Pub Date : 2023-09-30DOI: 10.36892/ijlls.v5i3.1352
Mohammed Bennis, Lahoucine Aammari
The image of Muslims in Western media has always been systematically tainted by virulent stereotypes, vituperating ideologies, and fallacious (mis)representations that manifestly echo how power relations regulate Western media's political agenda. Despite intermittent calls for inter-faith and civilization dialogue, orientalist and discursive practices about Muslims still persist which undeniably confirm that Eurocentrism is still haunting Western consciousness, exacerbating further the cultural and epistemological gap between East and West. The process of othering Muslims through Western media texts, narratives, and cartoons is blatant evidence of Western hegemony that seeks to freeze the Orient/Muslims in a permanent state of lethargy and disseminate Western assumed superiority. Western consciousness has been structured to internalize and normalize the superiority and the centeredness of the West, relegating at the same time the Orient to a peripheral position. In this context, the recent event of the FIFA World Cup 2022 held in Qatar is groundbreaking evidence of the continuity of Orientalism. Qatar, the Arab and Muslim nation, has been the target of a vitriolic Western campaign that churns out the same colonial stereotypes about the Orient, being represented as the land of desert corruption, ignorance and uncouthness, hence unfit for Western standards of democracy and human rights. It is, therefore, morally incumbent on the West only to hold such a prestigious event as the World Cup! It is the West’s duty to civilize the backward other! The echo of the infamous “mission civilisatrice” is still looming over! This paper seeks, therefore, through a postcolonial perspective, to expose, analyze, and debunk Western media discourse/campaign on Qatar World Cup by delving into selected samples of newspaper articles and cartoons.
{"title":"Colonial/Orientalist Discourse in Western Campaign against Qatar 2022 World Cup","authors":"Mohammed Bennis, Lahoucine Aammari","doi":"10.36892/ijlls.v5i3.1352","DOIUrl":"https://doi.org/10.36892/ijlls.v5i3.1352","url":null,"abstract":"The image of Muslims in Western media has always been systematically tainted by virulent stereotypes, vituperating ideologies, and fallacious (mis)representations that manifestly echo how power relations regulate Western media's political agenda. Despite intermittent calls for inter-faith and civilization dialogue, orientalist and discursive practices about Muslims still persist which undeniably confirm that Eurocentrism is still haunting Western consciousness, exacerbating further the cultural and epistemological gap between East and West. The process of othering Muslims through Western media texts, narratives, and cartoons is blatant evidence of Western hegemony that seeks to freeze the Orient/Muslims in a permanent state of lethargy and disseminate Western assumed superiority. Western consciousness has been structured to internalize and normalize the superiority and the centeredness of the West, relegating at the same time the Orient to a peripheral position. In this context, the recent event of the FIFA World Cup 2022 held in Qatar is groundbreaking evidence of the continuity of Orientalism. Qatar, the Arab and Muslim nation, has been the target of a vitriolic Western campaign that churns out the same colonial stereotypes about the Orient, being represented as the land of desert corruption, ignorance and uncouthness, hence unfit for Western standards of democracy and human rights. It is, therefore, morally incumbent on the West only to hold such a prestigious event as the World Cup! It is the West’s duty to civilize the backward other! The echo of the infamous “mission civilisatrice” is still looming over! This paper seeks, therefore, through a postcolonial perspective, to expose, analyze, and debunk Western media discourse/campaign on Qatar World Cup by delving into selected samples of newspaper articles and cartoons.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136278908","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 : 2023-09-30DOI: 10.36892/ijlls.v5i3.1373
Bader Aghoulid, Naima Trimasse
This study investigates lexical errors in English production by third-year university students, exploring their types, frequencies, and sources of Cross-Linguistic Influence (CLI). Content Analysis was utilized to systematically evaluate written and spoken English samples, facilitating the identification and categorization of lexical errors. James' Taxonomy (1998) was employed as the framework to classify errors into formal and semantic types, enabling a nuanced comprehension of error patterns. Employing Content Analysis and James' Taxonomy (1998), prevalent errors including overinclusion, omission, and calque were identified in both written and spoken forms. The impact of CLI was traced to the students' native languages, Moroccan Arabic/Amazigh L1 and French/Standard Arabic L2. Results illustrated that a substantial proportion of errors classified under the distortion category (overinclusion, omission, misselection) and one within the misformation category (calque) originated from L1 Moroccan Arabic/Amazigh, while overinclusion, misselection, and lexical borrowing errors were attributable to L2 French. The study encountered challenges arising from intertwined language sources and structural similarities between English and French. These results have interesting implications for English vocabulary learning and teaching in Morocco.
{"title":"Sources of Lexical Cross-linguistic Influence in English L3 Production","authors":"Bader Aghoulid, Naima Trimasse","doi":"10.36892/ijlls.v5i3.1373","DOIUrl":"https://doi.org/10.36892/ijlls.v5i3.1373","url":null,"abstract":"This study investigates lexical errors in English production by third-year university students, exploring their types, frequencies, and sources of Cross-Linguistic Influence (CLI). Content Analysis was utilized to systematically evaluate written and spoken English samples, facilitating the identification and categorization of lexical errors. James' Taxonomy (1998) was employed as the framework to classify errors into formal and semantic types, enabling a nuanced comprehension of error patterns. Employing Content Analysis and James' Taxonomy (1998), prevalent errors including overinclusion, omission, and calque were identified in both written and spoken forms. The impact of CLI was traced to the students' native languages, Moroccan Arabic/Amazigh L1 and French/Standard Arabic L2. Results illustrated that a substantial proportion of errors classified under the distortion category (overinclusion, omission, misselection) and one within the misformation category (calque) originated from L1 Moroccan Arabic/Amazigh, while overinclusion, misselection, and lexical borrowing errors were attributable to L2 French. The study encountered challenges arising from intertwined language sources and structural similarities between English and French. These results have interesting implications for English vocabulary learning and teaching in Morocco.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136278918","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 : 2023-09-30DOI: 10.36892/ijlls.v5i3.1341
Jaouad RIAD
Classroom interaction has always been considered at the heart of the teaching-learning process since it allows students to deepen their comprehension of the course subject and improve their speaking skills. However, the previous studies denoted that teachers dominate when speaking in the classroom. Therefore, this study aims to analyze the nature of teacher talk along with the categories which are frequently used in the classroom based on the FLINT analysis system. The design of this research is descriptive qualitative. The sample of the study was 7 Moroccan secondary EFL teachers in Agadir. The data was gathered by naturalistic observation and recording. The data were processed using Moskowitz's (1971) Foreign Language Interaction (FLINT) system. The findings confirmed teachers’ use all of the categories of teacher talk as mentioned in FLINT. However, the most often utilized categories were found to be giving direction and lecturing. Moreover, the teachers primarily assumed the role of controllers in the classroom, frequently leading the flow of engagement. The findings have a number of implications for Moroccan EFL secondary classrooms.
{"title":"Classroom Interaction: An Analysis of Teacher Talk in Moroccan EFL Classrooms.","authors":"Jaouad RIAD","doi":"10.36892/ijlls.v5i3.1341","DOIUrl":"https://doi.org/10.36892/ijlls.v5i3.1341","url":null,"abstract":"Classroom interaction has always been considered at the heart of the teaching-learning process since it allows students to deepen their comprehension of the course subject and improve their speaking skills. However, the previous studies denoted that teachers dominate when speaking in the classroom. Therefore, this study aims to analyze the nature of teacher talk along with the categories which are frequently used in the classroom based on the FLINT analysis system. The design of this research is descriptive qualitative. The sample of the study was 7 Moroccan secondary EFL teachers in Agadir. The data was gathered by naturalistic observation and recording. The data were processed using Moskowitz's (1971) Foreign Language Interaction (FLINT) system. The findings confirmed teachers’ use all of the categories of teacher talk as mentioned in FLINT. However, the most often utilized categories were found to be giving direction and lecturing. Moreover, the teachers primarily assumed the role of controllers in the classroom, frequently leading the flow of engagement. The findings have a number of implications for Moroccan EFL secondary classrooms.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136280406","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 : 2023-09-30DOI: 10.36892/ijlls.v5i3.1343
Opeyemi Ajibola
Northern Nigeria has in contemporary time been renowned for dissent that manifests in civil unrest, violence and insurgency. Elnathan John’s Born on a Tuesday and Tricia Nwaubani’s Buried Beneath the Baobab Tree, are closely read, to underscore the texts’ recreation of northern Nigerian young adults’ experiences of trauma occasioned by the Boko Haram insurgency. This is to foreground the writers’ insiders’ perspectives on the causes and consequences of dissent, with a view to underscoring the novels’ contribution to a nuanced understanding of dissent as a complex and multidimensional reality. Aligning with Ngugi wa Thiong’o’s certainty on the novel’s capacity to advocate for political change, and the estimation of trauma, especially within the postcolonial context as pluralistic, I read dissent, deprivation and desecration as normatively traumatogenic categories cum sites, thereby foregrounding the primacy of social contexts and historical processes in the complex interplay of place and power that undergird insurgency. The novels reveal that youths, who bear the brunt of insurgency-induced traumas the most, must arise and raise the cudgel against the inept leaders under whose watch insurgency and banditry have become the highest income-grossing enterprise, if the trauma continuum of deprivation, dissent and desecration will be terminated.
尼日利亚北部在当代一直以内乱、暴力和叛乱等不同政见而闻名。埃尔内森·约翰(Elnathan John)的《生于星期二》和特里西亚·努瓦巴尼(Tricia Nwaubani)的《埋在猴面包树下》(Buried Beneath the Baobab Tree)被仔细阅读，以强调这些文本是对尼日利亚北部年轻人在博科圣地(Boko Haram)叛乱所造成的创伤经历的再现。这是为了突出作者对异议的原因和后果的局内人观点，以强调小说对异议作为复杂和多维现实的细微理解的贡献。根据Ngugi wa Thiong 'o对小说倡导政治变革的能力的肯定，以及对创伤的估计，特别是在后殖民背景下的多元化，我将异议，剥夺和亵渎视为规范的创伤性类别和场所，从而在巩固叛乱的地方和权力的复杂相互作用中，突出了社会背景和历史进程的首要地位。这些小说揭示了，年轻人在叛乱引发的创伤中首当其冲，他们必须站起来，举起大棍，反对无能的领导人，在他们的统治下，叛乱和土匪已经成为收入最高的企业，如果要结束剥夺、异议和亵渎的创伤连续性。
{"title":"The Trauma Continuum: Narrating Deprivation, Dissent and Desecration in Elnathan John and Tricia Nwaubani’s Fiction","authors":"Opeyemi Ajibola","doi":"10.36892/ijlls.v5i3.1343","DOIUrl":"https://doi.org/10.36892/ijlls.v5i3.1343","url":null,"abstract":"Northern Nigeria has in contemporary time been renowned for dissent that manifests in civil unrest, violence and insurgency. Elnathan John’s Born on a Tuesday and Tricia Nwaubani’s Buried Beneath the Baobab Tree, are closely read, to underscore the texts’ recreation of northern Nigerian young adults’ experiences of trauma occasioned by the Boko Haram insurgency. This is to foreground the writers’ insiders’ perspectives on the causes and consequences of dissent, with a view to underscoring the novels’ contribution to a nuanced understanding of dissent as a complex and multidimensional reality. Aligning with Ngugi wa Thiong’o’s certainty on the novel’s capacity to advocate for political change, and the estimation of trauma, especially within the postcolonial context as pluralistic, I read dissent, deprivation and desecration as normatively traumatogenic categories cum sites, thereby foregrounding the primacy of social contexts and historical processes in the complex interplay of place and power that undergird insurgency. The novels reveal that youths, who bear the brunt of insurgency-induced traumas the most, must arise and raise the cudgel against the inept leaders under whose watch insurgency and banditry have become the highest income-grossing enterprise, if the trauma continuum of deprivation, dissent and desecration will be terminated.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136278915","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 : 2023-09-30DOI: 10.36892/ijlls.v5i3.1374
Anastasia Shirav
The current paper investigated the results of year-long teaching of a journalistic genre implicitly using a CBI-based syllabus. The participants were 20 Japanese learners of English at a vocational college in Japan. The feature articles written by the students at the end of the school year were compared to those provided as high-quality examples. The data were analyzed qualitatively. The two corpora were compared regarding genre-specific moves and lexical bundles used. The results indicated that the lack of explicit ESP-related instruction led to the inability of the participants to produce a feature article. They also supported a cognitive apprenticeship approach to raise learners’ awareness of the learning process. In addition, the results suggested that using CBI in ESP can be beneficial when integrated with ESP-specific methods.
{"title":"Using CBI in ESP: The role of explicit instruction","authors":"Anastasia Shirav","doi":"10.36892/ijlls.v5i3.1374","DOIUrl":"https://doi.org/10.36892/ijlls.v5i3.1374","url":null,"abstract":"The current paper investigated the results of year-long teaching of a journalistic genre implicitly using a CBI-based syllabus. The participants were 20 Japanese learners of English at a vocational college in Japan. The feature articles written by the students at the end of the school year were compared to those provided as high-quality examples. The data were analyzed qualitatively. The two corpora were compared regarding genre-specific moves and lexical bundles used. The results indicated that the lack of explicit ESP-related instruction led to the inability of the participants to produce a feature article. They also supported a cognitive apprenticeship approach to raise learners’ awareness of the learning process. In addition, the results suggested that using CBI in ESP can be beneficial when integrated with ESP-specific methods.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136280412","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 : 2023-08-22DOI: 10.36892/ijlls.v5i3.1299
Godwin Yao Gaaku, Selina Ewoenam Ahorsu
This qualitative research sought to do a comparative analysis of social fragmentation in Things Fall Apart and Maru. Textual analysis was employed to analyse, interpret and evaluate the two novels in the light of postcolonial criticism, focusing on otherness. The researchers engaged the texts in multiple readings to gain a descriptive understanding of them and take descriptive notes at every stage of reading. Excerpts were purposefully sampled from the novels and analysed thematically. The study revealed that in pre-colonial Africa, social fragmentation resulted from classism, patriarchy and bad tradition; hence, the society operates in a binary relationship. In colonial Africa, social fragmentation resulted from religion and racism. However, post-colonial Africa experienced the deepest form of social fragmentation; spiced by tribalism and other pre-colonial factors. The study concluded that both novels confirm the concept of ‘otherness’. So, future research can focus on emotional and structural fragmentations.
{"title":"Social Fragmentation in Achebe’s Things Fall Apart and Head’s Maru: A Comparative Study","authors":"Godwin Yao Gaaku, Selina Ewoenam Ahorsu","doi":"10.36892/ijlls.v5i3.1299","DOIUrl":"https://doi.org/10.36892/ijlls.v5i3.1299","url":null,"abstract":"This qualitative research sought to do a comparative analysis of social fragmentation in Things Fall Apart and Maru. Textual analysis was employed to analyse, interpret and evaluate the two novels in the light of postcolonial criticism, focusing on otherness. The researchers engaged the texts in multiple readings to gain a descriptive understanding of them and take descriptive notes at every stage of reading. Excerpts were purposefully sampled from the novels and analysed thematically. The study revealed that in pre-colonial Africa, social fragmentation resulted from classism, patriarchy and bad tradition; hence, the society operates in a binary relationship. In colonial Africa, social fragmentation resulted from religion and racism. However, post-colonial Africa experienced the deepest form of social fragmentation; spiced by tribalism and other pre-colonial factors. The study concluded that both novels confirm the concept of ‘otherness’. So, future research can focus on emotional and structural fragmentations.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135717123","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 : 2023-08-10DOI: 10.36892/ijlls.v5i2.1354
Adel Awadh Alharthi
The present study investigates the use of different types of taboo and offensive language in two subtitled American movies: White Chicks and Perfect Find. The study discusses the common subtitling strategies used by Arab subtitlers to render instances of taboo and bad language found in the selected data. It also seeks to address the following two research questions: a) what are the types of taboo and offensive language in the selected data and what problems do they pose in subtitling; b) how did Arab subtitler(s) deal with taboo and offensive language and what subtitling strategies were used to render them. The classifications of taboo and offensive language by Ávila Cabrera (2014) are adopted in the current study. The research also draws on Gottlieb's (1992) taxonomy of subtitling strategies, Newmark's taxonomy of translation techniques (1988), and Williams' model (1975). The findings of the study showed that there were four types of offensive language found in the selected data, namely cursing, insult, derogatory tone, and expletive. In addition, four subcategories of taboo were found. These are references to body part, sexual reference, scatology, and ethical/racial taboo. The study also found that Arab subtitlers used nine types of strategies to render taboo and offensive language: transfer, euphemism, paraphrase, literal translation, omission, condensation, extension, dislocation, and generalization. The use of these interventional strategies indicates that, in many cases, taboo and offensive language were challenging for the subtitlers. The results of the study have gone some way towards enhancing our understanding of the nature of different types of taboo and offensive language, and how they are treated and transferred between very different languages and cultures.
{"title":"The Subtitling of Taboo and Offensive Language into Arabic: A Case Study of 'White Chicks' and 'Perfect Find'","authors":"Adel Awadh Alharthi","doi":"10.36892/ijlls.v5i2.1354","DOIUrl":"https://doi.org/10.36892/ijlls.v5i2.1354","url":null,"abstract":"The present study investigates the use of different types of taboo and offensive language in two subtitled American movies: White Chicks and Perfect Find. The study discusses the common subtitling strategies used by Arab subtitlers to render instances of taboo and bad language found in the selected data. It also seeks to address the following two research questions: a) what are the types of taboo and offensive language in the selected data and what problems do they pose in subtitling; b) how did Arab subtitler(s) deal with taboo and offensive language and what subtitling strategies were used to render them. The classifications of taboo and offensive language by Ávila Cabrera (2014) are adopted in the current study. The research also draws on Gottlieb's (1992) taxonomy of subtitling strategies, Newmark's taxonomy of translation techniques (1988), and Williams' model (1975). The findings of the study showed that there were four types of offensive language found in the selected data, namely cursing, insult, derogatory tone, and expletive. In addition, four subcategories of taboo were found. These are references to body part, sexual reference, scatology, and ethical/racial taboo. The study also found that Arab subtitlers used nine types of strategies to render taboo and offensive language: transfer, euphemism, paraphrase, literal translation, omission, condensation, extension, dislocation, and generalization. The use of these interventional strategies indicates that, in many cases, taboo and offensive language were challenging for the subtitlers. The results of the study have gone some way towards enhancing our understanding of the nature of different types of taboo and offensive language, and how they are treated and transferred between very different languages and cultures. ","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47473840","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 : 2023-07-31DOI: 10.36892/ijlls.v5i2.1347
Salim Al-Maashani, B. Mudhsh
Technology in education has a significant impact on how new and creative types of assistance are offered to instructors, students, and the learning process as a whole. This review paper presents a literature review on educational and instructional technology in EFL/ESL classrooms. Utilizing the qualitative method, which relies solely on the collection of materials and findings from previous studies, such as books, papers, and articles, was employed. In addition, this review paper seeks to make the perspectives of earlier academics more visible and distinct. The study sheds light on whether technology enhances and influences the vocabulary, grammar, speaking, and reading skills of students. Based on the existing literature, technology in education is promising and a vital tool, especially in language learning. The findings have shown that there is a strong positive correlation between technology and language learning. Also, technology is the best helper, facilitator, and motivational factor in the classroom environment. Teachers are encouraged to use technology in teaching language skills, especially CALL, and wait to see positive results from their students. Finally, it is also advised that teachers educate themselves to become proficient in using different technology tools with their students. Ultimately, doing so, will lead them to enjoy teaching challenging subjects to their students using technology.
{"title":"Educational and Instructional Technology in EFL/ESL Classrooms: A Literature Review","authors":"Salim Al-Maashani, B. Mudhsh","doi":"10.36892/ijlls.v5i2.1347","DOIUrl":"https://doi.org/10.36892/ijlls.v5i2.1347","url":null,"abstract":"Technology in education has a significant impact on how new and creative types of assistance are offered to instructors, students, and the learning process as a whole. This review paper presents a literature review on educational and instructional technology in EFL/ESL classrooms. Utilizing the qualitative method, which relies solely on the collection of materials and findings from previous studies, such as books, papers, and articles, was employed. In addition, this review paper seeks to make the perspectives of earlier academics more visible and distinct. The study sheds light on whether technology enhances and influences the vocabulary, grammar, speaking, and reading skills of students. Based on the existing literature, technology in education is promising and a vital tool, especially in language learning. The findings have shown that there is a strong positive correlation between technology and language learning. Also, technology is the best helper, facilitator, and motivational factor in the classroom environment. Teachers are encouraged to use technology in teaching language skills, especially CALL, and wait to see positive results from their students. Finally, it is also advised that teachers educate themselves to become proficient in using different technology tools with their students. Ultimately, doing so, will lead them to enjoy teaching challenging subjects to their students using technology.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48553476","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 : 2023-07-24DOI: 10.36892/ijlls.v5i2.1258
Huong Le Thi, Dang Thi Minh Nguyet
Utilizing mobile phone apps to enhance students’ English-speaking skills is not novel to teachers. Hallo is an app on which users make random audio calls with several callers from different countries in the world. Based on one feature of Hallo that for every 10-minute conversation with any speaker counts towards their consecutive use of the application over ten weeks. The case study was carried out to investigate the effectiveness of practicing English speaking on Hallo as daily at-home exercises. Ten English major sophomores at Hong Duc University were chosen to participate in the study lasting ten weeks. These students were required to make daily conversations about assigned topics on Hallo and then video-record them to send to the teacher for regular checking. The comparisons of pre-test and post-test results, interviews and classroom observations indicate that students made significant progress in English speaking skills and could communicate with others more fluently. The study suggests that the teacher should give detailed guidelines to help low-level students maximize the benefits of this app in mastering English speaking.
{"title":"Daily Conversations on the Application “Hallo”: A New Approach to Assign Speaking Homework to Students","authors":"Huong Le Thi, Dang Thi Minh Nguyet","doi":"10.36892/ijlls.v5i2.1258","DOIUrl":"https://doi.org/10.36892/ijlls.v5i2.1258","url":null,"abstract":"Utilizing mobile phone apps to enhance students’ English-speaking skills is not novel to teachers. Hallo is an app on which users make random audio calls with several callers from different countries in the world. Based on one feature of Hallo that for every 10-minute conversation with any speaker counts towards their consecutive use of the application over ten weeks. The case study was carried out to investigate the effectiveness of practicing English speaking on Hallo as daily at-home exercises. Ten English major sophomores at Hong Duc University were chosen to participate in the study lasting ten weeks. These students were required to make daily conversations about assigned topics on Hallo and then video-record them to send to the teacher for regular checking. The comparisons of pre-test and post-test results, interviews and classroom observations indicate that students made significant progress in English speaking skills and could communicate with others more fluently. The study suggests that the teacher should give detailed guidelines to help low-level students maximize the benefits of this app in mastering English speaking.","PeriodicalId":34879,"journal":{"name":"International Journal of Language and Literary Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43902626","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 : 2023-07-22DOI: 10.36892/ijlls.v5i2.1293
Dora Nyuykighan Mbu
African art though dynamic has changed in form, function, and meaning over time. However, the concept of Indigenous African art has remained static. This paper aims at examining the complex relationship between African art and colonial encounter while interrogating the commodification and restitution of African artifacts which has become a topical issue. This is because pre-colonial sacred objects have an aura of untainted timeless past reflecting the way of life of the African people. The colonial encounter with Africa witnessed a rush for African traditional religious artifacts and antiquities which left indelible marks of hostilities and cultural clashes among the African people. Many African artifacts looted from their countries of origin during colonialism and are now housed in museums and private collections around the world. While most studies on Linus Asong’s the Crown of Thorns focus on feminist analysis, the paper is read from the perspective of New Historicists’ exegesis that interrogates the commodification and restitution of African sacred objects stolen from Africa during colonialism. The findings show that, although the issue of the commodification and restitution of African artifacts is a complex and controversial one, there is a growing recognition of the importance of acknowledging and rectifying the historical injustices associated with their commodification.
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