Using ChatGPT as a Brainstorming Tool in Writing
Living Life the Way we Dream: Lessons in Love, Clarity, and Strength from Kasturba's Heart
Investigating the Misidentifying Factors of Monolingual Dictionary Entries by Iraqi EFL Upper-Intermediate Technical Students
Enhancing Technical Writing Skills in Engineering Students through ICT Tools: A Study
Effectiveness of Tamil–English Bilingual Method on Vocabulary Acquisition among Tamil-Medium Higher Secondary School Students in Tamil Nadu
Fostering Analytical Minds: Integrating Critical Thinking in English Language Teaching
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”
Oral Communication in Accounting Practice: Perspectives from the Philippines
Developing ESL/ EFL Learners' Grammatical Competence through Communicative Activities
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
The rapid advancement of Artificial Intelligence (AI) is revolutionizing writing education, particularly in English as a Foreign Language (EFL) contexts. This comprehensive review explores the transformative potential of AI-powered writing tools, with a specific focus on large language models like ChatGPT, in enhancing writing skills and learning experiences. The research synthesizes emerging studies demonstrating AI's capacity to provide immediate, personalized feedback, support language learning, and address critical educational challenges such as the achievement gap and lack of individualized instruction. While most research looks at how ChatGPT can be used to give feedback and assess students' work, this study takes a different approach. Instead, it focuses on how ChatGPT can help students develop their ideas when they start writing. This research is different from other studies because it looks at how well ChatGPT works as a tool for brainstorming, which fills an important gap in our knowledge about using AI in writing education. Instead of studying how ChatGPT can check and evaluate writing, it explores how it can help students come up with ideas in the early stages of writing. This new way of looking at ChatGPT helps us understand how AI can support students when they first start writing, showing us there's more to these tools than just checking finished work. The findings of this study can help teachers create better task-based activities for students who are learning English as a foreign language.
This article explores into the search for a meaningful and joyful life by intertwining personal philosophy with a literary reflection on Neelima Dalmia Adhar's The Secret Diary of Kasturba. Through the lens of Kasturba Gandhi's inner world-a woman often shadowed by the larger-than-life presence of Mahatma Gandhi-it explores themes of emotional clarity, moral resilience, and selfless love. The narrative voice in the novel gives Kasturba a long-overdue platform, allowing readers to witness her quiet strength, the burden of unspoken sacrifices, and her unwavering commitment to dharma, even in silence. Drawing upon Kasturba's reflections-"My life was never mine to live" and "I learned to love without expecting anything in return"-the article contemplates the significance of living authentically and with inner freedom. It argues that a truly fulfilling life begins with self-awareness, the courage to live by one's values, and the strength to offer love and patience even in adversity. Kasturba's dignity in suffering, her grace in the face of neglect, and her moral clarity amidst emotional chaos become symbolic of a deeper human strength available to all who choose inner harmony over external validation. By aligning literary insight with personal belief, the author encourages readers to listen to their inner voice, to nurture love without possession, and to walk their path-not to gain approval, but to honour conscience and compassion. The article is a tribute not only to Kasturba but to all quiet souls who live with depth, courage, and grace, reminding us that a meaningful life is not necessarily loud or grand-it is truthful, rooted, and kind.
The study aimed to investigate the effectiveness and challenges of using monolingual dictionaries among second-year technical students at the Technical Institute of Research in Basrah. The research employed a quasi-experimental design, and the required data was collected from 120 students who were categorized as upper intermediate learners based on their scores in the Oxford Placement Test. The study utilized a quantitative approach and gathered data using a vocabulary proficiency test, a reading test, and a questionnaire. Also, a semi-structured interview was conducted on the use of the monolingual English dictionary, where participants were asked about their current skills, their perception of the importance of monolingual dictionaries, and their potential use of a monolingual English dictionary if they had good knowledge and skills. The results of the study showed factors such as limited familiarity with monolingual dictionaries, limited frequency of use of such dictionaries, time-consuming searches, and varied language proficiency levels are considered the challenges in using monolingual dictionaries. Moreover, it was shown that the participants had a decent grasp of English vocabulary, and using a monolingual dictionary had a significant impact on Iraqi EFL learners' reading comprehension. However, there are still areas where they may need improvement, particularly with less common or specialized words. The study also found that participants highly valued the monolingual English dictionary for various reasons, such as clarifying word meanings, vocabulary expansion, language usage, language proficiency, self-study and autonomy, writing and communication, and as a reference for definitions. However, some participants expressed difficulties in understanding the dictionary's technical information and suggested that classes on monolingual dictionary skills could be beneficial. The study concluded that monolingual English dictionaries play a crucial role in the language learning process, and providing classes on monolingual dictionary skills could further enhance students' language proficiency.
The integration of Information and Communication Technology (ICT) in engineering education has significantly transformed the learning process, particularly in developing technical writing skills. This study investigates how specific ICT tools such as Grammarly, Turnitin, Google Docs, and Moodle enhance technical writing proficiency among engineering students. It analyzes various influencing factors, including student demographics, levels of ICT exposure, and perceived tool effectiveness. Data was collected from 100 first-year Electrical and Electronics Engineering (EEE) and Computer Science Engineering (CSE) students at the Government College of Engineering, Bodinayakanur, Theni, using a structured questionnaire. Statistical analysis, including mean comparisons and standard deviation, was employed to evaluate the relationship between ICT tool usage and improvements in grammar, structure, clarity, and plagiarism reduction. The findings highlight the practical benefits of ICT in improving technical writing, while also identifying challenges such as limited digital access and the need for targeted training. Recommendations are proposed to facilitate more effective integration of ICT tools into engineering curricula for enhanced learning outcomes.
This study examines the effectiveness of the Tamil-English Bilingual Method on vocabulary acquisition among Tamil- medium higher secondary school students in Tamil Nadu. Vocabulary development is a critical component of second language learning, particularly in contexts where exposure to English outside the classroom is limited. A quasi- experimental design was employed, with two groups of students (N = 30 each) selected from comparable schools. The control group received instruction through conventional English-only methods, while the experimental group was taught using the Tamil–English Bilingual Method, which strategically employed Tamil as a scaffold to introduce and reinforce English vocabulary. Pre-test and post-test scores were analyzed to measure vocabulary gains. The results revealed a significant difference between the groups. While the control group showed minimal improvement, the experimental group displayed a statistically significant increase in vocabulary acquisition. The bilingual approach not only enhanced comprehension and retention but also increased learner confidence in using new vocabulary. The findings suggest that bilingual instruction provides meaningful contextual support, allowing students to connect prior knowledge in their mother tongue with new linguistic input in English. This method holds particular promise for rural and low-English- exposure contexts in Tamil Nadu, where students face challenges in developing adequate English proficiency. By integrating the mother tongue in vocabulary instruction, teachers can create a more inclusive and effective learning environment. The study highlights the potential of bilingual pedagogy as a practical and culturally responsive strategy to strengthen English language education in similar multilingual contexts.
Critical thinking is integral to English language teaching (ELT) as it enhances both linguistic competence and higher- order cognitive abilities such as analysis, evaluation, and problem-solving. This paper explores how critical thinking can be systematically embedded in ELT to foster intellectual maturity and independent learning. It examines pedagogical strategies-including Socratic questioning, debates, case studies, and problem-based learning-that stimulate discussion, challenge assumptions, and encourage evidence-based reasoning. These approaches not only strengthen students' speaking, listening, and writing skills but also cultivate skills in argumentation, bias recognition, and decision- making. The study highlights the role of collaborative and discussion-based learning environments in deepening engagement and building students' confidence to express well-reasoned views. Findings indicate that integrating critical thinking into ELT improves language proficiency while equipping learners to navigate complex situations, manage diverse perspectives, and respond thoughtfully to real-world challenges. Ultimately, embedding critical thinking in language classrooms prepares students to be analytical, solution-oriented, and reflective individuals capable of meaningful contributions in a dynamic global context.
