In translation training, translation revision to produce a high quality translation is an integral part of the translation process. Improvement on the translations produced by students during training are typically carried out by students themselves in the form of self-revision. The present empirical study aims to assess the improvement of student translations’ quality in light of target readership assessment and feedback. It further sets out to measure student’s attitudes towards target readership feedback in terms of effectiveness in assisting them to improve their translations. The findings reveal that target readership feedback had a considerable effect on improving the quality of student translations which made them more vigilant to analyzing target text context. Moreover, student translators perceived target readership feedback as valuable in improving their self-revised translations to enhance the quality of their translations. The study recommends employing target readership feedback as part of student translation training.
{"title":"The Role of Target Readership Feedback in Improving Students’ Self-Revised Translations: An Empirical Study","authors":"R. Abbadi, L. Kreishan, Emad M Al-Saidat","doi":"10.17507/tpls.1408.20","DOIUrl":"https://doi.org/10.17507/tpls.1408.20","url":null,"abstract":"In translation training, translation revision to produce a high quality translation is an integral part of the translation process. Improvement on the translations produced by students during training are typically carried out by students themselves in the form of self-revision. The present empirical study aims to assess the improvement of student translations’ quality in light of target readership assessment and feedback. It further sets out to measure student’s attitudes towards target readership feedback in terms of effectiveness in assisting them to improve their translations. The findings reveal that target readership feedback had a considerable effect on improving the quality of student translations which made them more vigilant to analyzing target text context. Moreover, student translators perceived target readership feedback as valuable in improving their self-revised translations to enhance the quality of their translations. The study recommends employing target readership feedback as part of student translation training.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":"36 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141922856","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}
Sri Rahayu, Yen Aryni, Hamidah Sidabalok, Ibnu Hajar, Hadi Suriono, Budi Setiawan
This research discusses the perspective of teachers and students in the eastern coastal region of Indonesia toward online learning as a means for language learning. Participants in the study included 50 teachers and 35 students from different high schools in North Sumatra, Indonesia. This study applied a semi-structured interview for data collection to explore the teachers and students’ perceptions of online learning and then analyzed the data qualitatively through description. Moreover, the interview data were also transcribed and analyzed using thematic content analysis. The four data themes that this study examined were: (1) participants’ reactions to online instruction; (2) participants’ limits in online instruction; (3) participants’ approach to overcoming obstacles; and (4) participants’ utilization of technology. The findings demonstrated that, by fostering independent learning and increasing student willingness to learn, teachers and students in Indonesia's rural eastern coastline region were able to adjust to online learning concerning second language acquisition. This study addressed a concern that many participants had when learning online: the use of digital technology, which is seen as challenging to acquire and apply. In light of the geographical difficulties and facility issues associated with online learning, this study highlights the significance of having mental and emotional support from peers, parents, and teachers.
{"title":"The Perspectives of Teachers and Students of the Indonesian Eastern Coastal Region on Language Acquisition Through Online Learning","authors":"Sri Rahayu, Yen Aryni, Hamidah Sidabalok, Ibnu Hajar, Hadi Suriono, Budi Setiawan","doi":"10.17507/tpls.1408.34","DOIUrl":"https://doi.org/10.17507/tpls.1408.34","url":null,"abstract":"This research discusses the perspective of teachers and students in the eastern coastal region of Indonesia toward online learning as a means for language learning. Participants in the study included 50 teachers and 35 students from different high schools in North Sumatra, Indonesia. This study applied a semi-structured interview for data collection to explore the teachers and students’ perceptions of online learning and then analyzed the data qualitatively through description. Moreover, the interview data were also transcribed and analyzed using thematic content analysis. The four data themes that this study examined were: (1) participants’ reactions to online instruction; (2) participants’ limits in online instruction; (3) participants’ approach to overcoming obstacles; and (4) participants’ utilization of technology. The findings demonstrated that, by fostering independent learning and increasing student willingness to learn, teachers and students in Indonesia's rural eastern coastline region were able to adjust to online learning concerning second language acquisition. This study addressed a concern that many participants had when learning online: the use of digital technology, which is seen as challenging to acquire and apply. In light of the geographical difficulties and facility issues associated with online learning, this study highlights the significance of having mental and emotional support from peers, parents, and teachers.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":"43 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141924252","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 aims to explore teachers' pedagogical practices in using English as a Medium of Instruction, to distinguish challenges confronted by teachers while using the English medium, and to discover the coping strategies employed in dealing with these challenges at the middle-school level within Wolaita Zone, South Ethiopia Regional State. The study employed a convergent mixed methods design. The study included 240 teachers from 30 middle-level schools. The researchers collected the data through a questionnaire, focused group discussions, and classroom observations. They applied quantitative analysis, employing statistical measures like mean values and standard deviations to the data collected through a questionnaire with five Likert scales. Simultaneously, the researchers conducted a meticulous theme-based content analysis for the qualitative data. The results of this investigation revealed a dominant trend among teachers in English-medium classrooms using their mother tongue rather than the English language. The study also indicated that this tendency stems from a deficiency in teachers' competence in English language instruction. Furthermore, the study showed that while teachers employ different coping strategies to address instructional language challenges in their classrooms, most of these strategies are misapplied.
{"title":"Navigating English Medium Instruction: Insights Into Classroom Practices and Challenges in Middle-Level Schools of Wolaita Zone, South Ethiopia","authors":"E. E. Arega, M. Bachore, Z. A. Ayele","doi":"10.17507/tpls.1408.02","DOIUrl":"https://doi.org/10.17507/tpls.1408.02","url":null,"abstract":"This study aims to explore teachers' pedagogical practices in using English as a Medium of Instruction, to distinguish challenges confronted by teachers while using the English medium, and to discover the coping strategies employed in dealing with these challenges at the middle-school level within Wolaita Zone, South Ethiopia Regional State. The study employed a convergent mixed methods design. The study included 240 teachers from 30 middle-level schools. The researchers collected the data through a questionnaire, focused group discussions, and classroom observations. They applied quantitative analysis, employing statistical measures like mean values and standard deviations to the data collected through a questionnaire with five Likert scales. Simultaneously, the researchers conducted a meticulous theme-based content analysis for the qualitative data. The results of this investigation revealed a dominant trend among teachers in English-medium classrooms using their mother tongue rather than the English language. The study also indicated that this tendency stems from a deficiency in teachers' competence in English language instruction. Furthermore, the study showed that while teachers employ different coping strategies to address instructional language challenges in their classrooms, most of these strategies are misapplied.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":"72 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141922237","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}
Valida Q. Madiyorova, Jamila Sh. Djumabayeva, Firuza N. Bekmuradova
This paper investigates the issue of translating genderisms from Uzbek into English. It investigates and compares the approaches taken by both native and foreign translators to address this issue through a case study based on Uzbek author Abdulhamid Sulaymon o’g’li Cho’lpon’s unfinished dilogy, Night and Day. Originally written between 1933 and 1934 and translated into English by native translators Muminov and Khamidov in 2014 and foreign translator Fort in 2019, Cho’lpon’s work was specifically chosen, because it depicts women's repression in the male hegemonic cultures of Central Asian countries during the nineteenth century, particularly in the Uzbek context during the colonial period. Based on both the content analysis (CA) and critical discourse analysis (CDA), the researchers extracted the genderisms in the source text (ST) and compared them to their representation in the target text (TT). The CDA results revealed that genderisms in the ST manifest themselves in women's reliance on men, the limitations on their independence, their low status and powerlessness, and their abusive treatment and threats by men. Analysis of the translations showed that native translators mostly omitted genderisms in translation, attempting to protect their culture by avoiding the introduction of negative views of their nation. On the other hand, the foreign translator kept the genderisms in the TT, trying to realize the author's original goal of using genderism to encourage independence and self-confidence in women. The results of this study serve to reduce the problems of expressing gender representation in translations from many Turkic languages into English.
本文探讨了将性别主义从乌兹别克语翻译成英语的问题。它以乌兹别克作家 Abdulhamid Sulaymon o'g'li Cho'lpon 未完成的散文集《夜与昼》为案例，调查并比较了本国译者和外国译者解决这一问题的方法。Cho'lpon的作品最初写于1933年至1934年，2014年由本土译者Muminov和Khamidov翻译成英文，2019年由外国译者Fort翻译成英文，之所以特别选择Cho'lpon的作品，是因为它描写了19世纪中亚国家男性霸权文化对女性的压迫，尤其是在乌兹别克殖民时期。在内容分析（CA）和批评性话语分析（CDA）的基础上，研究人员提取了源文本（ST）中的性别主义，并将其与目标文本（TT）中的表现进行了比较。语篇分析结果显示，源文本中的性别歧视表现为女性对男性的依赖、女性独立性的限制、女性地位低下和无权无势，以及女性受到男性的虐待和威胁。对译文的分析表明，本土译者在翻译中大多省略了性别歧视，试图通过避免引入对其民族的负面看法来保护自己的文化。另一方面，外国译者在 TT 中保留了性别歧视，试图实现作者的初衷，即利用性别歧视来鼓励女性的独立和自信。本研究的结果有助于减少从许多突厥语翻译成英语时在表达性别代表性方面存在的问题。
{"title":"Translation and Gender Through the Lens of Native and Foreign Translators: Case Study on the English Translations of Uzbek Feministic Representations","authors":"Valida Q. Madiyorova, Jamila Sh. Djumabayeva, Firuza N. Bekmuradova","doi":"10.17507/tpls.1408.03","DOIUrl":"https://doi.org/10.17507/tpls.1408.03","url":null,"abstract":"This paper investigates the issue of translating genderisms from Uzbek into English. It investigates and compares the approaches taken by both native and foreign translators to address this issue through a case study based on Uzbek author Abdulhamid Sulaymon o’g’li Cho’lpon’s unfinished dilogy, Night and Day. Originally written between 1933 and 1934 and translated into English by native translators Muminov and Khamidov in 2014 and foreign translator Fort in 2019, Cho’lpon’s work was specifically chosen, because it depicts women's repression in the male hegemonic cultures of Central Asian countries during the nineteenth century, particularly in the Uzbek context during the colonial period. Based on both the content analysis (CA) and critical discourse analysis (CDA), the researchers extracted the genderisms in the source text (ST) and compared them to their representation in the target text (TT). The CDA results revealed that genderisms in the ST manifest themselves in women's reliance on men, the limitations on their independence, their low status and powerlessness, and their abusive treatment and threats by men. Analysis of the translations showed that native translators mostly omitted genderisms in translation, attempting to protect their culture by avoiding the introduction of negative views of their nation. On the other hand, the foreign translator kept the genderisms in the TT, trying to realize the author's original goal of using genderism to encourage independence and self-confidence in women. The results of this study serve to reduce the problems of expressing gender representation in translations from many Turkic languages into English.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":"8 41","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141921960","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}
He Zhu, L. Ang, Muhammad Alif Redzuan Abdullah, Hongxiang Zhu
Transcreation is an inter-cultural and inter-linguistic activity, which has obtained particular academic interest recently. However, few studies have reviewed the current status quo on transcreation systematically, although transcreation has been applied in various fields such as literature and advertising translation. In this study, a systematic literature review is conducted to shed light on this topic by identifying and analysing genres, foci, methods, and theories related to transcreation. The databases cover Scopus, Web of Science and CNKI from 1995 to 2023. A total of 61 publications were identified with PRISMA 2020. The qualitative findings showed that (1) most studies of transcreation focus on literary and advertising, while other fields of audiovisual, news and political, training and interpreting need to be explored; (2) research foci of transcreation strategies, culture and ideology gain more attention while transcreation process and evaluation, localization and persuasion have not been much examined; (3) content analysis is most frequently adopted while other qualitative methods are less used. Besides, there is a lack of using quantitative and mixed methods; (4) systematical functional linguistics is often used as a pointcut to examine strategies of transcreation. Besides, multimodal social semiotics is used to explore transcreation through texts, pictures and videos. Other linguistic theories and cross-disciplinary theories remain unexplored in transcreation. In conclusion, this study provides a review of transcreation and translation studies and reveals some research gaps that could enlighten future studies.
转译是一种跨文化和跨语言的活动，近来受到学术界的特别关注。然而，尽管转译已被应用于文学和广告翻译等多个领域，但很少有研究对转译的现状进行系统回顾。本研究进行了系统的文献综述，通过识别和分析与转译相关的体裁、重点、方法和理论来揭示这一主题。数据库涵盖 1995 年至 2023 年的 Scopus、Web of Science 和 CNKI。根据 PRISMA 2020，共鉴定了 61 篇出版物。定性研究结果表明：(1) 有关转创造的研究大多集中在文学和广告领域，而视听、新闻和政治、培训和口译等其他领域的研究则有待探索；(2) 转创造策略、文化和意识形态等研究重点更受关注，而对转创造过程和评价、本地化和说服等方面的研究则不多；(3) 内容分析法最常被采用，而其他定性方法则较少使用。此外，还缺乏使用定量和混合方法；(4) 系统功能语言学经常被用作研究转创造策略的切入点。此外，多模态社会符号学（multimodal social semiotics）也被用来探讨通过文本、图片和视频进行转译的问题。其他语言学理论和跨学科理论在转创作中仍未得到探讨。总之，本研究对转创造和翻译研究进行了综述，并揭示了一些研究空白，对今后的研究有所启发。
{"title":"A Mystery or a Route? A Systematic Literature Review of Transcreation and Translation Studies","authors":"He Zhu, L. Ang, Muhammad Alif Redzuan Abdullah, Hongxiang Zhu","doi":"10.17507/tpls.1408.11","DOIUrl":"https://doi.org/10.17507/tpls.1408.11","url":null,"abstract":"Transcreation is an inter-cultural and inter-linguistic activity, which has obtained particular academic interest recently. However, few studies have reviewed the current status quo on transcreation systematically, although transcreation has been applied in various fields such as literature and advertising translation. In this study, a systematic literature review is conducted to shed light on this topic by identifying and analysing genres, foci, methods, and theories related to transcreation. The databases cover Scopus, Web of Science and CNKI from 1995 to 2023. A total of 61 publications were identified with PRISMA 2020. The qualitative findings showed that (1) most studies of transcreation focus on literary and advertising, while other fields of audiovisual, news and political, training and interpreting need to be explored; (2) research foci of transcreation strategies, culture and ideology gain more attention while transcreation process and evaluation, localization and persuasion have not been much examined; (3) content analysis is most frequently adopted while other qualitative methods are less used. Besides, there is a lack of using quantitative and mixed methods; (4) systematical functional linguistics is often used as a pointcut to examine strategies of transcreation. Besides, multimodal social semiotics is used to explore transcreation through texts, pictures and videos. Other linguistic theories and cross-disciplinary theories remain unexplored in transcreation. In conclusion, this study provides a review of transcreation and translation studies and reveals some research gaps that could enlighten future studies.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":"41 50","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141924136","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}
Meera B. Sahawneh, Mohammed Nahar Al-Ali, Zeyad Al-Daher, Rawan K. Alhatemi
This study aims to examine Jordanian males’ comments on females’ physical appearance on Facebook to identify the impoliteness strategies that Jordanian males utilize in online communication. The socio-cultural factors affecting the selection of impoliteness behavior in males’ comments are also investigated. As for the corpus of the study, a total of 470 comments and replies were chosen from 32 females’ picture posts posted on two different Jordanian groups on Facebook. This study draws on Culpeper’s (1996) impoliteness framework. All Culpeper’s (1996) impoliteness strategies except withholding impoliteness (i.e., bald-on-record, sarcasm/mock, negative, positive) were employed. It was also found that making a clear boundary between different impoliteness strategies is not easy; more than one impoliteness strategy can be realized by the same expression. Furthermore, males were found to use other additional impoliteness strategies not mentioned in Culpeper’s (1996) impoliteness framework, namely, third-party implicit impoliteness, supplications, and negative interjections. The data analysis also revealed that some comments were subsumed under new categories not mentioned in previous (im)politeness frameworks: ambiguous (im)politeness and adversative (im)politeness. The use of such various strategies can be ascribed to the effect of socio-cultural and religious background on males’ behavior.
{"title":"Jordanian Males’ Impoliteness Strategies While Commenting on the Physical Appearance of Females on Facebook","authors":"Meera B. Sahawneh, Mohammed Nahar Al-Ali, Zeyad Al-Daher, Rawan K. Alhatemi","doi":"10.17507/tpls.1408.36","DOIUrl":"https://doi.org/10.17507/tpls.1408.36","url":null,"abstract":"This study aims to examine Jordanian males’ comments on females’ physical appearance on Facebook to identify the impoliteness strategies that Jordanian males utilize in online communication. The socio-cultural factors affecting the selection of impoliteness behavior in males’ comments are also investigated. As for the corpus of the study, a total of 470 comments and replies were chosen from 32 females’ picture posts posted on two different Jordanian groups on Facebook. This study draws on Culpeper’s (1996) impoliteness framework. All Culpeper’s (1996) impoliteness strategies except withholding impoliteness (i.e., bald-on-record, sarcasm/mock, negative, positive) were employed. It was also found that making a clear boundary between different impoliteness strategies is not easy; more than one impoliteness strategy can be realized by the same expression. Furthermore, males were found to use other additional impoliteness strategies not mentioned in Culpeper’s (1996) impoliteness framework, namely, third-party implicit impoliteness, supplications, and negative interjections. The data analysis also revealed that some comments were subsumed under new categories not mentioned in previous (im)politeness frameworks: ambiguous (im)politeness and adversative (im)politeness. The use of such various strategies can be ascribed to the effect of socio-cultural and religious background on males’ behavior.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":"26 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141924919","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 gauge the effect of the collaborative video-based flipped learning strategy on the achievement of tenth-grade female students of Arabic grammar in the Ramtha Education Directorate during the first semester of the 2022/2023 academic year. A 60-question test in Arabic grammar was developed and distributed over three cognitive levels: knowledge, comprehension, and application. The study sample consisted of 60 tenth-grade female students chosen through the available sampling method and divided equally into a control and experimental group (n=30). The former group was taught traditionally and the latter group was taught using the video-based flipped learning strategy. The results showed a statistically significant difference at (α =0.05) between the means of the study sample's performance in both groups at each cognitive level whether separately or collectively attributed to the flipped learning strategy. The study recommended adopting this strategy in teaching Arabic grammar in particular and language skills in general.
{"title":"The Effects of the Collaborative Video-Based Flipped Learning Strategy on the Achievements in Arabic Grammar of 10th-Grade Female Students","authors":"Naser Al-Maqableh, Batool Al-Makhadmeh","doi":"10.17507/tpls.1408.32","DOIUrl":"https://doi.org/10.17507/tpls.1408.32","url":null,"abstract":"the study aimed to gauge the effect of the collaborative video-based flipped learning strategy on the achievement of tenth-grade female students of Arabic grammar in the Ramtha Education Directorate during the first semester of the 2022/2023 academic year. A 60-question test in Arabic grammar was developed and distributed over three cognitive levels: knowledge, comprehension, and application. The study sample consisted of 60 tenth-grade female students chosen through the available sampling method and divided equally into a control and experimental group (n=30). The former group was taught traditionally and the latter group was taught using the video-based flipped learning strategy. The results showed a statistically significant difference at (α =0.05) between the means of the study sample's performance in both groups at each cognitive level whether separately or collectively attributed to the flipped learning strategy. The study recommended adopting this strategy in teaching Arabic grammar in particular and language skills in general.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":"30 30","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141924761","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}
Despite many studies investigating the effects of task complexity on L2 writing performance, little attention has been given to the specific effects of independent vs. integrated writing tasks and their cognitive demands on EFL learners. This study aimed to address this gap by conducting a comprehensive examination of the cognitive demands exerted by these two types of writing tasks and their effects on linguistic complexity outcomes among 35 Chinese EFL learners. Employing mixed methods involving learner self-ratings, expert judgments, and dual-task measures, the study revealed that, compared to the independent writing task, the integrated writing task places higher cognitive demands on students. In terms of written performance, participants demonstrated enhancements in lexical and syntactic complexity when responding to the integrated writing task, supporting Robinson’s Cognition Hypothesis (CH). These findings highlight the importance of understanding the cognitive load imposed by different types of writing tasks and offer implications for educators in the design and sequencing of writing tasks within Task-Based Language Teaching (TBLT) contexts.
{"title":"Independent Writing Tasks vs. Integrated Writing Tasks: The Cognitive Demands and Their Impacts on Linguistic Complexity in EFL Writing","authors":"Ziming Zhao, Vahid Nimehchisalem, Mei Yuit Chan","doi":"10.17507/tpls.1408.33","DOIUrl":"https://doi.org/10.17507/tpls.1408.33","url":null,"abstract":"Despite many studies investigating the effects of task complexity on L2 writing performance, little attention has been given to the specific effects of independent vs. integrated writing tasks and their cognitive demands on EFL learners. This study aimed to address this gap by conducting a comprehensive examination of the cognitive demands exerted by these two types of writing tasks and their effects on linguistic complexity outcomes among 35 Chinese EFL learners. Employing mixed methods involving learner self-ratings, expert judgments, and dual-task measures, the study revealed that, compared to the independent writing task, the integrated writing task places higher cognitive demands on students. In terms of written performance, participants demonstrated enhancements in lexical and syntactic complexity when responding to the integrated writing task, supporting Robinson’s Cognition Hypothesis (CH). These findings highlight the importance of understanding the cognitive load imposed by different types of writing tasks and offer implications for educators in the design and sequencing of writing tasks within Task-Based Language Teaching (TBLT) contexts.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":"25 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141925277","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}
Identity as the definitive factor of one’s individuality has been extensively explored from the sociological, psychological, and political perspectives. Of particular importance is the prevailing realization of the pervasiveness of the concept of identity and its fluidity, especially concerning the transcendence of cultural binaries and spaces. According to T.S. Elliot, the discourse of aesthetics is defined by constitutive dialects and is doubly-encoded in the specific and concrete. Thus, aesthetics in literature provides a theory of senses in which production, presentation, and reception of identities, cultures, and other social phenomena can be understood and defined. Within Islamic contexts, therefore, the pursuance of a true identity definition becomes an intricate issue that necessitates the incorporation of both historical and contextual perspectives, as well as the pursuance of aesthetic expressions and experiences at the individual level. With these insights in mind, the current analysis utilized a comprehensive analytical framework that applies Eliot’s assumptions within the interactionist framework with the aim of mapping identity fluidities and ambiguities in Mohsin Hamid's The Reluctant Fundamentalist and Elif Shafak's The Forty Rules of Love. The findings indicate that Muslim cultural contexts bear apparent aesthetic experiences and ideological multiplicities at the individual level that cut across a variety of spiritual, political, social, and geographic domains. The fluidity and multiplicity of the resulting identities, thus, necessitates the application of suitable identity signifiers to ensure the rational and practical reportage of Muslim identities.
{"title":"Muslim Identity Fluidities and Ambiguities: A Focus on Mohsin Hamid's The Reluctant Fundamentalist and Elif Shafak's The Forty Rules of Love","authors":"Majid Mgamis, Nadia Mohammad","doi":"10.17507/tpls.1408.01","DOIUrl":"https://doi.org/10.17507/tpls.1408.01","url":null,"abstract":"Identity as the definitive factor of one’s individuality has been extensively explored from the sociological, psychological, and political perspectives. Of particular importance is the prevailing realization of the pervasiveness of the concept of identity and its fluidity, especially concerning the transcendence of cultural binaries and spaces. According to T.S. Elliot, the discourse of aesthetics is defined by constitutive dialects and is doubly-encoded in the specific and concrete. Thus, aesthetics in literature provides a theory of senses in which production, presentation, and reception of identities, cultures, and other social phenomena can be understood and defined. Within Islamic contexts, therefore, the pursuance of a true identity definition becomes an intricate issue that necessitates the incorporation of both historical and contextual perspectives, as well as the pursuance of aesthetic expressions and experiences at the individual level. With these insights in mind, the current analysis utilized a comprehensive analytical framework that applies Eliot’s assumptions within the interactionist framework with the aim of mapping identity fluidities and ambiguities in Mohsin Hamid's The Reluctant Fundamentalist and Elif Shafak's The Forty Rules of Love. The findings indicate that Muslim cultural contexts bear apparent aesthetic experiences and ideological multiplicities at the individual level that cut across a variety of spiritual, political, social, and geographic domains. The fluidity and multiplicity of the resulting identities, thus, necessitates the application of suitable identity signifiers to ensure the rational and practical reportage of Muslim identities.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":"3 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141921593","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 research aims to describe the practicality of the blended learning model combined with the project-based learning model when Indonesian students write scientific papers. This research employs the research and development method but focuses only on the small group testing stage. The subjects of this research are students taking scientific writing courses in the study program of Indonesian Language and Literature Education, Indonesia. The data were collected through tests, a questionnaire, and an interview and analyzed by means of qualitative and quantitative techniques. The research results show that in general, this learning model is practical to be used in learning scientific writing. Furthermore, the post-test results show significantly higher scores than those of the pre-test results in students' scientific writing (34.59). Additionally, based on the results of the questionnaire distributed to students, all components of the blended learning model combined with the project-based learning model that have been developed, namely the learning structure, reaction principles, social systems, and support systems are considered by students to be appropriate and very appropriate. However, the results of the interview reveal that there are weaknesses in the learning model being developed. These weaknesses will be addressed so that its effectiveness is well tested in the next stage, namely the large group test.
{"title":"The Development of Blended Learning Model Combined With Project-Based Learning Model in Indonesian Students’ Scientific Writing","authors":"Santi Oktarina","doi":"10.17507/tpls.1408.07","DOIUrl":"https://doi.org/10.17507/tpls.1408.07","url":null,"abstract":"This research aims to describe the practicality of the blended learning model combined with the project-based learning model when Indonesian students write scientific papers. This research employs the research and development method but focuses only on the small group testing stage. The subjects of this research are students taking scientific writing courses in the study program of Indonesian Language and Literature Education, Indonesia. The data were collected through tests, a questionnaire, and an interview and analyzed by means of qualitative and quantitative techniques. The research results show that in general, this learning model is practical to be used in learning scientific writing. Furthermore, the post-test results show significantly higher scores than those of the pre-test results in students' scientific writing (34.59). Additionally, based on the results of the questionnaire distributed to students, all components of the blended learning model combined with the project-based learning model that have been developed, namely the learning structure, reaction principles, social systems, and support systems are considered by students to be appropriate and very appropriate. However, the results of the interview reveal that there are weaknesses in the learning model being developed. These weaknesses will be addressed so that its effectiveness is well tested in the next stage, namely the large group test.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":"7 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141921715","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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