Pub Date : 2024-07-24DOI: 10.36892/ijlls.v6i2.1745
Abdelghani Moussaoui
This paper calls into question the cultural discourse behind writing and reading popular romances in the Western sphere. Within the framework of orientalist discourse, this paper examines the trope of gender construction in Rebecca Stratton’s The Silken Cage. It unveils Western female writers’ complicity, Stratton as a prototype, in the perpetuation of orientalist discourse through gendering the oriental ‘Other’. Stratton’s romance is worthy of scrutiny by virtue of displaying how gender colors the hegemonic discourse of representation. This paper is indebted to the postcolonial theory. After the analysis of the chosen account, it was inferred that Rebecca Stratton partakes in the replication of the orientalist ideas and images that have been already propagated by ‘white’ male writers about the gendered Moroccan ‘Other’. ‘Harem’ is presented in The Silken Cage as an arena where these gender misrepresentations about Morocco, as a subject and a culture, are articulated. Notably, Stratton’s mode of representation is marked by ‘ambivalence’; given its racist discourse, the novel sways between relegating and praising the ‘Other’. Stratton’s romance as a manifestation of a cultural potentiality deserves to be examined due to its location within the framework of distinctiveness between the ‘Self’ and the ‘Other’.
{"title":"Gender as a ‘Discursive Practice’ in Romance Discourse","authors":"Abdelghani Moussaoui","doi":"10.36892/ijlls.v6i2.1745","DOIUrl":"https://doi.org/10.36892/ijlls.v6i2.1745","url":null,"abstract":"This paper calls into question the cultural discourse behind writing and reading popular romances in the Western sphere. Within the framework of orientalist discourse, this paper examines the trope of gender construction in Rebecca Stratton’s The Silken Cage. It unveils Western female writers’ complicity, Stratton as a prototype, in the perpetuation of orientalist discourse through gendering the oriental ‘Other’. Stratton’s romance is worthy of scrutiny by virtue of displaying how gender colors the hegemonic discourse of representation. This paper is indebted to the postcolonial theory. After the analysis of the chosen account, it was inferred that Rebecca Stratton partakes in the replication of the orientalist ideas and images that have been already propagated by ‘white’ male writers about the gendered Moroccan ‘Other’. ‘Harem’ is presented in The Silken Cage as an arena where these gender misrepresentations about Morocco, as a subject and a culture, are articulated. Notably, Stratton’s mode of representation is marked by ‘ambivalence’; given its racist discourse, the novel sways between relegating and praising the ‘Other’. Stratton’s romance as a manifestation of a cultural potentiality deserves to be examined due to its location within the framework of distinctiveness between the ‘Self’ and the ‘Other’.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141807275","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}
Pub Date : 2024-06-02DOI: 10.36892/ijlls.v6i2.1649
Sara Kharroubi, Abdeljabbar ElMediouni
This paper proposes a comprehensive framework for fostering learner autonomy (LA) in educational settings by integrating socio-constructivist principles with self-directed learning (SDL) and self-regulated learning (SRL). Emphasizing LA as both a learning process and a personal capacity, the framework draws on Vygotskian socio-cultural principles and Piagetian cognitive development. It underscores the importance of fostering LA in the contemporary "post-truth" classroom, where critical thinking and information literacy are paramount. Through analysis, three key insights emerge: socio-constructivism highlights the interplay between social interactions and individual cognitive development, SDL serves as the pathway to LA by empowering learners to control their learning, and SRL integrates metacognition for the metaliterate learner. Looking ahead, future research could explore effective pedagogical strategies, ensure learner agency and empowerment, and develop robust methods to assess LA and metaliteracy skills. By addressing these areas, educators can create environments conducive to cultivating self-directed, critical thinkers prepared for the challenges of the information age.
{"title":"Conceptual Review: Cultivating Learner Autonomy Through Self-Directed Learning & Self-Regulated Learning: A Socio-Constructivist Exploration","authors":"Sara Kharroubi, Abdeljabbar ElMediouni","doi":"10.36892/ijlls.v6i2.1649","DOIUrl":"https://doi.org/10.36892/ijlls.v6i2.1649","url":null,"abstract":"This paper proposes a comprehensive framework for fostering learner autonomy (LA) in educational settings by integrating socio-constructivist principles with self-directed learning (SDL) and self-regulated learning (SRL). Emphasizing LA as both a learning process and a personal capacity, the framework draws on Vygotskian socio-cultural principles and Piagetian cognitive development. It underscores the importance of fostering LA in the contemporary \"post-truth\" classroom, where critical thinking and information literacy are paramount. Through analysis, three key insights emerge: socio-constructivism highlights the interplay between social interactions and individual cognitive development, SDL serves as the pathway to LA by empowering learners to control their learning, and SRL integrates metacognition for the metaliterate learner. Looking ahead, future research could explore effective pedagogical strategies, ensure learner agency and empowerment, and develop robust methods to assess LA and metaliteracy skills. By addressing these areas, educators can create environments conducive to cultivating self-directed, critical thinkers prepared for the challenges of the information age.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273565","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}
Pub Date : 2024-04-05DOI: 10.36892/ijlls.v6i1.1644
Shangrela G. Sieras
The language displayed on signage, tarps, and shop fronts helps tourists navigate the place or learn how to avail of services or facilities in a destination. The availability of tourist information in a familiar language can be crucial to tourist satisfaction because tourists rely on signage information during the tour. This study analyzed tourists' perceptions of signage in select destinations in Northern Mindanao, Philippines. This study employed a qualitative approach and used an online survey questionnaire to gather data. The participants were local tourists who were purposively sampled for this study. Their responses were analyzed using qualitative content analysis. The findings revealed four themes: tourists' perceptions of the usefulness of signage, preferred language in signage, perceptions of destinations that use English signage, and impressions of visitors to destinations with English signage. Signage with both texts and symbols was found useful in navigating the destination. English signage is perceived as convenient and helpful in making tourists feel secure in a new place. It is equated with the progress and sophistication of the destinations and their visitors. This study concludes that while English is perceived with high valuation as a lingua franca in tourism, the need to use multilingual signage is desired. The tourists' linguistic preference is a challenge to LL actors to be more adaptive to tourists' language choices while not sacrificing the authentic experience at the destination. Sign makers should consider how linguistic elements in signage shape the tourist destinations' image and tourists' satisfaction in general. Keywords: Linguistic landscape; English signage; qualitative content anaysis; tourists' perceptions
{"title":"Impact and Identities as Revealed in Tourists' Perceptions of the Linguistic Landscape in Tourist Destinations","authors":"Shangrela G. Sieras","doi":"10.36892/ijlls.v6i1.1644","DOIUrl":"https://doi.org/10.36892/ijlls.v6i1.1644","url":null,"abstract":"The language displayed on signage, tarps, and shop fronts helps tourists navigate the place or learn how to avail of services or facilities in a destination. The availability of tourist information in a familiar language can be crucial to tourist satisfaction because tourists rely on signage information during the tour. This study analyzed tourists' perceptions of signage in select destinations in Northern Mindanao, Philippines. This study employed a qualitative approach and used an online survey questionnaire to gather data. The participants were local tourists who were purposively sampled for this study. Their responses were analyzed using qualitative content analysis. The findings revealed four themes: tourists' perceptions of the usefulness of signage, preferred language in signage, perceptions of destinations that use English signage, and impressions of visitors to destinations with English signage. Signage with both texts and symbols was found useful in navigating the destination. English signage is perceived as convenient and helpful in making tourists feel secure in a new place. It is equated with the progress and sophistication of the destinations and their visitors. This study concludes that while English is perceived with high valuation as a lingua franca in tourism, the need to use multilingual signage is desired. The tourists' linguistic preference is a challenge to LL actors to be more adaptive to tourists' language choices while not sacrificing the authentic experience at the destination. Sign makers should consider how linguistic elements in signage shape the tourist destinations' image and tourists' satisfaction in general. \u0000 \u0000Keywords: Linguistic landscape; English signage; qualitative content anaysis; tourists' perceptions","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140736063","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}
Pub Date : 2024-04-01DOI: 10.36892/ijlls.v6i1.1627
Salmane Griche
The objective of this study is to explore the perceptions of students at the English department at Ibn Tofail University towards exam format, and the motivation behind their preferences. In order to achieve these objectives, a qualitative methodology was employed. The subjects of this study are sixteen undergraduate students currently enrolled at the English department at ITU, and three students who recently graduated from the same university. An open-ended questionnaire is used to glean the necessary information, and to allow the subjects to freely express their opinions and attitudes with minimal influence. The collected data is analyzed using thematic analysis. Findings show that ITU’s EFL students believe that MCQ exams cannot properly assess writing skills, or competency in certain courses. The MCQ exam preference is mainly motivated by the practicality of the format, while the written format preference is mainly motivated by the fact that it encourages deep learning, enables higher cognitive levels of thinking, and improves writing skills.
{"title":"English Language Learners’ Perception and Motivation Towards Exam Format: A Qualitative Study","authors":"Salmane Griche","doi":"10.36892/ijlls.v6i1.1627","DOIUrl":"https://doi.org/10.36892/ijlls.v6i1.1627","url":null,"abstract":"The objective of this study is to explore the perceptions of students at the English department at Ibn Tofail University towards exam format, and the motivation behind their preferences. In order to achieve these objectives, a qualitative methodology was employed. The subjects of this study are sixteen undergraduate students currently enrolled at the English department at ITU, and three students who recently graduated from the same university. An open-ended questionnaire is used to glean the necessary information, and to allow the subjects to freely express their opinions and attitudes with minimal influence. The collected data is analyzed using thematic analysis. Findings show that ITU’s EFL students believe that MCQ exams cannot properly assess writing skills, or competency in certain courses. The MCQ exam preference is mainly motivated by the practicality of the format, while the written format preference is mainly motivated by the fact that it encourages deep learning, enables higher cognitive levels of thinking, and improves writing skills.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140794320","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}
Pub Date : 2024-03-12DOI: 10.36892/ijlls.v6i1.1533
Trang Nguyen
This study investigates students’ use of essay writing strategies in different stages of the writing process. The participants included 105 English-majored sophomores at Hanoi Law University who have completed two courses in paragraph and essay writing instruction. A 5-level Likert close-ended survey questionnaire was designed to collect quantitative data regarding students’ frequency of applying overall and specific writing strategies in pre-writing, while-writing, and post-writing stages. The results revealed that while-writing strategies were used at high frequency by the participants while pre-writing and post-writing strategies were used at medium frequency. It is also found that, at the pre-writing stage, the students prefer reading sample essays; trying to understand the task requirements by either referring to their teacher’s notes or discussing with their teachers and friends and having a mental, unwritten plan before writing. While writing, students have taken use of various strategies which can be grouped into strategies to deal with the structure of the essay, strategies to develop ideas, strategies to activate vocabulary use, and strategies to review their mechanics. The strategies in the post-writing stage are the least frequently used, which include reading the whole text silently, checking if the essay matches the requirements, then making changes in the spelling and punctuation. Revising following their teacher’s feedback and actively asking their teacher or classmates are also frequently applied techniques for essay writing revision.
{"title":"Essay Writing Strategies Employed by English-Majored Sophomores at A University in Vietnam","authors":"Trang Nguyen","doi":"10.36892/ijlls.v6i1.1533","DOIUrl":"https://doi.org/10.36892/ijlls.v6i1.1533","url":null,"abstract":"This study investigates students’ use of essay writing strategies in different stages of the writing process. The participants included 105 English-majored sophomores at Hanoi Law University who have completed two courses in paragraph and essay writing instruction. A 5-level Likert close-ended survey questionnaire was designed to collect quantitative data regarding students’ frequency of applying overall and specific writing strategies in pre-writing, while-writing, and post-writing stages. The results revealed that while-writing strategies were used at high frequency by the participants while pre-writing and post-writing strategies were used at medium frequency. It is also found that, at the pre-writing stage, the students prefer reading sample essays; trying to understand the task requirements by either referring to their teacher’s notes or discussing with their teachers and friends and having a mental, unwritten plan before writing. While writing, students have taken use of various strategies which can be grouped into strategies to deal with the structure of the essay, strategies to develop ideas, strategies to activate vocabulary use, and strategies to review their mechanics. The strategies in the post-writing stage are the least frequently used, which include reading the whole text silently, checking if the essay matches the requirements, then making changes in the spelling and punctuation. Revising following their teacher’s feedback and actively asking their teacher or classmates are also frequently applied techniques for essay writing revision.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140251248","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}
Pub Date : 2024-03-11DOI: 10.36892/ijlls.v6i1.1561
Abdelaziz Tritha
Starting from his confrontational allegiance and parochial thesis, namely in his Essays and Lectures of William Robertson Smith(1912), William Robertson Smith discredits Arab travellers for their zealous keenness to discover Western cultural intricacies. He has examined the cultural practices and social kinships of Semite people and studied their theologies. William Robertson Smith went as far as to assume that “The Arabian traveller is quite different from ourselves. The labour of moving from place to place is a mere nuisance to him, he has no enjoyment in the effort, and grumbles at hunger or fatigue with all his might” (Smith, 1912, p: 498). My particular interest is in Jurje Zaidane’s Rihla Ila Oroba (1912) as a culturally inspired travel account to France and England. It is not only a voyage to discern the intricacies of the Western civilizational repositories but an interesting endeavour to demonstrate the long-standing tradition of Arabs’ presence in British and French cultural repertoire. His voyage shows the extent to which Arabs were inspired by Western modern logos. Jurje Zaidane minutely lingers on infinitesimal details of each country. I argue that this travel is a parallel occidentalist discourse that tries to create a counter-discursive narrative. Jurje Zaidane, from the perspective of a well-versed essayist, novelist and erudite traveller, cross-examines French and English cultural contexts. Ranging from the narration of public spaces to comments on French and English women, the journey towards the Other is vicariously shifted to Self-inquiry and discovery. Broached from a postcolonial micro-historicist approach, this paper aims at stultifying both the orientalist discourse and the occidentalist premise predicated on Hassan Hanafi’s allegiance to Occidentalism. This article concludes that Zaidane’s travel displays heterogeneous discourses that do not re-install sharp divisive between the East and the West.
{"title":"Travelling to the Secular or Journeying Inside The Self: Jurje Zaidane’s Gaze on European Modernity (Rihla Ila Oroba 1912, A Travel To Europe)","authors":"Abdelaziz Tritha","doi":"10.36892/ijlls.v6i1.1561","DOIUrl":"https://doi.org/10.36892/ijlls.v6i1.1561","url":null,"abstract":"Starting from his confrontational allegiance and parochial thesis, namely in his Essays and Lectures of William Robertson Smith(1912), William Robertson Smith discredits Arab travellers for their zealous keenness to discover Western cultural intricacies. He has examined the cultural practices and social kinships of Semite people and studied their theologies. William Robertson Smith went as far as to assume that “The Arabian traveller is quite different from ourselves. The labour of moving from place to place is a mere nuisance to him, he has no enjoyment in the effort, and grumbles at hunger or fatigue with all his might” (Smith, 1912, p: 498). My particular interest is in Jurje Zaidane’s Rihla Ila Oroba (1912) as a culturally inspired travel account to France and England. It is not only a voyage to discern the intricacies of the Western civilizational repositories but an interesting endeavour to demonstrate the long-standing tradition of Arabs’ presence in British and French cultural repertoire. His voyage shows the extent to which Arabs were inspired by Western modern logos. Jurje Zaidane minutely lingers on infinitesimal details of each country. I argue that this travel is a parallel occidentalist discourse that tries to create a counter-discursive narrative. Jurje Zaidane, from the perspective of a well-versed essayist, novelist and erudite traveller, cross-examines French and English cultural contexts. Ranging from the narration of public spaces to comments on French and English women, the journey towards the Other is vicariously shifted to Self-inquiry and discovery. Broached from a postcolonial micro-historicist approach, this paper aims at stultifying both the orientalist discourse and the occidentalist premise predicated on Hassan Hanafi’s allegiance to Occidentalism. This article concludes that Zaidane’s travel displays heterogeneous discourses that do not re-install sharp divisive between the East and the West.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140254486","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}
Pub Date : 2023-12-27DOI: 10.36892/ijlls.v5i4.1466
Salim Dib
Sub-Saharan migrants in Morocco have become a part and partial issue in Moroccan newspapers as their number has enormously risen. Media, in general, brings to the public most of the images, data, and facts about migrants. For this reason, the media's treatment of migration generates currents of opinion and attitudes towards these people. Furthermore, since it has been massively highlighted in Moroccan newspapers, many people would interpret migration from Sub-Saharan countries primarily from the messages from the Media. Therefore, the readers' images would be influenced by how the issue is depicted and portrayed in newspapers. This article aims to shed light on the way Moroccan newspapers deal with the issue of migration towards Morocco from Sub-Saharan countries and how their life was depicted after the launch of the new migration policy. With these objectives in mind, this study is based on qualitative data collection of news items and reports from four daily printed newspapers in Morocco. Relying on Content analysis has demonstrated a stereotypical misrepresentation and a slight change in topics coverage of 'black' African migrants in news narratives.
{"title":"Depicting Migrants' Life in Moroccan Newspapers","authors":"Salim Dib","doi":"10.36892/ijlls.v5i4.1466","DOIUrl":"https://doi.org/10.36892/ijlls.v5i4.1466","url":null,"abstract":"Sub-Saharan migrants in Morocco have become a part and partial issue in Moroccan newspapers as their number has enormously risen. Media, in general, brings to the public most of the images, data, and facts about migrants. For this reason, the media's treatment of migration generates currents of opinion and attitudes towards these people. Furthermore, since it has been massively highlighted in Moroccan newspapers, many people would interpret migration from Sub-Saharan countries primarily from the messages from the Media. Therefore, the readers' images would be influenced by how the issue is depicted and portrayed in newspapers. This article aims to shed light on the way Moroccan newspapers deal with the issue of migration towards Morocco from Sub-Saharan countries and how their life was depicted after the launch of the new migration policy. With these objectives in mind, this study is based on qualitative data collection of news items and reports from four daily printed newspapers in Morocco. Relying on Content analysis has demonstrated a stereotypical misrepresentation and a slight change in topics coverage of 'black' African migrants in news narratives.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139154011","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}
Pub Date : 2023-12-19DOI: 10.36892/ijlls.v5i4.1488
Salma Ali, Salem Mansoor, Dihliza Basya
Multicultural values in English as a Foreign Language (EFL) textbooks have attracted many researchers, academics, and educators in many studies around the world. However, there is limited literature examining the representation of multicultural content in English course textbooks used in Indonesia, specifically EFL course textbooks from world-class franchise programs. Therefore, this study employs Critical Discourse Analysis (CDA) to examine the impartiality of cultural content representation provided by the EFL course textbook regarding different cultures and ethnic groups. This study provided Halliday’s systemic functional analysis to examine verbal data. While Kress and Van Leeuwen’s visual grammar theory was employed to comprehend, analyze, and explore visual representations from selected EFL course textbooks. This study reveals the EFL course textbook does not reflect the diversity of cultures in Indonesia, as it mainly focuses on the perspectives and traditions of Western and European countries. This creates an unfair and distorted representation of other cultures, especially those from Asia, Africa, and the Middle East, whose values and beliefs are not adequately considered or respected within the EFL course textbook. The implications of this study suggest that the inclusion of cultural sensitivity within EFL course textbooks is crucial in fostering cultural awareness, promoting respect among EFL learners, and creating a more equitable and inclusive learning environment.
{"title":"The Representation of Multicultural Content Provided by “World-Class Franchise” English Course Textbook Used in Indonesia: A Critical Discourse Analysis Study","authors":"Salma Ali, Salem Mansoor, Dihliza Basya","doi":"10.36892/ijlls.v5i4.1488","DOIUrl":"https://doi.org/10.36892/ijlls.v5i4.1488","url":null,"abstract":"Multicultural values in English as a Foreign Language (EFL) textbooks have attracted many researchers, academics, and educators in many studies around the world. However, there is limited literature examining the representation of multicultural content in English course textbooks used in Indonesia, specifically EFL course textbooks from world-class franchise programs. Therefore, this study employs Critical Discourse Analysis (CDA) to examine the impartiality of cultural content representation provided by the EFL course textbook regarding different cultures and ethnic groups. This study provided Halliday’s systemic functional analysis to examine verbal data. While Kress and Van Leeuwen’s visual grammar theory was employed to comprehend, analyze, and explore visual representations from selected EFL course textbooks. This study reveals the EFL course textbook does not reflect the diversity of cultures in Indonesia, as it mainly focuses on the perspectives and traditions of Western and European countries. This creates an unfair and distorted representation of other cultures, especially those from Asia, Africa, and the Middle East, whose values and beliefs are not adequately considered or respected within the EFL course textbook. The implications of this study suggest that the inclusion of cultural sensitivity within EFL course textbooks is crucial in fostering cultural awareness, promoting respect among EFL learners, and creating a more equitable and inclusive learning environment.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138961707","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}
Pub Date : 2023-12-18DOI: 10.36892/ijlls.v5i4.1484
Amine EL MOUDDEN, Fouzia Lamkhanter
This study investigates the notion of learner autonomy in EFL in the Moroccan School of Business and Management (ENCG). The concept of autonomy aims to empower learners to possess the necessary life skills such as critical thinking, problem solving and creativity to excel both personally and professionally. Learner autonomy was first introduced in the late 1970s and since then has been considered a learning goal in most educational curricula. In Morocco, all educational reforms, especially after 2000, have stressed the urgent need for key life skills to meet the requirements of the job market and globalised world. The present study examines the perceptions and practices of ENCG students towards learner autonomy in EFL. A sample of 662 ENCG students completed an online survey to gather quantitative data. Findings revealed that learners hold positive attitudes towards learner autonomy and they take part in activities depicting autonomous practices and behaviours. These students demonstrate a strong awareness of strategies that contribute to learner autonomy and exhibit motivation to independently acquire English language skills at ENCG. In summary, the research establishes a robust basis for the potential growth and expansion of learner autonomy across various universities in Morocco.
{"title":"Exploring Learning Autonomy: An Investigation into the Perceptions and Practices of ENCG Students in the Acquisition of English Language Skills","authors":"Amine EL MOUDDEN, Fouzia Lamkhanter","doi":"10.36892/ijlls.v5i4.1484","DOIUrl":"https://doi.org/10.36892/ijlls.v5i4.1484","url":null,"abstract":"This study investigates the notion of learner autonomy in EFL in the Moroccan School of Business and Management (ENCG). The concept of autonomy aims to empower learners to possess the necessary life skills such as critical thinking, problem solving and creativity to excel both personally and professionally. Learner autonomy was first introduced in the late 1970s and since then has been considered a learning goal in most educational curricula. In Morocco, all educational reforms, especially after 2000, have stressed the urgent need for key life skills to meet the requirements of the job market and globalised world. The present study examines the perceptions and practices of ENCG students towards learner autonomy in EFL. A sample of 662 ENCG students completed an online survey to gather quantitative data. Findings revealed that learners hold positive attitudes towards learner autonomy and they take part in activities depicting autonomous practices and behaviours. These students demonstrate a strong awareness of strategies that contribute to learner autonomy and exhibit motivation to independently acquire English language skills at ENCG. In summary, the research establishes a robust basis for the potential growth and expansion of learner autonomy across various universities in Morocco.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138963339","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}
Pub Date : 2023-12-18DOI: 10.36892/ijlls.v5i4.1430
C. G. A. N. Ngo, John Harry Caballo, A. L. N. N. Navarro
This mixed methods study, employing embedded design, aimed to ascertain the evident flouting maxim statements by the teachers and students during classroom interaction as depicted in five selected movies and how teachers and students react to and use flouting maxim statements. It also aimed to determine the significant difference between the occurrence of observed and non-observed flouting in classroom interactions. Results yielded that out of the 35 dialogues, 11 dialogues observed the cooperative principle and its conversation maxims while 24 dialogues deviated. Through IDI and FGD, the researcher unearthed the six essential themes in teachers' and students' reactions to and use of flouting maxim statements. Results revealed that there is no significant difference in the number of observed flouting maxims between teachers and students in terms of maxims of quality, quantity, relation, and manner. In integrating the data, three focal points were obtained namely: the sensitivity of students over teachers in detecting flouting maxims, no significant difference in the detection of flouting maxims in a classroom interaction, and teacher and student almost significantly differ in detecting the maxim of relation. In all the focal points, the nature of data integration is embedding.
这项混合方法研究采用嵌入式设计，旨在确定五部选定电影中描述的课堂互动中教师和学生明显的蔑视格言，以及教师和学生如何应对和使用蔑视格言。研究还旨在确定在课堂互动中观察到的蔑视与未观察到的蔑视之间的显著差异。研究结果表明，在 35 篇对话中，11 篇对话遵守了合作原则及其对话格言，而 24 篇对话则偏离了合作原则及其对话格言。通过 IDI 和 FGD，研究者发现了教师和学生对蔑视格言的反应和使用的六个基本主题。结果显示，在格言的质量、数量、关系和方式方面，教师和学生之间观察到的蔑视格言的数量没有明显差异。在对数据进行整合时，得到了三个焦点，即：学生在发现蔑视格言方面的敏感度高于教师；在课堂互动中发现蔑视格言方面没有显著差异；教师和学生在发现关系格言方面几乎存在显著差异。在所有焦点中，数据整合的本质是嵌入。
{"title":"MAKING SENSE OF FLOUTING CONVERSATION MAXIMS OF TEACHER-STUDENT INTERACTIONS IN MOVIES: A MIXED METHODS","authors":"C. G. A. N. Ngo, John Harry Caballo, A. L. N. N. Navarro","doi":"10.36892/ijlls.v5i4.1430","DOIUrl":"https://doi.org/10.36892/ijlls.v5i4.1430","url":null,"abstract":"This mixed methods study, employing embedded design, aimed to ascertain the evident flouting maxim statements by the teachers and students during classroom interaction as depicted in five selected movies and how teachers and students react to and use flouting maxim statements. It also aimed to determine the significant difference between the occurrence of observed and non-observed flouting in classroom interactions. Results yielded that out of the 35 dialogues, 11 dialogues observed the cooperative principle and its conversation maxims while 24 dialogues deviated. Through IDI and FGD, the researcher unearthed the six essential themes in teachers' and students' reactions to and use of flouting maxim statements. Results revealed that there is no significant difference in the number of observed flouting maxims between teachers and students in terms of maxims of quality, quantity, relation, and manner. In integrating the data, three focal points were obtained namely: the sensitivity of students over teachers in detecting flouting maxims, no significant difference in the detection of flouting maxims in a classroom interaction, and teacher and student almost significantly differ in detecting the maxim of relation. In all the focal points, the nature of data integration is embedding.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138965255","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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