected through the systematic random sampling strategy. A model based on Corder's Error Analysis theory was used to analyse the data. The results revealed that the students committed lexical errors in varying frequencies. Lexical errors identified from the essays were wrong word selections, literal translation, omission, misspelling, punctuation, capitalisation, modification, collocation, and morphological/word formation errors. Punctuation errors had the highest occurrence whereas literal translation errors had the least occurrence. The findings also revealed that lexical errors in the students' output affected clarity and hindered effective communication by causing confusion, misinterpretation, and distortion of the intended messages. The study recommends that English language teachers should employ practical teaching and error correction strategies to address the writing challenges of students. Students should keep track of their learning; identify their weaknesses and relate such to their teachers for redress.

English has important function in every aspect in this era, especially in education side. Someone demanded to know the meaning and function of English word. So that, translation is also the other four skills in mastering English language, besides Listening, Speaking, Reading, and Writing, Translation is also has main function. The objectives of this research were to find out if the students commit translation in English Text, to describe the method which was applied by the students to translate the English text, to observe the students ability in translate the English text. Therefore, this study seemed very relevant to a case study because it attempted to investigate and explore the student's strategies in one class of 23 students. In this research, the researcher applied test to the students. In technique of the test, the researcher gave the English text and asked the students to translated the English text as well as possible as they could. There are four criteria to assess the student's translation, they are message content accuracy, message distinct, equivalences of using language and the last are mechanic appropriateness. The researcher also has done interviewed the translation lecturer regarded as the key of the informant who really knew how far the student's ability to translate English text. The result of the interview was given to the teacher; showed 4 th semester students still got lot of difficulties, they only used one technique in translate. Especially the words seldom their finds in the English lesson books. Furthermore, the lecturer should be creative by finding the appropriate method of translation for 4 th semester students in translating English text into Indonesian language, and the lecturer also gives always motivation to the students that the text must understand with translate the source language into their target language exactly in Indonesian language. Meanwhile the students also needed longer time to practice in translating text from English text into Indonesian text because they don't have right method and also lack of vocabulary in translating English text although the lecturer had already given exercise to practice of English text, but it was not enough to build students interest to practice translating English text.

Health communication is critical component of effective health delivery. While there are studies on the readability Patient Information Leaflets (PILs) around the world, so far, there is only one Ghanaian study that explored the language of patient information leaflets for malaria. The present study explores the language of PILs of seven common ailments in Ghana. In all, 68 leaflets were purposely sampled for the study. Using SMOG and Flesch Kincaid grade level readability formulae, the researcher measured the readability of PILs and discovered that the readability of all the PILs was difficult to read except the dewormer leaflets that scored standard reading score. Further statistical analysis reveal that the lexical and syntactic complexity of the leaflets were not statistically different. Finally, an interview with 20 patients confirmed that the leaflets are difficult to read due to the complex words and long sentence structures. It is recommended that the PILs be revised to make the leaflets readable.

Terms of Use, which is sometimes called Terms and Conditions (T&C), are frequently unread as a result of their complexity and length. In the Information and Communication Technology (ICT) domain, it is also referred to as End User Licensing Agreement (EULA) which acts as a disclaimer between the manufacturer and the end user in the event of any malfunction. Readability formulae were used to objectively measure the comprehensibility of a document in terms of how it effectively achieves its intended purpose. End users rarely read or fully understand what they are agreeing to because of the urgency with which the software is needed. Hence, the need to evaluate the readability of terms of use of software packages to benefit both the Terms of Use of Software Packages to benefit both the end user and programmers.

The study investigated the readability of science textbooks for senior high schools in Ghana. Survey research design was employed for the study. Using stratified sampling technique, a sample size of 300 SHS 1, 2 and 3 students were drawn from five senior high schools in the Cape Coast Metropolis, Ghana. Gunning Fog and Cloze Test readability indexes were used to examine the difficulty level of the Physics, Chemistry, Biology and Integrated Science textbooks for senior high schools, written by the Ghana Association of Science Teachers. Findings of the study revealed that, on the average, the books are difficult to read. The study further showed that the Integrated Science textbook is the most difficult among the textbooks, followed by the Physics textbook. The study concludes by proffering the following recommendations: long sentences and multi-syllable words in these books should be reformulated into smaller structures for easy understanding; and the Ghana association of Science Teachers should write more simplified text materials that can improve readership and understanding.

Abstract
The present study examined which methods of vocabulary coding are more
effective for learner’s long-term retention. 36 pre-intermediate English learners
formed one control and two experimental groups. The experimental groups
received target words in different vocabulary coding methods. No treatment was
used in the control group. There were seven sessions, including a session for OPT
(Oxford Proficiency Placement Test), a session for Pre-test (to check if the
students were unfamiliar with the words), and four instructional sessions in which
the words were taught through DCT method to 12 females, ACT model to 14
Males (who formed the experimental groups), and through definition to 10
females (who formed the control group). After each instructional session an
immediate post-test was given to check if the vocabularies were transferred to
students' short term memory. In the seventh session which was held two weeks
after the sixth session, the students were given a delayed post-test to check if the
words were transferred to their long-term memory.
The results showed that participants in DCT and ACT groups outperformed
participants who received no coding method. The students in DCT group
outperformed those other groups in vocabulary short-term and long-term
retention. In other words, the analysis showed that the students using DCT
method had a higher level of retention in learning in comparison to those using
the ACT model in vocabulary retention.
Keywords: Dual-Coding Theory, Adaptive Control Thought, Long-Term
Memory, Short-Term Memory.

This study aimed to analyze the inclusion of physical writing portfolios among developing EFL learners writing skills and follow its impact. The study raised the following questions: To what extent does the portfolio help students of Shariaa and Law at Tabuk University develop their writing skills and encourage academic progress? Is this progress evident within their writing? Is the portfolio design easy and clear to follow? Does the content of the portfolio match the students’ needs to develop their writing skills? Does teacher feedback help students regarding skills development? Providing answers to these questions by examining the results of the targeted audience, this study demystifies the degree of portfolio effectiveness and its relationship with how developing learners focus their skills at the foundation program for Shariaa and Law students at Tabuk university. The study revealed that keeping a consistently updated writing portfolio has a great impact on the progress of EFL students’ writing skills. Moreover, the content, design, writing stages, and feedback given to students, complete with pre-writing vocabulary exercises, plays a vital role in clarifying writing assignments to students and offers them an effective solution to become more engaged with their own self-improvement. The study also concluded that face-to-face interaction between students and their instructor proves to be vital towards improving guidance strategy, benefitting both parties as this method allows instructors to exchange information more acutely regarding how each student can individually improve.

This study examines the opportunities of poetry pedagogy and learning in two high schools in Leribe district. Focus group discussion and semi structured interviews were used to collect d opportunities in the English as a Second Language (ESL) classroom. The findings show that culturally, linguistically for enhancing both analytic and teachers should have portraits of good teaching in action and learners be part of poetry; as writers and readers, enjoying all the aspects of the genre. It was also concluded that despite emphasis on more functional or instrumental notions of literacy in literacy programs in many Lesotho classrooms, poetry is pivotal for understanding the deeper meanings in the use of language and the power of language to convey tone and emotion, words and within word groups, thus, cultural awareness.

In this study described of the Language Style and Illocutionary Act that found in a teen-lit novel "The perfect Husband" Written By Indah Riyana. The methodology that used in this study is Descriptive Qualitative Method. Source of data gained from novel "The Perfect Husband". The steps are: 1). The researchers read the novel, 2). Collecting and analyzing the sentences that consist of language style and the illocutionary act, 3). Draw the conclusion finding based on the data analysis. In this study, the Language Style found are five style but it concern to casual style because that is a teen lit novel, and the illocutionarry act that found are five categories but mostly is used of derective and expressive.

This study aims to explore the use of cohesive devices in the abstracts of the theses written by undergraduate students of English Education Program at a state university in Bandung. This study also attempts to reveal the contributions of the cohesive devices used by the students in their abstract to build the cohesiveness of the text. This study belongs to a descriptive study involving 42 abstracts as the data of the study. This study exposes two main findings. First, cohesive devices that are employed in students' abstract are reference, conjunction, substitution, and lexical cohesion. Second, each device gives significant contribution to the cohesiveness of students' abstract. Reference contributes to keep track of the participants of the text. Meanwhile, the contribution of conjunction in students' abstract is to connect the preceding part with the next one systematically. In addition, substitution is used by the students to avoid repetition in their abstract. Based on these findings, it can be concluded that cohesive devices are important devices to create cohesive abstracts.

The acts of apologizing and responding to apology are common activities in communication since using only either of these two crucial speech acts cannot itself establish fully effective communication. This article aims to examine response strategies to apology that are used in English romance and family films and find out the lexico-grammatical realizations of response utterances in English conversations. This article was qualitatively designed with the support of the researchers’ observation of the films' scripts extracted from English films, subsequently the researchers’ description of the data collection into separate categories. The results of this study revealed that English film characters were more likely to accept than reject apologies. Direct positive comments were favoured by the English, with indirect positive responses coming in second.

This study was conducted to determine the effectiveness of sensory details in writing descriptive essay to grade twelve STEM students, University of Cebu-Main Campus. The result was used as basis for a proposed action plan. Specifically, the study sought answers to the pretest performances of the control and experimental groups, the posttest performances of the control and experimental groups, the significant difference between their pretest performances, the significant difference between their pretest-posttest performances, and the significant difference between their posttest performances. A quasi-experimental design was used with the control and experimental group. There were 60 grade twelve students as subject in the study. The experimental group was taught with the use of sensory details while the control was taught using the lecture method. Pretest and posttest evaluations were used to measure the academic performance of the students in both groups. Most of the students had g...

Due to COVID-19 pandemic, the learning process shifted from face-to-face learning into online learning as schools and universities closed almost all over the word. With the shift from face to face into online learning, the learning process effected negatively specially students' interaction. In the online learning process, students tend to avoid interacting for many different reasons the study discussed. In light of this shift, by exploring the experiences and perceptions of the English language students at Hebron University, Palestine, this descriptive survey research aimed to investigate the reasons behind students' lack of interaction during their online class sessions. It also tries to provide some useful ideas and suggestion that instructors may use in order to increase their students' interaction and participation with relevance to some other studies. The researchers employed a mono method quantitative research approach. A survey-questionnaire was posted online through Google forms to all English language major students Hebron University. The findings reported some reasons behind lack of interaction and some suggestions to promote interaction based on the participants' perceptions. The study provides instructors and educational decision makers with pedagogical insights that may better shape the learning/teaching process in the online environment.

Being able to present in English is nowadays considered by many stakeholders to be one of the essential skills that students in higher education should possess before graduation and venturing into the real working world. From simple information to complicated figures, this could possibly make or break the decision to accept someone as an employee at certain companies. However, some postsecondary teachers, particularly in English as a foreign language (EFL) situation, may find that students struggle with presenting in English. In case of some students, an appalling commitment toward practicing and enhancing their presentation skills is also exhibited. Hence, the objectives of this study are to investigate the importance of English presentation skills from undergraduate students' point of view and to identify other aspects of English language which undergraduate students need to improve. The participants included 213 second-year students who enrolled in English for specific purposes (ESP) courses in the first semester of academic year 2023 at a university in Bangkok. The questionnaire used in the study was adapted from the content that appeared in several commercial presentation textbooks and employed a five-point Likert scale as well as multiple answer questions to collect data from the participants. The results revealed that the participants currently hold a fair to good level of English presentation skills, and the majority of them indicated that English presentation skills are very important for their studies or their future careers. Lastly, speaking and listening emerge as the top two aspects of English language that require the most improvement among undergraduate students.

This study explores the pragmatic application of negative politeness strategies in requests produced by Jordanian and Omani students. By comparing the negative politeness strategies utilized by each group, the research aims to highlight both similarities and differences in their approaches. A qualitative methodology, incorporating observation and semi-structured interviews, will be employed to gather data from a sample of 10 Jordanian students at Jerash University in Jordan and 10 Omani students at Sultan Qaboos University in Oman. The study will test the following hypotheses: Jordanian and Omani students tend to favor similar negative politeness strategies when making requests, and the enactment of these strategies may vary in terms of request formulation and specific linguistic choices. Future research directions include examining positive politeness strategies in requests among these populations, potentially enriching the current findings through a deeper investigation of politeness behaviors in their daily communicative interactions.

This study focused on the analysis of the writing performance and difficulties of Indigenous Junior High School students for the school year 2024-2025. The results of this study were utilized as a basis for the development of an enhancement module on English writing for Indigenous Students. The study utilized a mixedmethods and descriptive design, involving 150 Grade 10 Indigenous students and 15 English teachers from IPEd schools in Zambales. Quantitative data on writing performance was gathered using the Writing Assessment Measure (WAM) and analyzed with descriptive statistics. Qualitative data on teaching challenges and strategies was collected through semi-structured interviews and analyzed thematically. Results revealed that Indigenous students has a "Poor" performance across content, organization, grammar, vocabulary, and mechanics, with significant challenges in content development and organization. While the interview with the teachers identified four key challenges: limited English proficiency, cultural and linguistic influence, cognitive and comprehension struggles, and expression and communication barriers. Teachers utilized strategies such as basic literacy skill development, bilingual approaches, culturally responsive teaching, and structured writing activities. Indigenous students demonstrated consistently "Poor" writing skills, indicating systemic issues related to language proficiency and cultural factors. They faced multifaceted challenges in content development, organization, and mechanics. A holistic approach is necessary, integrating culturally responsive teaching and bilingual support. Effective teaching strategies and a specialized writing module were found to be crucial for improving students' writing abilities. To enhance the writing skills of Indigenous students, it is recommended to implement comprehensive, long-term early literacy programs with tailored interventions and increased resources, develop curriculum materials that explicitly teach writing strategies and provide targeted grammar and mechanics instruction, mandate professional development for culturally responsive teaching and establish bilingual education programs, support teachers in disseminating effective teaching strategies, and implement, evaluate, and expand the specialized writing module, integrating it into the curriculum and creating digital versions.

This study aims to analyze and describe the morphemic and phonemic structures of verbs and nouns in a research abstract as source of data. The morphemic structure analysis focuses on the free-bound morphemic affixations of English verbs and nouns while the morphophonemic analysis focuses on the allomorph variations of the inflectional morphemes in English verbs and nouns. Findings of the study reveal that majority of the verbs used in the research abstract have inflectional type of affixations where a bound morpheme is added to the stem as suffix. These morphemes mark tense and number of verbs. The nouns, on the other hand, generally have derivational affixation that involves appending of suffixes to the verb form to derive the noun form. This study affirms that English verbs and nouns generally have inflectional suffixes to mark grammatical categories such as tense and number. In another note, both of the verbs and nouns with inflectional morphemes undergo phonological modifications in terms of their allomorphic variants. The allomorphs [s], [z] and [iz] of the morpheme{s} are used to mark number in nouns and tense in verbs while the allomorphs [d], [ǝd] and [t] of the morpheme {d} mark the tense in regular verbs with inflectional morphemes. The allomorphs in both verbs and nouns involve voicing assimilation and dissimilation as phonological processes. The implications of the findings of the study would be that second language learners of English need to familiarize the morphemic structure of words as they can be very helpful in understanding the meanings of words. Moreover, they have to familiarize the environments where the allomorphic variants of inflectional morphemes are realized so that they would be able to pronounce the words correctly. Such interaction of morphology and phonology can cause learning difficulty for second language learners of English whose first language, like the Cebuano Visayan, is sounded as spelled and is contrary to English which has allophonic and allomorphic variants occurring in words. The analysis can therefore be helpful to teachers in identifying areas of difficulty in learning a second language.

This study aims to analyze and describe the morphemic and phonemic structures of verbs and nouns in a research abstract as source of data. The morphemic structure analysis focuses on the free-bound morphemic affixations of English verbs and nouns while the morphophonemic analysis focuses on the allomorph variations of the inflectional morphemes in English verbs and nouns. Findings of the study reveal that majority of the verbs used in the research abstract have inflectional type of affixations where a bound morpheme is added to the stem as suffix. These morphemes mark tense and number of verbs. The nouns, on the other hand, generally have derivational affixation that involves appending of suffixes to the verb form to derive the noun form. This study affirms that English verbs and nouns generally have inflectional suffixes to mark grammatical categories such as tense and number. In another note, both of the verbs and nouns with inflectional morphemes undergo phonological modifications in terms of their allomorphic variants. The allomorphs [s], [z] and [iz] of the morpheme{s} are used to mark number in nouns and tense in verbs while the allomorphs [d], [ǝd] and [t] of the morpheme {d} mark the tense in regular verbs with inflectional morphemes. The allomorphs in both verbs and nouns involve voicing assimilation and dissimilation as phonological processes. The implications of the findings of the study would be that second language learners of English need to familiarize the morphemic structure of words as they can be very helpful in understanding the meanings of words. Moreover, they have to familiarize the environments where the allomorphic variants of inflectional morphemes are realized so that they would be able to pronounce the words correctly. Such interaction of morphology and phonology can cause learning difficulty for second language learners of English whose first language, like the Cebuano Visayan, is sounded as spelled and is contrary to English which has allophonic and allomorphic variants occurring in words. The analysis can therefore be helpful to teachers in identifying areas of difficulty in learning a second language.

K to 12 program is a basic curriculum program implemented in the Philippines. Upon its implementation, the instructional competence of the teachers is also influenced. This study aimed to relate the challenges in implementing the K to 12 program to the instructional competence of teachers, employing a correlational research design. The study involved 35 Grade I to III teachers from Calumpang Elementary School in Cahilsot District, General Santos City Division, during the School Year 2022-2023. Following the self-administered survey, modified questionnaires were used to gather the data needed for the study. The statistical tools used in the analysis included frequency count, weighted mean, and Pearson Product Moment Correlation Coefficient. The results showed that the level of challenges in implementing the K to 12 program is described as high in terms of curriculum, instruction, and assessment, with an overall mean of 3.29. It also revealed that the level of instructional competence of teachers is described as high, with an overall mean of 3.37. This study concluded that the instructional competence of teachers is not affected by the challenges that they encounter. Generally, the Department of Education can enhance teachers' instructional competence by strengthening them in addressing the challenges they encounter in the field of education.

Technology integration into education has traditionally been a gradual process, particularly in Japan where many English education programs at universities have historically relied on paper-based materials and face-to-face interactions. Before the COVID-19 pandemic, the use of technological tools in these programs was minimal, and classes were predominantly conducted without leveraging modern digital technologies. However, the pandemic necessitated a rapid shift towards digital solutions, highlighting the crucial role of Information and Communication

To determine the appropriate strategy for the translation of the word fuck and its variants in audio visual translation is indeed problematic. On the one hand, the translator is required to maintain the beauty of the literary value as reflected in the dialogues, including the usage of offensive swear words; on the other hand, he is obliged to comply with the provisions stipulated in government regulation number 13 year 2014 concerning film censorship agency, especially paragraph 6 article 25 which forbids the usage of vulgar, offensive, racist words that have the potential to ignite public unrest. This research is intended to investigate the choice of translation strategy made by the translator. The method used in this research is descriptive qualitative using data in the form of the word fuck and its variants with The Wolf of Wall Street movie as the data source. This study is also intended to compare the results of a similar study conducted by Hawel (2019) which is about the strat...

This Teaching Slide  for a Graduate Seminar Course entitled “Language Research and Assessment (Listening and Reading)  ” was authored by Dr Galahad Randall Unciano. It is intended for graduate students in the Masteral and Doctoral programs. The outline, choice of contents, some examples, and sequencing of topics in the lecture refects the author’s own seasoned academic perspectives concerning the subject-matter from the years of his teaching career with differenmt State Universities and Private HEIs. The lecture contains excerpts from literature that are properly cited in the appended References / Readings. Contents of this lecture material may quoted for lecture and research purposes using the citation format below.

Recommended citation.

Unciano, GRS (2025 May 15). Language Research and Assessment (Listening and Reading) [Graduate Seminar Course]. School of Professional Studies, Universidad De Dagupan, Dagupan City, Pangasinan, Philippines.

The book The Price of Impure Blood: Cultural and Economic Aspects of Menstruation in Bosnia and Herzegovina provides a comprehensive analysis of one of the most significant yet often overlooked issues faced by women and girls worldwide. The research was conducted in 28 cities across Bosnia and Herzegovina through a survey involving over 2,000 women and interviews with 73 women. Through an examination of social norms, economic challenges, and health implications, the book uncovers deeply rooted stigmas, gender inequalities, and structural barriers that hinder women from managing menstruation with dignity. The goal of the book is to raise awareness of this complex issue, create space for discussion, and explore solutions that would enable economically, health-wise, and socially fairer conditions for women and girls.

English for Specific Purposes (ESP) is gaining significant prominence and has become a mandatory course in numerous tertiary institutions. Designed to equip students with the necessary knowledge and skills for their future professional environments, these courses must be carefully structured with thoughtfully developed materials to align with the expectations of both students and employers. While numerous studies have focused on identifying learners' needs, comparatively little attention has been given to the perspectives of employers-those who ultimately utilize the skills of the graduates. To address this gap, the present study aims at investigating employers' views on key considerations for developing relevant instructional materials for ESP courses in the tourism sector. Semi-structured interviews were conducted with five employers from various tourism companies to gather their insights. The findings highlight a range of important factors that should be taken into account when designing effective ESP materials.

The Uncanny, according to Freud, belongs to the realm of an upsetting, and horror that humans were previously familiar with but, due to constant repressing, has now turned into 'unheimlich' (unhomely). This horror is often located on the 'other' human being as impairments mark their bodies. The uncanny aspect of disability is experienced when the abled body, whose subjecthood and identity is emphasised in Modernist literature, is challenged by its confrontation with a 'disabled' human body. This confrontation with the unfamiliar body, away from the perceived 'normal,' leads to the uncanny experience of horror or fear in the 'abled' person. However, this fear has always been present instinctively in all individuals. When they confront that fear being concretized in a physical form in a person with disability, they tend to repress it further or distance themselves by simply converting a disabled body into a non-human entity that is itself problematic (as will be discussed in the paper). In Modernist literature, the presence of a 'disabled' person in the narrative presents an 'absent-otherness' of modern ideas and aesthetics that one attempts to avoid consciously but that nevertheless exists. In such a scheme of things, this paper focuses on analysing this aspect of disability as the uncanny other of the modernist ideas and objectives, through H.P Lovecraft's The Call of Cthulhu. It proposes to do so by comparing the figure of the 'damaged' embodiment as opposed to the socially and culturally accepted 'abled' body.

This research investigates the effects of morphological transfer on the English writing skills of indigenous senior high school students from Lurugan National High School. Particularly, the study focused on 5 Talaandig learners, through the lens of Selinker's Interlanguage Theory (1972). The study identified prevalent morphological mistakes in their writing, such as difficulties with verb tense and aspect, pluralization and count nouns, affixation, and subject-verb agreement. The result had underscored the impact of the students' first language (L1) on their second language (L2) English writing, revealing instances of linguistic interference. Additionally, this research also examined the students' tendency in relying on translation as a strategy, which frequently resulted in grammatical inaccuracies. This study further recommends that explicit grammar teaching, an understanding of the differences between L1 and L2, a balanced approach to translation, and focused feedback can effectively mitigate these issues.

A discussion of Leonard Bloomfield's theory on grammatical agreement examines agreement within Bloomfield's overall scheme of syntactic analysis and relates it to current work in syntax. Bloomfield's three types of agreement (concord, government, and cross-reference) are outlined and compared to the contemporary distinction between pro-drop and non-pro-drop languages. It is concluded that Bloomfield's system distinguishes between pro-drop and non-pro-drop languages by distinguishing between two types of agreement. (MSE)

DEPARTMENT OF SPECIAL EDUCATION AND REHABILTATION
MASTERS OF SPECIAL NEEDS EDUCATION
INFLUENCE OF WRITING SKILLS ON WRITTEN ENGLISH PROFICIENCY AMONG DEAF LEARNERS IN SECONDARY SCHOOLS IN WESTERN REGION, KENYA
ABSTRACT
The performance of Deaf learners in English has consistently lagged behind compared to that of their hearing peers. Studies indicate that Deaf students generally score lower in English proficiency tests compared to their hearing counterparts due to challenges in mastering writing skills such as punctuation, capitalization, spelling accuracy, and paragraphing (KNEC, 2017-2021). According to national examination data, Deaf learners in Kenya consistently achieve below-average scores in English, particularly in written components, highlighting a significant gap in language acquisition and instructional effectiveness. Despite numerous studies on factors influencing written English, such as language of instruction and age of onset of hearing loss, minimal focus has been placed on writing skills. This study will seek to analyze the influence of writing skills on written English proficiency among Deaf learners in special secondary schools in the Western Region of Kenya. The study is grounded in Vygotsky’s Sociocultural Theory of Learning, which emphasizes the role of guided learning, scaffolding, and social interaction in literacy development. This theory is particularly relevant for Deaf learners, who rely on structured instruction rather than auditory input to acquire writing skills. The study shall be guided by four objectives: Examine the influence of punctuation skills on written English proficiency among Deaf learners, analyze the influence of capitalization skills, assess how spelling accuracy influences written English proficiency and establish the role of paragraphing in enhancing written English proficiency. The study shall adopt a correlational research design to determine the relationship between writing skills and written English proficiency. The target population consists of 12 English teachers and 110 Form 3 Deaf learners in special secondary schools in the Western Region of Kenya. The study will employ census sampling technique to ensure comprehensive data collection. Research instruments include assessment tests, document analysis guide, and questionnaires. Validity will be established through expert review, while reliability will be tested using the test-retest method, yielding a correlation coefficient (r) of 0.78, indicating a strong positive relationship between the repeated measurements. A high correlation coefficient suggests that the assessment tools provide consistent and reliable results, strengthening the study’s findings. Qualitative data will be analyzed thematically, while quantitative data will be analyzed using correlational statistics (Pearson’s correlation and spearman’s rank correlation). The findings may be valuable in developing instructional strategies to improve written English proficiency among Deaf learners, enabling them to compete in academic and professional environments where writing skills are crucial. Additionally, the study’s outcomes will assist the Kenya Institute of Curriculum Development (KICD) in adapting instructional materials to enhance Deaf learners’ mastery of written English.