In Thomas Hardy’s masterpiece, Tess of the D’Urbervilles, Angel Clare is often referred to “angel” who is gentle and kind. However, it is Angel Clare who loves her that pushed Tess D’Urbervilles into deep abyss of death and ruined her step by step. This paper is going to analyze Angel Clare from a totally different perspective, the image of Angel Clare is not the conventional “angel” in the eyes of most critics of Tess of the D’Urbervilles, wheras, he appeared to be more like a hypocritical secularist, who wants to dominate both women and nature, and the hierarchical and patriarchal values are deeply rooted in his thoughts no matter how hard he tried to decline.
{"title":"Angel Clare: A Hypocritical Secularist","authors":"Qin Liu","doi":"10.5296/elr.v4i2.14104","DOIUrl":"https://doi.org/10.5296/elr.v4i2.14104","url":null,"abstract":"In Thomas Hardy’s masterpiece, Tess of the D’Urbervilles, Angel Clare is often referred to “angel” who is gentle and kind. However, it is Angel Clare who loves her that pushed Tess D’Urbervilles into deep abyss of death and ruined her step by step. This paper is going to analyze Angel Clare from a totally different perspective, the image of Angel Clare is not the conventional “angel” in the eyes of most critics of Tess of the D’Urbervilles, wheras, he appeared to be more like a hypocritical secularist, who wants to dominate both women and nature, and the hierarchical and patriarchal values are deeply rooted in his thoughts no matter how hard he tried to decline.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123468681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Today’s swiftly changing technology, globalization, and integration of corporations has created a need for the introduction of IAS to higher education institutes. This study explores and examines the introduction of IAS to the higher education institutes. The readiness of the institutes, the problems they face to incorporate the IAS to the curriculum. The criteria utilized by ABET focuses on content and delivery of curriculum within the IS discipline. The advantages of incorporating the IAS in the curriculum for students and faculty.
{"title":"Accounting Information Systems","authors":"Tawfiq Abu-Raqabeh","doi":"10.5296/elr.v4i2.14045","DOIUrl":"https://doi.org/10.5296/elr.v4i2.14045","url":null,"abstract":"Today’s swiftly changing technology, globalization, and integration of corporations has created a need for the introduction of IAS to higher education institutes. This study explores and examines the introduction of IAS to the higher education institutes. The readiness of the institutes, the problems they face to incorporate the IAS to the curriculum. The criteria utilized by ABET focuses on content and delivery of curriculum within the IS discipline. The advantages of incorporating the IAS in the curriculum for students and faculty.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122677761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study attempts to examine differentiated instruction and its implications in the teaching of oracy skills to young EFL learners. Within this aim, the EFL educational context investigated upon, was a private language centre in Greece where differentiated teaching approaches were applied to enhance students’ oral and aural skills through the implementation of a task-based pedagogical intervention. Two groups of monolingual Greek students, were tested in English through a pre-test, which was of an A1 level, according to the Common European Framework of Reference for Languages (CEFR). There was a sample of eight students (N=8) in the control group and eight students (N=8) in the experimental group. The control group was taught through a conventional coursebook-based syllabus, whereas the experimental group was taught through differentiated instruction. The comparison between the two groups revealed that the performance achieved by the students of the experimental group was significantly higher. The results, of this research, suggest that the pedagogical intervention used in the experimental group aided the development of students’ oral and aural skills.
{"title":"A Case Study of Two Groups of A1 Level Students in English","authors":"Avramidou Domna, M. Zafiri","doi":"10.5296/ELR.V4I2.13640","DOIUrl":"https://doi.org/10.5296/ELR.V4I2.13640","url":null,"abstract":"This study attempts to examine differentiated instruction and its implications in the teaching of oracy skills to young EFL learners. Within this aim, the EFL educational context investigated upon, was a private language centre in Greece where differentiated teaching approaches were applied to enhance students’ oral and aural skills through the implementation of a task-based pedagogical intervention. Two groups of monolingual Greek students, were tested in English through a pre-test, which was of an A1 level, according to the Common European Framework of Reference for Languages (CEFR). There was a sample of eight students (N=8) in the control group and eight students (N=8) in the experimental group. The control group was taught through a conventional coursebook-based syllabus, whereas the experimental group was taught through differentiated instruction. The comparison between the two groups revealed that the performance achieved by the students of the experimental group was significantly higher. The results, of this research, suggest that the pedagogical intervention used in the experimental group aided the development of students’ oral and aural skills.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117241576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Amina bibi Bhatti, Habibullah Pathan, S. W. Shah, Aisha Faryal, A. Bhatti
English has got the position of authorized language in Pakistan, widely used in various domains. In academic studies it is mandatory to teach English up to higher education. Mansoor (2004) estimates that newly graduate have studied English for at least 9 years recently. English is used as means for instruction in professional education like medicine, engineering and law.One of the most common issues in learning a foreign language is anxiety. Among the three affective factors (attitudes, motivation, anxiety), language anxiety is the most common issue. It is also one of the factors which influence language learning (Henter, 2013). Anxiety is defined as “the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system” (cited by Spielberger.1983). Horwitz (1986) revealed that in academic as well as social context anxiety in a foreign language is related to performance and suggested three kinds of anxiety. (1) Communication apprehension (2) Fear of negative evaluation (3) Test anxiety. This study aims to know the perceptions of English Language Learners on Language learning Anxiety in EFL classroom. The purpose of this study is to find or reveal the type of anxiety that learners feel in English as a foreign language classroom at University level.The participants in this research are from one engineering university (MUET Jamshoro) of the Sindh and the size of the sample is also little (n=140). For a clear view of this area further large scale studies in different contexts of the country are needed for having a good platform for foreign language learning.The present study used quantitative method for data collection to get unbiased results. Participants of the study are first year students of different engineering fields of Mehran University who learn English as a foreign language. The Foreign Language Classroom Anxiety Scale (FLCAS) given by (Horwitz, 1986) has been adapted and applied for data collection. The questionnaire was bifurcated into two parts, the initial part of questionnaire was for demographic information and the second part was for knowing the perceptions of students on anxiety. The data results were evaluated after doing different tests in SPSS software. The findings of the study reveal the learners feel anxiety during EFL classrooms and communication apprehension anxiety experienced by students is at a higher level from the learner’s perspective.This will be beneficial for learners, educators and helpful to policy makers of the education system to make good and valid policies that will improve the learning of foreign language in a better way and suitable environment. It will be a significant contribution in the research domain.
{"title":"Investigating the Perceptions of L2 Learners on Language Learning Anxiety: A Study of Undergraduate Students at Public Sector University, Sindh Pakistan","authors":"Amina bibi Bhatti, Habibullah Pathan, S. W. Shah, Aisha Faryal, A. Bhatti","doi":"10.5296/ELR.V4I2.13861","DOIUrl":"https://doi.org/10.5296/ELR.V4I2.13861","url":null,"abstract":"English has got the position of authorized language in Pakistan, widely used in various domains. In academic studies it is mandatory to teach English up to higher education. Mansoor (2004) estimates that newly graduate have studied English for at least 9 years recently. English is used as means for instruction in professional education like medicine, engineering and law.One of the most common issues in learning a foreign language is anxiety. Among the three affective factors (attitudes, motivation, anxiety), language anxiety is the most common issue. It is also one of the factors which influence language learning (Henter, 2013). Anxiety is defined as “the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system” (cited by Spielberger.1983). Horwitz (1986) revealed that in academic as well as social context anxiety in a foreign language is related to performance and suggested three kinds of anxiety. (1) Communication apprehension (2) Fear of negative evaluation (3) Test anxiety. This study aims to know the perceptions of English Language Learners on Language learning Anxiety in EFL classroom. The purpose of this study is to find or reveal the type of anxiety that learners feel in English as a foreign language classroom at University level.The participants in this research are from one engineering university (MUET Jamshoro) of the Sindh and the size of the sample is also little (n=140). For a clear view of this area further large scale studies in different contexts of the country are needed for having a good platform for foreign language learning.The present study used quantitative method for data collection to get unbiased results. Participants of the study are first year students of different engineering fields of Mehran University who learn English as a foreign language. The Foreign Language Classroom Anxiety Scale (FLCAS) given by (Horwitz, 1986) has been adapted and applied for data collection. The questionnaire was bifurcated into two parts, the initial part of questionnaire was for demographic information and the second part was for knowing the perceptions of students on anxiety. The data results were evaluated after doing different tests in SPSS software. The findings of the study reveal the learners feel anxiety during EFL classrooms and communication apprehension anxiety experienced by students is at a higher level from the learner’s perspective.This will be beneficial for learners, educators and helpful to policy makers of the education system to make good and valid policies that will improve the learning of foreign language in a better way and suitable environment. It will be a significant contribution in the research domain.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125249634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Arab travellers and traders along the eastern African coast, more than 1000 years ago, were the first Arabic speaking people to bring Arabic language in contact with the other African languages in eastern and later southern Africa. Over the years, Arabic gained a lot of influence in the region. The impact of Arabic can be seen, especially in old scripts, loanwords, Arabic accents and sound features in some of the local languages.This article examines the nature and extent of contact situations between Arabic and two languages, namely Kiswahili, spoken in eastern Africa, and Setswana, spoken in southern Africa. The study is based on the Language Contact Theory, which states that the nature, length and intensity of language contact are the key factors determining the linguistic and sociolinguistic processes that take place. Contact between languages could be either direct or indirect. The main argument of the study is that the extent of influence of a language on another depends not only on the nature of contact, but also, and mainly, on the length and intensity of contact. The paper highlights the domains in which elements of Arabic origin have infiltrated or been adopted in these languages.
{"title":"Over 1,000 Years of Contact Between Arabic and the Eastern and Southern African Languages: A Case Study of Kiswahili and Setswana","authors":"H. Batibo","doi":"10.5296/elr.v4i2.13729","DOIUrl":"https://doi.org/10.5296/elr.v4i2.13729","url":null,"abstract":"Arab travellers and traders along the eastern African coast, more than 1000 years ago, were the first Arabic speaking people to bring Arabic language in contact with the other African languages in eastern and later southern Africa. Over the years, Arabic gained a lot of influence in the region. The impact of Arabic can be seen, especially in old scripts, loanwords, Arabic accents and sound features in some of the local languages.This article examines the nature and extent of contact situations between Arabic and two languages, namely Kiswahili, spoken in eastern Africa, and Setswana, spoken in southern Africa. The study is based on the Language Contact Theory, which states that the nature, length and intensity of language contact are the key factors determining the linguistic and sociolinguistic processes that take place. Contact between languages could be either direct or indirect. The main argument of the study is that the extent of influence of a language on another depends not only on the nature of contact, but also, and mainly, on the length and intensity of contact. The paper highlights the domains in which elements of Arabic origin have infiltrated or been adopted in these languages.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"180 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133783571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learner corpora—repositories of authentic texts produced by foreign/second language learners (Granger, 2009)—have widely been used in second language (L2) research due to authenticity and practical insight. This study involves a learner corpus of placement test essays to examine L2 students’ use of lexical bundles and explore their linguistic needs so that the learner corpus can be used as potential linguistic resources for L2 students with their perceived needs. 367 placement test essays from Chinese L2 students in a midwestern university were analyzed in the study. The results show the most frequent use of prepositional phrasal lexical bundles, less frequent use of discourse-organizing bundles, and frequent use of ‘I’ in stance bundles. This study revealed L2 students need to be aware of the use of discourse-organizing bundles for cohesion/logic in academic writing and implied the value of L2 students’ lexico-grammatical use as a resource and investment with pedagogical significance.
{"title":"A Learner Corpus of High-Stakes Placement Test Essays of Chinese Second Language Students Through a Corpus Analysis","authors":"Eunjeong Park","doi":"10.5296/ELR.V4I2.13563","DOIUrl":"https://doi.org/10.5296/ELR.V4I2.13563","url":null,"abstract":"Learner corpora—repositories of authentic texts produced by foreign/second language learners (Granger, 2009)—have widely been used in second language (L2) research due to authenticity and practical insight. This study involves a learner corpus of placement test essays to examine L2 students’ use of lexical bundles and explore their linguistic needs so that the learner corpus can be used as potential linguistic resources for L2 students with their perceived needs. 367 placement test essays from Chinese L2 students in a midwestern university were analyzed in the study. The results show the most frequent use of prepositional phrasal lexical bundles, less frequent use of discourse-organizing bundles, and frequent use of ‘I’ in stance bundles. This study revealed L2 students need to be aware of the use of discourse-organizing bundles for cohesion/logic in academic writing and implied the value of L2 students’ lexico-grammatical use as a resource and investment with pedagogical significance.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133970603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abdul Razaque Lanjwan Jat, Habibullah Pathan, S. W. Shah
Textbooks are not only to read but also inculcate values, virtues and norms of society given in the curriculum. Basically, the curriculum of Pakistani curriculum is broadly based on celebration of history that is taught in different subjects such as, Islamic studies, social studies, languages and Pakistan studies. These all textbooks have been used as a tool to propagate and promote national identity while representing stories of national heroes. These heroes carry certain hidden and intended ideologies. The aim of this research is to explore the textual and visual representation of national heroes of Pakistan who are portrayed in English language textbooks prescribed by Sindh Textbook Board taught in public higher secondary schools. Furthermore, this paper discusses the different elements such as; language, theme, writer’s objectivity, use of visuals, and certain ideas in order to explore the hidden ideologies behind representing national heroes. They make students patriotic, nationalistic, militaristic and religious which cause manipulation and exploitation of religion, misinterpretation and mixture of facts, misrepresentation of reality, reinforcement of some practices and so on. This is qualitative method. The textual analysis and semi-structured are proposed methods which are mostly applied in these kinds of research studies. We used the social constructive model as an analytical model for this research to uncover the hidden ideologies represented by the national heroes of Pakistan. They propagate the ideologies of Islam/Jehad, patriotism, anti-India, eulogizing heroes and fundamental divide between Muslims and Hindus.
{"title":"Representation of National Heroes in English Language Textbooks Taught at Government Higher Secondary Schools of Sindh, Pakistan","authors":"Abdul Razaque Lanjwan Jat, Habibullah Pathan, S. W. Shah","doi":"10.5296/ELR.V4I2.13612","DOIUrl":"https://doi.org/10.5296/ELR.V4I2.13612","url":null,"abstract":"Textbooks are not only to read but also inculcate values, virtues and norms of society given in the curriculum. Basically, the curriculum of Pakistani curriculum is broadly based on celebration of history that is taught in different subjects such as, Islamic studies, social studies, languages and Pakistan studies. These all textbooks have been used as a tool to propagate and promote national identity while representing stories of national heroes. These heroes carry certain hidden and intended ideologies. The aim of this research is to explore the textual and visual representation of national heroes of Pakistan who are portrayed in English language textbooks prescribed by Sindh Textbook Board taught in public higher secondary schools. Furthermore, this paper discusses the different elements such as; language, theme, writer’s objectivity, use of visuals, and certain ideas in order to explore the hidden ideologies behind representing national heroes. They make students patriotic, nationalistic, militaristic and religious which cause manipulation and exploitation of religion, misinterpretation and mixture of facts, misrepresentation of reality, reinforcement of some practices and so on. This is qualitative method. The textual analysis and semi-structured are proposed methods which are mostly applied in these kinds of research studies. We used the social constructive model as an analytical model for this research to uncover the hidden ideologies represented by the national heroes of Pakistan. They propagate the ideologies of Islam/Jehad, patriotism, anti-India, eulogizing heroes and fundamental divide between Muslims and Hindus.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134144231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper attempts to identify the stylistic aspects of the language utilized in Divine-Prophetic discourse in Biblical and Quranic texts. Precisely, this work sets itself the task of answering the following question: what are the most prevalent stylistic devices implemented in this kind of discourse? Accordingly, the study aims at identifying the most common stylistic devices employed in Divine-Prophetic discourse and finding the interdifferences between Biblical and Quranic texts in this respect. It is hypothesized that Divine-Prophetic discourse utilizes certain stylistic techniques such as parallelism, repetition, alliteration, rhyme, simile, and metaphor. In order to achieve the aims of this paper and test its hypothesis, Leech and Short's (2007) categorization of figures of speech is utilized for the analysis of the data under scrutiny. Besides, a statistical method represented by the percentage equation is utilized for calculating the findings of analysis. The analysis is conducted on three Biblical texts taken from different books of the Old Testament and three Quranic texts taken from different suras of the Glorious Quran. Findings of the analysis reveal that the above hypothesis has been partially validated in the Biblical texts in that parallelism, repetition, alliteration, and simile have been widely implemented in these texts whereas rhyme and metaphor are not used at all. The same hypothesis, however, has been fully validated in the Quranic texts.
{"title":"A Stylistic Analysis of Divine-Prophetic Discourse in Biblical and Quranic Texts","authors":"R. T. Al-Ameedi, Manar Kareem Mehdi","doi":"10.5296/ELR.V4I2.13377","DOIUrl":"https://doi.org/10.5296/ELR.V4I2.13377","url":null,"abstract":"This paper attempts to identify the stylistic aspects of the language utilized in Divine-Prophetic discourse in Biblical and Quranic texts. Precisely, this work sets itself the task of answering the following question: what are the most prevalent stylistic devices implemented in this kind of discourse? Accordingly, the study aims at identifying the most common stylistic devices employed in Divine-Prophetic discourse and finding the interdifferences between Biblical and Quranic texts in this respect. It is hypothesized that Divine-Prophetic discourse utilizes certain stylistic techniques such as parallelism, repetition, alliteration, rhyme, simile, and metaphor. In order to achieve the aims of this paper and test its hypothesis, Leech and Short's (2007) categorization of figures of speech is utilized for the analysis of the data under scrutiny. Besides, a statistical method represented by the percentage equation is utilized for calculating the findings of analysis. The analysis is conducted on three Biblical texts taken from different books of the Old Testament and three Quranic texts taken from different suras of the Glorious Quran. Findings of the analysis reveal that the above hypothesis has been partially validated in the Biblical texts in that parallelism, repetition, alliteration, and simile have been widely implemented in these texts whereas rhyme and metaphor are not used at all. The same hypothesis, however, has been fully validated in the Quranic texts.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"-1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121814470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
One of the central points for the concept of heteroglossia is negotiation, the social negotiation that is central to the heterodiscourse, since all the time one is negotiating to place of saying and, still, negotiating to position, in the interaction, in the own language. One issue that has become increasingly strong in translanguaging studies is the understanding that if one is negotiating tension, one is actually negotiating power relations. According to this context, this work aims at a theoretical-methodological reflection of some concepts that can, also to dialogism and interactionism, to contribute significantly to the practice and to the teaching-learning of languages.
{"title":"Translanguaging, Heterodiscourse and Multilingualism in the Teaching-Learning of Languages: An Reflection","authors":"Sweder Souza","doi":"10.5296/ELR.V4I2.13268","DOIUrl":"https://doi.org/10.5296/ELR.V4I2.13268","url":null,"abstract":"One of the central points for the concept of heteroglossia is negotiation, the social negotiation that is central to the heterodiscourse, since all the time one is negotiating to place of saying and, still, negotiating to position, in the interaction, in the own language. One issue that has become increasingly strong in translanguaging studies is the understanding that if one is negotiating tension, one is actually negotiating power relations. According to this context, this work aims at a theoretical-methodological reflection of some concepts that can, also to dialogism and interactionism, to contribute significantly to the practice and to the teaching-learning of languages.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125050222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study aimed to examine the use level of the WhatsApp among Jordanians, and also to identify differences among Jordanians in WhatsApp status uses in light of their gender, age, marital status, and socioeconomic level. The population of the study included all students who are enrolled at the English department of Jadara and Irbid national Universities in Irbid, Jordan. The sample of the study consisted of (262) students whose ages are between 18-40 and were selected randomly. To achieve the aims of the study, a (23) item questionnaire was developed based on previous literature and used for data collection. The results showed that the level of using WhatsApp application among university students was high. The result showed that there are statistically significant differences at (a= 0.05) due to gender in favor of females, due to age in favor of the age group 18-21, and in Socioeconomic level in favor of more than 500. In light of results, the study recommend to work on motivating students for more use of this important application for academic purposes.
{"title":"A Sociolinguistic Perspective of WhatsApp Statuses Used by Jordanians","authors":"Mohammad Ibrahim Shehabat, Luqman M Rababah","doi":"10.5296/elr.v7i2.18964","DOIUrl":"https://doi.org/10.5296/elr.v7i2.18964","url":null,"abstract":"The study aimed to examine the use level of the WhatsApp among Jordanians, and also to identify differences among Jordanians in WhatsApp status uses in light of their gender, age, marital status, and socioeconomic level. The population of the study included all students who are enrolled at the English department of Jadara and Irbid national Universities in Irbid, Jordan. The sample of the study consisted of (262) students whose ages are between 18-40 and were selected randomly. To achieve the aims of the study, a (23) item questionnaire was developed based on previous literature and used for data collection. The results showed that the level of using WhatsApp application among university students was high. The result showed that there are statistically significant differences at (a= 0.05) due to gender in favor of females, due to age in favor of the age group 18-21, and in Socioeconomic level in favor of more than 500. In light of results, the study recommend to work on motivating students for more use of this important application for academic purposes.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"646 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132066709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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