Pub Date : 2023-12-15DOI: 10.24093/awej/vol14no4.14
Soran Mustafa Kurdi, Reman Sabah Meena
This study examines first-year students’ perceptions in the English Language Teaching Department at Tishk International University regarding using icebreakers, warmers, and energizers in the classroom. The research aims to assess the effectiveness of these activities in enhancing student engagement and participation, as well as their impact on the overall learning experience. The study contributes valuable insights into the practical applicability of these techniques in an educational setting. Additionally, the positive perceptions of the students underscore the potential of these activities in establishing a favorable and comfortable learning environment. Data were collected through surveys and interviews, employing both quantitative and qualitative methods. For the quantitative aspect, 32 participants (10 males & 22 females) were surveyed, while the qualitative segment involved interviews with 10 students (five males & five females) at Tishk International University. The study’s results indicate that the overwhelming majority of students hold a positive perception of the use of these activities. They view them as beneficial for creating a relaxed and comfortable learning atmosphere, fostering interaction and collaboration among classmates, and boosting motivation and interest in the language. The study suggests that incorporating these activities into EFL classrooms can significantly enhance the overall student learning experience and contribute to a more dynamic and interactive classroom environment. The findings are consistent with existing literature in the field.
{"title":"The Students’ Perception towards the Use of Icebreakers, Warmers, and Energizers in EFL Classrooms: A Tertiary Study","authors":"Soran Mustafa Kurdi, Reman Sabah Meena","doi":"10.24093/awej/vol14no4.14","DOIUrl":"https://doi.org/10.24093/awej/vol14no4.14","url":null,"abstract":"This study examines first-year students’ perceptions in the English Language Teaching Department at Tishk International University regarding using icebreakers, warmers, and energizers in the classroom. The research aims to assess the effectiveness of these activities in enhancing student engagement and participation, as well as their impact on the overall learning experience. The study contributes valuable insights into the practical applicability of these techniques in an educational setting. Additionally, the positive perceptions of the students underscore the potential of these activities in establishing a favorable and comfortable learning environment. Data were collected through surveys and interviews, employing both quantitative and qualitative methods. For the quantitative aspect, 32 participants (10 males & 22 females) were surveyed, while the qualitative segment involved interviews with 10 students (five males & five females) at Tishk International University. The study’s results indicate that the overwhelming majority of students hold a positive perception of the use of these activities. They view them as beneficial for creating a relaxed and comfortable learning atmosphere, fostering interaction and collaboration among classmates, and boosting motivation and interest in the language. The study suggests that incorporating these activities into EFL classrooms can significantly enhance the overall student learning experience and contribute to a more dynamic and interactive classroom environment. The findings are consistent with existing literature in the field.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"234 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138997162","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 : 2023-12-15DOI: 10.24093/awej/vol14no4.24
Cedra Baguilat Binalet, Jeffrey Dawala Wilang
This study investigates the multifaceted functions of language in undergraduate classroom discourse, focusing on how students utilize various language functions to enhance learning and communication in diverse educational settings. Through a descriptive qualitative analysis of classroom interactions, it reveals that students actively engage with both formal and informal teaching methods, fostering social interaction and critical thinking. Judgmental functions dominate the discourse, indicating a prevalent use of evaluation and critical analysis in student talk. However, the study also uncovers that responses to questions are multifaceted, often involving argumentative and informative discourse for deeper engagement with content. The research highlights the integral role of instructors in facilitating a classroom environment that promotes robust student discourse and equitable participation. The findings emphasize the need for educators to be aware of and integrate both recognized and uncategorized language functions into instructional strategies to support student communication and learning. Conclusively, this study provides insights into the dynamic application of language functions within classroom discourse and the crucial role of educators in guiding and enhancing this discourse. It suggests the necessity of further research into oral discourse in educational contexts, particularly the types of student explanations and clarifications, to refine teaching and learning practices.
{"title":"Language Functions in Undergraduate Classroom Discourse","authors":"Cedra Baguilat Binalet, Jeffrey Dawala Wilang","doi":"10.24093/awej/vol14no4.24","DOIUrl":"https://doi.org/10.24093/awej/vol14no4.24","url":null,"abstract":"This study investigates the multifaceted functions of language in undergraduate classroom discourse, focusing on how students utilize various language functions to enhance learning and communication in diverse educational settings. Through a descriptive qualitative analysis of classroom interactions, it reveals that students actively engage with both formal and informal teaching methods, fostering social interaction and critical thinking. Judgmental functions dominate the discourse, indicating a prevalent use of evaluation and critical analysis in student talk. However, the study also uncovers that responses to questions are multifaceted, often involving argumentative and informative discourse for deeper engagement with content. The research highlights the integral role of instructors in facilitating a classroom environment that promotes robust student discourse and equitable participation. The findings emphasize the need for educators to be aware of and integrate both recognized and uncategorized language functions into instructional strategies to support student communication and learning. Conclusively, this study provides insights into the dynamic application of language functions within classroom discourse and the crucial role of educators in guiding and enhancing this discourse. It suggests the necessity of further research into oral discourse in educational contexts, particularly the types of student explanations and clarifications, to refine teaching and learning practices.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"148 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138998207","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 : 2023-12-15DOI: 10.24093/awej/vol14no4.18
Maraam M. Alutaybi, Nurah S. Alfares
The future of technology use in EFL classrooms is an important subject to investigate in future study because Saudi Vision 2030 is a shift toward modernity and openness to the rest of the world; as English is a global language, the effective use of English is essential to achieving this purpose, and it is by developing its skills with a significant emphasis on listening proficiency. The study aimed to explore how Netflix will impact Saudi EFL learners’ strategic listening skills in the future from the teachers’ perspectives. This research’s significance lies in its alignment with the evolving educational paradigms and the increasing reliance on technology for language instruction; the study specifically sought to understand how the incorporation of Netflix might influence learners’ SLS in the future. To achieve this aim, the study involved ninety-six male and female faculty members from Saudi EFL university departments, selected based on their experience in teaching English and familiarity with digital educational tools. A mixed-methods questionnaire was designed and applied to collect the participants’ views on how Netflix will enhance the students’ SLS in the future. The study revealed high expectations about the role of Netflix in promoting learners’ SLS in the future.
{"title":"A Prospective Study for Exploring Saudi EFL Learners’ Strategic Listening Skills through Netflix from Teachers’ Perspectives","authors":"Maraam M. Alutaybi, Nurah S. Alfares","doi":"10.24093/awej/vol14no4.18","DOIUrl":"https://doi.org/10.24093/awej/vol14no4.18","url":null,"abstract":"The future of technology use in EFL classrooms is an important subject to investigate in future study because Saudi Vision 2030 is a shift toward modernity and openness to the rest of the world; as English is a global language, the effective use of English is essential to achieving this purpose, and it is by developing its skills with a significant emphasis on listening proficiency. The study aimed to explore how Netflix will impact Saudi EFL learners’ strategic listening skills in the future from the teachers’ perspectives. This research’s significance lies in its alignment with the evolving educational paradigms and the increasing reliance on technology for language instruction; the study specifically sought to understand how the incorporation of Netflix might influence learners’ SLS in the future. To achieve this aim, the study involved ninety-six male and female faculty members from Saudi EFL university departments, selected based on their experience in teaching English and familiarity with digital educational tools. A mixed-methods questionnaire was designed and applied to collect the participants’ views on how Netflix will enhance the students’ SLS in the future. The study revealed high expectations about the role of Netflix in promoting learners’ SLS in the future.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"159 3","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138998509","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 : 2023-12-15DOI: 10.24093/awej/vol14no4.19
Addichane Essafa, Tamimi Jihane
Once they graduate, many students seek job opportunities in other domains such as engineering, medicine, management, etc. On the other hand, students with an interest in the field of teaching look for different training programs to develop their skills and knowledge. In Morocco, teachers undergo various sets of training before actually becoming teachers. Some of this training occurs in governmental institutions like Centre Régionales des Métiers de l’Education et de la Formation, whereas others opt for partnership programs like the English Teaching Internship Initiative. The English Teaching Internship Initiative (ETII) is an educational program that aims to provide potential teachers with a practical teaching opportunity. In this program, the involved participants receive real-world teaching experience and pedagogical training provided by experienced educators. As a result, trainees enhance their classroom management, lesson planning, assessment skills, and techniques. The beneficiaries, then are supposed to be immersed voluntarily in their local communities to gain valuable skills and experiences, enhance their resumes, and make a positive influence on their professional development and the student’s learning outcomes. The aim of this article was to examine and evaluate the impact of the English Training Internship Initiative program on English Foreign Language teachers in Morocco.
{"title":"An Investigation on the Effectiveness of English Teachers Training Programs in Morocco: English Teaching Internship Initiative as a Case Study","authors":"Addichane Essafa, Tamimi Jihane","doi":"10.24093/awej/vol14no4.19","DOIUrl":"https://doi.org/10.24093/awej/vol14no4.19","url":null,"abstract":"Once they graduate, many students seek job opportunities in other domains such as engineering, medicine, management, etc. On the other hand, students with an interest in the field of teaching look for different training programs to develop their skills and knowledge. In Morocco, teachers undergo various sets of training before actually becoming teachers. Some of this training occurs in governmental institutions like Centre Régionales des Métiers de l’Education et de la Formation, whereas others opt for partnership programs like the English Teaching Internship Initiative. The English Teaching Internship Initiative (ETII) is an educational program that aims to provide potential teachers with a practical teaching opportunity. In this program, the involved participants receive real-world teaching experience and pedagogical training provided by experienced educators. As a result, trainees enhance their classroom management, lesson planning, assessment skills, and techniques. The beneficiaries, then are supposed to be immersed voluntarily in their local communities to gain valuable skills and experiences, enhance their resumes, and make a positive influence on their professional development and the student’s learning outcomes. The aim of this article was to examine and evaluate the impact of the English Training Internship Initiative program on English Foreign Language teachers in Morocco.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"65 12","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139000083","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 core goal of this study is to investigate complaint speech act conducted in English and Arabic by Saudi female English majors at Imam Mohammed Ibn Saud Islamic University in Riyadh, Kingdom of Saudi Arabia. The sample of this study involves 30 undergraduate students of English at level eight. In order to collect data for this study, the subjects are given a controlled elicitation technique named “a Discourse Completion Test (DCT)”. The test comprises two versions; Arabic and English. Each version consists of nine situations denoting the speech act of complaint to which the subjects are required to respond as naturally as they can without spending much time thinking of what to say. After that, the data are analyzed based on the classification system of complaint strategies developed by Olshtain and Weinbach (1987) and DeCapua (1998). Two more new strategies have been added by the present researcher. Moreover, the study compared and contrasted complaint patterns in English and Arabic as expressed by these subjects. These patterns are analyzed using frequencies and percentages of their occurrence as well as the Chi-square test. The results of this study indicate that the social statuses like power, which affect the realization patterns of complaint, seem to be universal. Saudi female English majors tend to change their complaint behavior according to the social variables of the situation. Those subjects tend to be more direct when composing complaints in higher to lower relations and in equal relations and more polite and indirect when a complainee has dominance over a complainer. The results of the presents study revealed that Saudi female English majors should have enhanced awareness of cultural and linguistic discrepancies in order to express the speech act of complaint in English appropriately, making use of complaint strategies that are based on English speaking norms.
本研究的核心目标是调查沙特阿拉伯王国利雅得伊玛目穆罕默德-伊本-沙特伊斯兰大学（Imam Mohammed Ibn Saud Islamic University）沙特籍英语专业女生用英语和阿拉伯语进行的投诉言语行为。本研究的样本包括 30 名英语专业八级的本科生。为了收集研究数据，受试者使用了一种名为 "话语完成测试（DCT）"的控制性诱导技术。该测试包括两个版本：阿拉伯语和英语。每个版本都包含九种表示抱怨言语行为的情境，要求受试者尽可能自然地做出反应，而无需花太多时间思考该说什么。然后，根据 Olshtain 和 Weinbach（1987 年）以及 DeCapua（1998 年）开发的抱怨策略分类系统对数据进行分析。本研究人员还增加了两种新策略。此外，本研究还比较和对比了这些受试者用英语和阿拉伯语表达的投诉模式。这些模式使用出现频率和百分比以及卡方检验进行分析。研究结果表明，影响投诉实现模式的社会地位（如权力）似乎具有普遍性。沙特籍英语专业女生往往会根据社会变量的情况改变其抱怨行为。在上下级关系和平等关系中，被试往往会更直接地提出抱怨，而当被抱怨者对抱怨者有支配权时，被试就会更礼貌、更间接地提出抱怨。本研究的结果表明，沙特英语专业的女生应加强对文化和语言差异的认识，以便恰当地用英语表达投诉的言语行为，使用基于英语口语规范的投诉策略。
{"title":"Realization of the Complaint Speech Act in Spoken Arabic and English among Saudi Female English Majors at Imam Mohammed Ibn Saud Islamic University","authors":"Asma Abdul Rahman S Alsallum","doi":"10.24093/awej/th.303","DOIUrl":"https://doi.org/10.24093/awej/th.303","url":null,"abstract":"The core goal of this study is to investigate complaint speech act conducted in English and Arabic by Saudi female English majors at Imam Mohammed Ibn Saud Islamic University in Riyadh, Kingdom of Saudi Arabia. The sample of this study involves 30 undergraduate students of English at level eight. In order to collect data for this study, the subjects are given a controlled elicitation technique named “a Discourse Completion Test (DCT)”. The test comprises two versions; Arabic and English. Each version consists of nine situations denoting the speech act of complaint to which the subjects are required to respond as naturally as they can without spending much time thinking of what to say. After that, the data are analyzed based on the classification system of complaint strategies developed by Olshtain and Weinbach (1987) and DeCapua (1998). Two more new strategies have been added by the present researcher. Moreover, the study compared and contrasted complaint patterns in English and Arabic as expressed by these subjects. These patterns are analyzed using frequencies and percentages of their occurrence as well as the Chi-square test. The results of this study indicate that the social statuses like power, which affect the realization patterns of complaint, seem to be universal. Saudi female English majors tend to change their complaint behavior according to the social variables of the situation. Those subjects tend to be more direct when composing complaints in higher to lower relations and in equal relations and more polite and indirect when a complainee has dominance over a complainer. The results of the presents study revealed that Saudi female English majors should have enhanced awareness of cultural and linguistic discrepancies in order to express the speech act of complaint in English appropriately, making use of complaint strategies that are based on English speaking norms.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"28 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139005086","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 aimed to investigate students’ perceptions towards CALL, CALL merits, and CALL challenges at Al-Imam Muhammad Ibn Saud Islamic University. The sample of this study consisted of 140 randomly-selected male and female students. A five-point Likert scale questionnaire was designed to collect the data of the study. This instrument was validated by ten university professors and instructors. Similarly, its reliability was achieved by calculating Cronbach Alpha formula. The findings of the study indicated that students are in need of unlimited access to computer labs all the time, supplying classrooms with CALL resources, and training in using computer labs. Besides, EFL instructors have positive attitudes towards CALL. Moreover, the results revealed the following significant advantages of using CALL resources: enriching students’ experience, stimulating students’ practice outside the classroom, encouraging students’ independence and confidence, creating a relaxed atmosphere, and increasing students’ motivation level. Furthermore, the results of study revealed the following the challenges of using CALL resources in the classroom: lack of Internet access inside the classrooms, shortage of CALL programs, insufficient number of CALL labs, lack of CALL labs supervisors, and lack of immediate technical support. Finally, the study concluded that CALL resources should be integrated with all EFL courses because computers have become an indispensable part of English language teaching and learning.
{"title":"Students’ Perceptions of the Use of CALL at Al-Imam Universityp","authors":"Nouf Saad Abdulrahman Alsheraimy","doi":"10.24093/awej/th.302","DOIUrl":"https://doi.org/10.24093/awej/th.302","url":null,"abstract":"This study aimed to investigate students’ perceptions towards CALL, CALL merits, and CALL challenges at Al-Imam Muhammad Ibn Saud Islamic University. The sample of this study consisted of 140 randomly-selected male and female students. A five-point Likert scale questionnaire was designed to collect the data of the study. This instrument was validated by ten university professors and instructors. Similarly, its reliability was achieved by calculating Cronbach Alpha formula. The findings of the study indicated that students are in need of unlimited access to computer labs all the time, supplying classrooms with CALL resources, and training in using computer labs. Besides, EFL instructors have positive attitudes towards CALL. Moreover, the results revealed the following significant advantages of using CALL resources: enriching students’ experience, stimulating students’ practice outside the classroom, encouraging students’ independence and confidence, creating a relaxed atmosphere, and increasing students’ motivation level. Furthermore, the results of study revealed the following the challenges of using CALL resources in the classroom: lack of Internet access inside the classrooms, shortage of CALL programs, insufficient number of CALL labs, lack of CALL labs supervisors, and lack of immediate technical support. Finally, the study concluded that CALL resources should be integrated with all EFL courses because computers have become an indispensable part of English language teaching and learning.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"126 46","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138599018","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 current study aimed at examining the effect of training EFL secondary school students in word-attack skills on enhancing their vocabulary learning, reading comprehension and self-efficacy. Three instruments were developed to achieve the purpose of the study: a vocabulary learning test to measure the participants’ vocabulary development; a reading comprehension test to measure their reading comprehension skills; and a self-efficacy scale to measure their self-efficacy beliefs in vocabulary learning and reading comprehension. The validity and reliability for these instruments were checked before conducting the experiment. The study employed a quasi-experimental design in which the participants were divided into two groups: the control and experimental groups. Each group consisted of 30 female students purposely chosen from second-year secondary school students at Hamza Alsunbati Secondary School, Damietta Governorate. The experimental group received training in word attack skills for 3 months while the control group followed the traditional method of teaching. Results of the study affirmed the effectiveness of training EFL students in these skills revealing significant improvements in the three dependent variables, vocabulary learning, reading comprehension and self-efficacy. Some conclusions and recommendations were reached.
{"title":"A Word Attack Skills-Based Program to Enhance EFL Secondary School Students’ Vocabulary Learning, Reading Comprehension and Self-Efficacy","authors":"Hamdy Ibrahim Ibrahim Elmasry","doi":"10.24093/awej/th.301","DOIUrl":"https://doi.org/10.24093/awej/th.301","url":null,"abstract":"The current study aimed at examining the effect of training EFL secondary school students in word-attack skills on enhancing their vocabulary learning, reading comprehension and self-efficacy. Three instruments were developed to achieve the purpose of the study: a vocabulary learning test to measure the participants’ vocabulary development; a reading comprehension test to measure their reading comprehension skills; and a self-efficacy scale to measure their self-efficacy beliefs in vocabulary learning and reading comprehension. The validity and reliability for these instruments were checked before conducting the experiment. The study employed a quasi-experimental design in which the participants were divided into two groups: the control and experimental groups. Each group consisted of 30 female students purposely chosen from second-year secondary school students at Hamza Alsunbati Secondary School, Damietta Governorate. The experimental group received training in word attack skills for 3 months while the control group followed the traditional method of teaching. Results of the study affirmed the effectiveness of training EFL students in these skills revealing significant improvements in the three dependent variables, vocabulary learning, reading comprehension and self-efficacy. Some conclusions and recommendations were reached.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"26 27","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135390848","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 current qualitative study aimed at assessing the impact of using the Memsource termbase system on developing terminological competence for 10 Saudi freelance technical translators registered in the Saudi freelance platform Bahr and the two social media websites Twitter and Telegram. As Arabic specialized translations often contain inconsistent and inaccurate use of terminology, this study focused on developing terminological competence using the terminology tool. To assess the impact of the terminology tool on the participants’ terminological competence, the participants in this study were divided into two groups: one group was assisted with the terminology tool—referred to as tool-assisted—and the other was not—referred to as non-tool-assisted—. Both groups completed a translation task and an open-ended questionnaire. As developing terminological competence assists in dealing with terms effectively, the terminology tool used by the participants in this study allowed the participants to create their termbases before translating the assigned technical text. These termbases were then incorporated into the tool, and when the participants started translating the text, the tool suggested the previously translated terms. To analyze the obtained data, descriptive content analysis and thematic analysis were used: the former was used to analyze the translations, and the latter was used to analyze the questionnaires’ responses. The study concluded that the terminology tool assisted in developing the tool-assisted participants’ terminological competence regarding identifying terms, creating term bases, and managing terminology during the translation process.
{"title":"The Impact of Using Memsource Termbase System on Developing Terminological Competence for Saudi Freelance Technical Translators","authors":"Asrar Safar Alqahtani","doi":"10.24093/awej/th.300","DOIUrl":"https://doi.org/10.24093/awej/th.300","url":null,"abstract":"The current qualitative study aimed at assessing the impact of using the Memsource termbase system on developing terminological competence for 10 Saudi freelance technical translators registered in the Saudi freelance platform Bahr and the two social media websites Twitter and Telegram. As Arabic specialized translations often contain inconsistent and inaccurate use of terminology, this study focused on developing terminological competence using the terminology tool. To assess the impact of the terminology tool on the participants’ terminological competence, the participants in this study were divided into two groups: one group was assisted with the terminology tool—referred to as tool-assisted—and the other was not—referred to as non-tool-assisted—. Both groups completed a translation task and an open-ended questionnaire. As developing terminological competence assists in dealing with terms effectively, the terminology tool used by the participants in this study allowed the participants to create their termbases before translating the assigned technical text. These termbases were then incorporated into the tool, and when the participants started translating the text, the tool suggested the previously translated terms. To analyze the obtained data, descriptive content analysis and thematic analysis were used: the former was used to analyze the translations, and the latter was used to analyze the questionnaires’ responses. The study concluded that the terminology tool assisted in developing the tool-assisted participants’ terminological competence regarding identifying terms, creating term bases, and managing terminology during the translation process.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134948126","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: 10.32832/english.v17i2.14918
Anthony Rudolf Patty
The ultimate purpose of the study is to examine gender representative aspects of International General Certificate of Secondary Education English as a Second Language 5th Edition textbook published by Cambridge. This study is aimed at analyzing how gender is portrayed through attributes, actions, and activities, employing Brugeilles and Cromer’s theory of gender description. Utilizing Kripendorff’s content analysis and Bowen’s document analysis, the writer carefully identified the images and the texts which contained attributes, actions, and activities. Then, the writer analyzed each text and image in accordance with Brugeilles and Cromer’s theory. The result revelaed that the textbook portrayed both males and females in the form of images and texts. Besides, both males and females are depicted to suit the activities and the actions, as well as attributes, related to Brugeilles and Cromer’s theory. Females are known to wear make-up and powder. They are also known to be meticulous and patient. Also, they now begin to be involved in activities of which were once identical to males. On the other hand, males are identical to field job. They do activities out of the home more frequently. They also take parts in activities that require power and more energy as males are known to have stronger physical aspects than females. This study also offers its limitations and suggested future research of the topic. Future research may administer investigations with applying Brugeilles and Cromer’s theory of gender description in its entirety.
{"title":"GENDER REPRESENTATION ANALYSIS IN IGCSE ENGLISH AS A SECOND LANGUAGE 5TH EDITION TEXTBOOK","authors":"Anthony Rudolf Patty","doi":"10.32832/english.v17i2.14918","DOIUrl":"https://doi.org/10.32832/english.v17i2.14918","url":null,"abstract":"The ultimate purpose of the study is to examine gender representative aspects of International General Certificate of Secondary Education English as a Second Language 5th Edition textbook published by Cambridge. This study is aimed at analyzing how gender is portrayed through attributes, actions, and activities, employing Brugeilles and Cromer’s theory of gender description. Utilizing Kripendorff’s content analysis and Bowen’s document analysis, the writer carefully identified the images and the texts which contained attributes, actions, and activities. Then, the writer analyzed each text and image in accordance with Brugeilles and Cromer’s theory. The result revelaed that the textbook portrayed both males and females in the form of images and texts. Besides, both males and females are depicted to suit the activities and the actions, as well as attributes, related to Brugeilles and Cromer’s theory. Females are known to wear make-up and powder. They are also known to be meticulous and patient. Also, they now begin to be involved in activities of which were once identical to males. On the other hand, males are identical to field job. They do activities out of the home more frequently. They also take parts in activities that require power and more energy as males are known to have stronger physical aspects than females. This study also offers its limitations and suggested future research of the topic. Future research may administer investigations with applying Brugeilles and Cromer’s theory of gender description in its entirety.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135038089","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: 10.32832/english.v17i2.15013
Hikmah Pravitasari, Royhan Kamal
This study explores the correlation between students' mastery of functional grammar and their achievement in writing recount texts, conducted within the context of an Islamic boarding school. The research aims to address two main questions: (1) How do male and female students perform in grammar learning and writing skills and (2) Is there a correlation between the mastery of functional grammar and students’ writing skills in junior high school. The study collected the data from eighth-grade students and categorized the results according to gender. The findings demonstrated that male and female students performed slightly differently in functional grammar tests and writing tests. The lowest functional grammar exam score for male students was 58, while it was 52 for female students. In contrast, the top scores for both genders were 97. In the writing assessment, similar differences were found, with male students scoring as low as 60 and female students scoring as low as 48. A group of both male and female students obtained the highest maximum score of 100. This research also investigates the relationship between students' functional grammar mastery and their ability to write factual recount texts. The estimated r-count value of 0.9487 was found to be significantly higher than the r-table value of 0.3550, r-count (0.9487) > r-table (03550) using the Pearson product-moment correlation and a significance level of 0.05, showing a significant positive correlation. Hence, it can be concluded that the implementation of functional grammar has a significant influence in developing students' writing skills on factual recount text with the aim that they are not only able to arrange words into a paragraph, but also able to convey the ideas and meanings they express in their writing.
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