Enhancing Bilingual Vocabulary in Government Secondary Schools: Challenges and Suggestions
The Impact of Mobile Learning Applications on the Motivation and Engagement of Iraqi ESP Medical Students in Vocabulary Learning
The Effect of Self-Assessment on High School Students' English Writing Achievement and Motivation
Novice ESL Teachers Experience with Online (E-Learning) Education
Language is Not Taught, It is Caught: Embracing the Communicative Approach in the Primary Classroom
Beauty in Brevity: Capturing the Narrative Structure of Flash Fiction by Filipino Writers
Exploring the Coalescence of Language and Literature through A Stylistic Analysis of Cristina Pantoja Hidalgo's “When It's A Grey November In Your Soul”
Developing ESL/ EFL Learners' Grammatical Competence through Communicative Activities
Oral Communication in Accounting Practice: Perspectives from the Philippines
Solidarity and Disagreements: Social Dimensions in Cooperative Writing Group
Move Sequences In Graduate Research Paper Introductions And Conclusions
Interactional Metadiscourse in Turkish Postgraduates’ Academic Texts: A Comparative Study of How They Introduce and Conclude
English Language Teaching at Secondary School Level in Bangladesh: An Overview of the Implementation of Communicative Language Teaching Method
The Relationship Between Iranian EFL Learners' BeliefsAbout Language Learning And Language Learning Strategy Use
Examining the Role of Reciprocal Teaching in Enhancing Reading Skill at First-Year Undergraduate Level in a Semi-Urban College, Bangladesh
English for Specific Purposes (ESP) is recognized as essential in preparing EFL students for their professional careers. Understanding students' perceptions and needs in ESP courses can provide significant insights for improving ESP programs and training for ESP practitioners. This study investigated university students' needs and learning experiences in ESP courses, focusing on course content, course hours, exams, materials, instructor adequacy, feedback effectiveness, and overall teaching quality. Students' opinions were gathered through a 27-item questionnaire, with responses collected from 107 EFL students across various departments. Data analysis included frequency analysis, independent samples t-tests, and one-way ANOVA, with responses to the open-ended questions coded using Maxqda 20. Findings show that although participants expressed overall satisfaction with ESP courses, they highlighted concerns about the lack of authentic materials, integrated language skills, and skill-based activities. Improvements in field-related knowledge and vocabulary were identified as critical. The open-ended responses revealed diverse opinions and highlighted the need for better integration of language skills, particularly speaking, and a demand for enhanced instructor training. The issues highlighted in this study reflect broader, global challenges in ESP, consistent with findings from other studies. Based on these findings, the authors suggest several implications for ESP practitioners and program developers.
The study presents an exploration of how interpersonal relationships are created in a speech text. It investigated former President Muhammadu Buhari's Independence Day speech using mood structural analysis. The analysis aimed to explore the power of using mood structure in addressing Nigerians about the President's programs and policies during the 61st Independence Anniversary. The study adopted Halliday's systemic functional grammatical framework. The data were broken into clauses and mood structures. The analysis revealed that there were twelve declarative and four imperative sentences, respectively. The findings showed that the former President employed more declarative sentences than other forms of mood to demonstrate his close connection with his audience. He deliberately used fewer imperative sentences and other mood forms to indicate the power dynamics with his audience. The mood structural analysis of former President Buhari's Independence speech was characterized by well-selected linguistic structures aimed at conveying the policies and programs of his administration over time. It also illustrates how linguistic structures build interpersonal relationships in a speech text.
One of the most challenging aspects of being an EFL teacher is coping with reticent students who are largely unwilling to communicate. This mixed-methods single case study, conducted with volunteer preparatory class students experiencing speaking anxiety at a Department of English Language and Literature in Turkey, aims to determine whether explicit training in communication strategies alleviates English-major students' speaking anxiety. The study employs a pre-posttest experimental research design and combines qualitative and quantitative research methods. Both verbal and numerical data indicate that the students' use of communication strategies, language production, and classroom participation are relatively higher compared to their levels before the strategy training. The results suggest that strategy training can effectively reduce EFL speaking anxiety among students. Accordingly, the study provides valuable insights for educators, practitioners, and program designers aiming to enhance students' oral communication skills in EFL settings.
This study conducts a stylo-linguistic analysis of Niyi Osundare's poem "The Rainsong," examining the language, form, and structure used to convey meaning and impact. Through a detailed analysis of graphological, phonological, syntactic, and lexico-semantic features, the study reveals the poet's deliberate choices in crafting a powerful and impactful work of poetry. It highlights the use of repetition, personification, imagery, and defamiliarization to create a sense of urgency, hope, and optimism, demonstrating how the poet's use of language and form shapes our understanding of the world. Employing Halliday's Systemic Functional Language as its theoretical underpinning and adopting the methodology of close reading and text analysis, this study contributes to the field of literary analysis. It demonstrates the value of stylo- linguistic analysis in uncovering the intricacies of poetic language and informing teaching and learning practices to better appreciate the complexities of poetry.
Language is crucial for adapting to society, and learning different languages enhances human efficiency. Learning a second language involves acquiring any language in addition to one's native language. Second Language Acquisition (SLA) has two meanings, generally, it describes the process of learning a second language, and more specifically, it refers to the theory of how a second language is acquired or picked up. Second language learning demands considerable effort and practice. Stephen Krashen, a prominent linguist, has conducted extensive research on non-English and bilingual language acquisition. Krashen's theory of second language learning is founded on five major hypotheses, the Acquisition-Learning Hypothesis, the Natural Order Hypothesis, the Monitor Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis. Given its broad scope and significant impact on language teaching approaches, Krashen's Second Language Acquisition theory is better described as a theory rather than merely a hypothesis. However, like all scientific theories, it continues to be refined and debated in scholarly circles. This article explores Krashen's theories of Second Language Acquisition and provides justifications for referring to them as theories.
