Pub Date : 2024-01-01DOI: 10.18355/xl.2024.17.01.13
Pedro García Guirao
This study addresses the analysis of the main lexical patterns, mostly in the form of adverbial locutions and idioms, which could be classified as meteorological metaphors (or meteo-metaphors) used in the Spanish digital sports press and tries to find out if there is a specific sport in which metaphors that use weather phenomena to describe or characterize aspects of sports stand out. From a quasi-experimental approach, a method of content analysis is used on a generated corpus based on the 20 most common meteorological phenomena reported by the Agencia Estatal de Meteorología (AEMET) and the Sistema de Notificación de Observaciones Atmosféricas Singulares (SINOBAS) (System of Notification of Singular Atmospheric Observations); as corpus we analyze the sports section of the digital edition of the Spanish free newspaper 20minutos, the most read newspaper in Spain, in April 2022, according to GfK DAM (the official measure of digital media consumption in Spain). The study is limited in time to one year, between March 14, 2020 (the date of the beginning of the state of alarm for COVID-19 in Spain) and June 21, 2021. After studying the frequency and context of these samples, the data indicate that the four meteorological phenomena that generate the most metaphors are those related to “ola” [wave], huracán [hurricane], calor [heat] and “sequía” [drought]. Moreover, there are no surprises with respect to the sport where such metaphors are used to the greatest extent: soccer. Nevertheless, it will be sociolinguistically justified that other sports connected to those metaphors stand out: “wave” / Tokyo Olympics Games, “hurricane” / F1, “heat” / NFL, and “drought” / tennis. The complete corpus of 273 meteorological metaphors has been publicly hosted at https://t.ly/XPT0V.
{"title":"Corpus of meteo-metaphors and sports journalism in the age of COVID-19 from the “Avalanche of Injuries” to “Everything Sails into the Wind”","authors":"Pedro García Guirao","doi":"10.18355/xl.2024.17.01.13","DOIUrl":"https://doi.org/10.18355/xl.2024.17.01.13","url":null,"abstract":"This study addresses the analysis of the main lexical patterns, mostly in the form of adverbial locutions and idioms, which could be classified as meteorological metaphors (or meteo-metaphors) used in the Spanish digital sports press and tries to find out if there is a specific sport in which metaphors that use weather phenomena to describe or characterize aspects of sports stand out. From a quasi-experimental approach, a method of content analysis is used on a generated corpus based on the 20 most common meteorological phenomena reported by the Agencia Estatal de Meteorología (AEMET) and the Sistema de Notificación de Observaciones Atmosféricas Singulares (SINOBAS) (System of Notification of Singular Atmospheric Observations); as corpus we analyze the sports section of the digital edition of the Spanish free newspaper 20minutos, the most read newspaper in Spain, in April 2022, according to GfK DAM (the official measure of digital media consumption in Spain). The study is limited in time to one year, between March 14, 2020 (the date of the beginning of the state of alarm for COVID-19 in Spain) and June 21, 2021. After studying the frequency and context of these samples, the data indicate that the four meteorological phenomena that generate the most metaphors are those related to “ola” [wave], huracán [hurricane], calor [heat] and “sequía” [drought]. Moreover, there are no surprises with respect to the sport where such metaphors are used to the greatest extent: soccer. Nevertheless, it will be sociolinguistically justified that other sports connected to those metaphors stand out: “wave” / Tokyo Olympics Games, “hurricane” / F1, “heat” / NFL, and “drought” / tennis. The complete corpus of 273 meteorological metaphors has been publicly hosted at https://t.ly/XPT0V.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140526362","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 : 2024-01-01DOI: 10.18355/xl.2024.17.01.02
Joanna Kic-Drgas, Ferit Kiliçkaya
This paper investigates how artificial intelligence (AI) can be used to generate classroom foreign language tests and aims at determining challenges and opportunities during item creation. The study benefited from a case study, a form of qualitative research, using data from a single subject to examine the issue of generating classroom assessment items using an AI system in its natural environment. The findings revealed that using AI posed several opportunities and challenges for the participant. The analysis of the comments indicated three significant opportunities/benefits of using AI: practicality, customization, efficiency, and four challenges: readability, validity, lack of data for other languages, and ownership.
{"title":"Using Artificial Intelligence (AI) to create language exam questions: A case study","authors":"Joanna Kic-Drgas, Ferit Kiliçkaya","doi":"10.18355/xl.2024.17.01.02","DOIUrl":"https://doi.org/10.18355/xl.2024.17.01.02","url":null,"abstract":"This paper investigates how artificial intelligence (AI) can be used to generate classroom foreign language tests and aims at determining challenges and opportunities during item creation. The study benefited from a case study, a form of qualitative research, using data from a single subject to examine the issue of generating classroom assessment items using an AI system in its natural environment. The findings revealed that using AI posed several opportunities and challenges for the participant. The analysis of the comments indicated three significant opportunities/benefits of using AI: practicality, customization, efficiency, and four challenges: readability, validity, lack of data for other languages, and ownership.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140520178","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 : 2024-01-01DOI: 10.18355/xl.2024.17.01.09
R. Aissi, Samia Mouas
With the considerable growth of e/blended-learning, which has accelerated in HE settings, especially since 2020 due to the COVID-19 global pandemic, automated feedback (FB) has become the focus of increasing research interest (Cavalcanti, 2021). Yet, there is a scarcity of research that thoroughly examines the documented progress made up to date in this regard in Algerian universities. Thus, this study was carried out to capture university teachers’ perceptions of the impact of personalized positive FB via the Moodle platform on their students’ motivation and engagement in learning. The research design adopted consisted of quantitative data generated from teachers’ responses to an online questionnaire. Findings suggest that the importance of personalized positive FB emerges as a pivotal element in enhancing both motivation and engagement. Pearson correlation as a statistical technique was conducted to meet the objectives of this study. The results revealed a very weak relationship between teachers’ Moodle training and their quality of personalized automated FB and a weak correlation between teachers’ Moodle familiarity with personalized automated FB and their students’ motivation and engagement. Some important recommendations are presented.
{"title":"Analyzing teachers’ perceptions of the impact of Moodle personalized positive feedback on foreign language students’ motivation and engagement","authors":"R. Aissi, Samia Mouas","doi":"10.18355/xl.2024.17.01.09","DOIUrl":"https://doi.org/10.18355/xl.2024.17.01.09","url":null,"abstract":"With the considerable growth of e/blended-learning, which has accelerated in HE settings, especially since 2020 due to the COVID-19 global pandemic, automated feedback (FB) has become the focus of increasing research interest (Cavalcanti, 2021). Yet, there is a scarcity of research that thoroughly examines the documented progress made up to date in this regard in Algerian universities. Thus, this study was carried out to capture university teachers’ perceptions of the impact of personalized positive FB via the Moodle platform on their students’ motivation and engagement in learning. The research design adopted consisted of quantitative data generated from teachers’ responses to an online questionnaire. Findings suggest that the importance of personalized positive FB emerges as a pivotal element in enhancing both motivation and engagement. Pearson correlation as a statistical technique was conducted to meet the objectives of this study. The results revealed a very weak relationship between teachers’ Moodle training and their quality of personalized automated FB and a weak correlation between teachers’ Moodle familiarity with personalized automated FB and their students’ motivation and engagement. Some important recommendations are presented.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140526951","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 : 2024-01-01DOI: 10.18355/xl.2024.17.01.12
Elena del Pilar Jiménez Pérez, Olivia López Martínez, Javier Corbalán Berná
This article presents the conceptualization of three dimensions surrounding reading: comprehensibility, readability, and legibility. On one hand, readability and legibility for the traceability of reading according to the text, and comprehensibility, on the other hand, as the symbiosis between text and reader. From the perspective of the reader (comprehensibility, ability, and level of a reader to understand a text as it also depends on the skills of the message receiver) and the text itself (legibility and readability or level of difficulty that a text per se entails through its intrinsic formal characteristics) generating two new formulas that define the terms of legibility and readability (specifically in Spanish) since that of comprehensibility exists today and is based on the Common European Framework of Reference for Languages (CEFR), with six levels ranging from A1 to C2 according to TEECLED. Two algorithms that respond to the previous concepts have been developed from the theoretical framework. The suggested formulas of both concepts, readability and comprehensibility, have been validated with texts published in the last 10 years by the Instituto Cervantes, classified by levels A1-C2. The results show that it coincides with the A1-C2 classification of the official DELE exam texts of the Instituto Cervantes in the last 10 years by an average of over 80%.
{"title":"LECOLE algorithm: readability, readability, and comprehensibility in Spanish","authors":"Elena del Pilar Jiménez Pérez, Olivia López Martínez, Javier Corbalán Berná","doi":"10.18355/xl.2024.17.01.12","DOIUrl":"https://doi.org/10.18355/xl.2024.17.01.12","url":null,"abstract":"This article presents the conceptualization of three dimensions surrounding reading: comprehensibility, readability, and legibility. On one hand, readability and legibility for the traceability of reading according to the text, and comprehensibility, on the other hand, as the symbiosis between text and reader. From the perspective of the reader (comprehensibility, ability, and level of a reader to understand a text as it also depends on the skills of the message receiver) and the text itself (legibility and readability or level of difficulty that a text per se entails through its intrinsic formal characteristics) generating two new formulas that define the terms of legibility and readability (specifically in Spanish) since that of comprehensibility exists today and is based on the Common European Framework of Reference for Languages (CEFR), with six levels ranging from A1 to C2 according to TEECLED. Two algorithms that respond to the previous concepts have been developed from the theoretical framework. The suggested formulas of both concepts, readability and comprehensibility, have been validated with texts published in the last 10 years by the Instituto Cervantes, classified by levels A1-C2. The results show that it coincides with the A1-C2 classification of the official DELE exam texts of the Instituto Cervantes in the last 10 years by an average of over 80%.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140518275","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 : 2024-01-01DOI: 10.18355/xl.2024.17.01.07
Hieronimus Canggung Darong
Systemic Functional Linguistics (SFL) offers a framework for analyzing EFL textbooks by considering three metafunctions of language: ideational, interpersonal, and textual. This study aims to explore how SFL can provide insights into the linguistic features and discourse patterns that contribute to establishing these metafunctions in EFL textbooks, focusing on the pedagogical implications for language teaching. Specifically, the study investigates the transitivity pattern, mood system, and nominal group analysis, focusing on two selected EFL textbooks from different publishers. For the convenience of the research process, the researcher selected dialogue samples from the textbooks through convenience sampling and transformed them into clauses for analysis. The findings revealed that material process types were the most frequently employed, while interrogative forms predominated among the clause types. Additionally, the analysis of nominal groups indicated that the most common were nominal group types Thing (T) and Noun and Thing (NT). These findings shed light on the linguistic features of EFL textbooks and suggest that a closer examination of the metafunction of language can enhance our understanding of how language is utilized to achieve learning objectives. Consequently, to support students' language learning and proficiency development, EFL teachers should incorporate instructional focus, contextualized language teaching, integration of SFL concepts, promotion of language awareness, and differentiated instruction.
{"title":"An SFL perspective on EFL textbooks and its pedagogical implications in language teaching","authors":"Hieronimus Canggung Darong","doi":"10.18355/xl.2024.17.01.07","DOIUrl":"https://doi.org/10.18355/xl.2024.17.01.07","url":null,"abstract":"Systemic Functional Linguistics (SFL) offers a framework for analyzing EFL textbooks by considering three metafunctions of language: ideational, interpersonal, and textual. This study aims to explore how SFL can provide insights into the linguistic features and discourse patterns that contribute to establishing these metafunctions in EFL textbooks, focusing on the pedagogical implications for language teaching. Specifically, the study investigates the transitivity pattern, mood system, and nominal group analysis, focusing on two selected EFL textbooks from different publishers. For the convenience of the research process, the researcher selected dialogue samples from the textbooks through convenience sampling and transformed them into clauses for analysis. The findings revealed that material process types were the most frequently employed, while interrogative forms predominated among the clause types. Additionally, the analysis of nominal groups indicated that the most common were nominal group types Thing (T) and Noun and Thing (NT). These findings shed light on the linguistic features of EFL textbooks and suggest that a closer examination of the metafunction of language can enhance our understanding of how language is utilized to achieve learning objectives. Consequently, to support students' language learning and proficiency development, EFL teachers should incorporate instructional focus, contextualized language teaching, integration of SFL concepts, promotion of language awareness, and differentiated instruction.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140524100","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 : 2024-01-01DOI: 10.18355/xl.2024.17.01.15
Sohaib Alam, Ansa Hameed, Martyna Madej, Aleksander Kobylarek
The study advocates that educators create a clear plan and strategy for integrating AI, continue their professional development, and be flexible in the face of new tools and methods in order to successfully traverse this quickly changing environment. Educators can also help AI become more widely used in the classroom and improve the educational setting for their students by encouraging open communication, including participation in the decision-making process, and addressing privacy, ethics, and accessibility concerns. AI techniques were also employed to assist with editing this work; specific recommendations were made, and this research also changed the word choice or grammatical structure. The AI-powered syntax and spelling verification feature of Grammarly made it easy for academicians to quickly go over their work and fix any typing errors. The purpose of this study is to introduce educators to the potential applications of artificial intelligence (AI) in the classroom, both now and in the future, with an emphasis on generative AI, which has been made popular by ChatGPT, Google's Bard, and Microsoft's own Bing Chat. It provides educators with practical advice on how to make the most of these tools now and in the future. The study employs a mixed methodology to seek responses from teachers (40) through a questionnaire about their experiences, difficulties, and future prospects of AI in education. The findings suggest that AI has impacted the learning outcomes of students.
{"title":"Perception and practice of using Artificial Intelligence in education: An opinion based study","authors":"Sohaib Alam, Ansa Hameed, Martyna Madej, Aleksander Kobylarek","doi":"10.18355/xl.2024.17.01.15","DOIUrl":"https://doi.org/10.18355/xl.2024.17.01.15","url":null,"abstract":"The study advocates that educators create a clear plan and strategy for integrating AI, continue their professional development, and be flexible in the face of new tools and methods in order to successfully traverse this quickly changing environment. Educators can also help AI become more widely used in the classroom and improve the educational setting for their students by encouraging open communication, including participation in the decision-making process, and addressing privacy, ethics, and accessibility concerns. AI techniques were also employed to assist with editing this work; specific recommendations were made, and this research also changed the word choice or grammatical structure. The AI-powered syntax and spelling verification feature of Grammarly made it easy for academicians to quickly go over their work and fix any typing errors. The purpose of this study is to introduce educators to the potential applications of artificial intelligence (AI) in the classroom, both now and in the future, with an emphasis on generative AI, which has been made popular by ChatGPT, Google's Bard, and Microsoft's own Bing Chat. It provides educators with practical advice on how to make the most of these tools now and in the future. The study employs a mixed methodology to seek responses from teachers (40) through a questionnaire about their experiences, difficulties, and future prospects of AI in education. The findings suggest that AI has impacted the learning outcomes of students.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140525893","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 : 2024-01-01DOI: 10.18355/xl.2024.17.01.05
Z. Kemelbekova, Xeniya Degtyareva, Saule Yessenaman, Dariga Ismailova, Guldana Seidaliyeva
The article analyses the implementation and efficacy of artificial intelligence in teaching English to first-year students at the Abai Kazakh National Pedagogical University. The present study examined the effects of AI chatbots on students' speaking abilities and overall experiences in the English as a Foreign Language (EFL) classroom. The participants were 11 EFL teachers and 51 Abai University students, who were randomly assigned into two groups: an experimental cohort and a control cohort. The experimental group, consisting of over 26 students, received instruction through AI-based educational programs, while the control group, comprising over 25 students, received instruction through traditional teaching methods. Employing a pre-and post-test research design, the present study undertook a comparative analysis of students' progress in English speaking skills, both within and between experimental and control groups. The findings of the conducted tests have indicated that both groups exhibited a significant improvement in their oral communicative abilities, as evidenced by their performance in the two speaking tasks, namely reading a text aloud and answering questions. As for the student's proficiency and fluency, it was observed that there was no significant difference between the two groups in terms of pronunciation. However, a discernible variation was detected in their intonation and stress patterns during the reading task. The results of this questionnaire offer an analysis of students' attitudes and opinions regarding integrating AI chatbots into language learning. This sheds light on the potential benefits and limitations of utilising such technology in the EFL context. Furthermore, the recent study explores the potential of AI chatbots as an effective tool to facilitate language learning and their future applications in the EFL setting. The implications of the research findings are thoroughly discussed, considering how AI chatbots can potentially enhance language learning and their potential usefulness in EFL education in the future.
{"title":"AI in teaching English as a foreign language: Effectiveness and prospects in Kazakh higher education","authors":"Z. Kemelbekova, Xeniya Degtyareva, Saule Yessenaman, Dariga Ismailova, Guldana Seidaliyeva","doi":"10.18355/xl.2024.17.01.05","DOIUrl":"https://doi.org/10.18355/xl.2024.17.01.05","url":null,"abstract":"The article analyses the implementation and efficacy of artificial intelligence in teaching English to first-year students at the Abai Kazakh National Pedagogical University. The present study examined the effects of AI chatbots on students' speaking abilities and overall experiences in the English as a Foreign Language (EFL) classroom. The participants were 11 EFL teachers and 51 Abai University students, who were randomly assigned into two groups: an experimental cohort and a control cohort. The experimental group, consisting of over 26 students, received instruction through AI-based educational programs, while the control group, comprising over 25 students, received instruction through traditional teaching methods. Employing a pre-and post-test research design, the present study undertook a comparative analysis of students' progress in English speaking skills, both within and between experimental and control groups. The findings of the conducted tests have indicated that both groups exhibited a significant improvement in their oral communicative abilities, as evidenced by their performance in the two speaking tasks, namely reading a text aloud and answering questions. As for the student's proficiency and fluency, it was observed that there was no significant difference between the two groups in terms of pronunciation. However, a discernible variation was detected in their intonation and stress patterns during the reading task. The results of this questionnaire offer an analysis of students' attitudes and opinions regarding integrating AI chatbots into language learning. This sheds light on the potential benefits and limitations of utilising such technology in the EFL context. Furthermore, the recent study explores the potential of AI chatbots as an effective tool to facilitate language learning and their future applications in the EFL setting. The implications of the research findings are thoroughly discussed, considering how AI chatbots can potentially enhance language learning and their potential usefulness in EFL education in the future.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140524855","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 : 2024-01-01DOI: 10.18355/xl.2024.17.01.06
Yuliia V. Baklazhenko
The article develops the topic of EMI and immersive language learning in the context of the readiness of the participants of the educational process to implement this approach in a non-native language environment. The background to this implementation in the context of the newly-established state policy of English development in universities and the draft law on the use of the English language in Ukraine is described, stressing the new stage of relevance of the topic. In order to assess the readiness for EMI introduction in the universities, a survey of students (n=1383) and teachers (n=86) of Igor Sikorsky Kyiv Polytechnic Institute was held. The topics of the survey were 1) assessment of the current state of language proficiency and instruction (including self-assessment of proficiency in EGP and ESP, satisfaction with the current state of instruction); 2) assessment of the possibility and benefits of EMI introduction (readiness and eagerness to this introduction, benefits for the language, Majors instruction as well as future employment; 3) preferred parts of instruction that can be organized within EMI approach; 4 ) recommendations and opinions given by the participants of the survey regarding introduction of EMI in the university. The survey results present the starting point for the potential deployment of the EMI immersion approach at higher educational institutions.
{"title":"EMI and immersive language teaching at Technical Tertiary School of Ukraine: Readiness of students and teachers assessment","authors":"Yuliia V. Baklazhenko","doi":"10.18355/xl.2024.17.01.06","DOIUrl":"https://doi.org/10.18355/xl.2024.17.01.06","url":null,"abstract":"The article develops the topic of EMI and immersive language learning in the context of the readiness of the participants of the educational process to implement this approach in a non-native language environment. The background to this implementation in the context of the newly-established state policy of English development in universities and the draft law on the use of the English language in Ukraine is described, stressing the new stage of relevance of the topic. In order to assess the readiness for EMI introduction in the universities, a survey of students (n=1383) and teachers (n=86) of Igor Sikorsky Kyiv Polytechnic Institute was held. The topics of the survey were 1) assessment of the current state of language proficiency and instruction (including self-assessment of proficiency in EGP and ESP, satisfaction with the current state of instruction); 2) assessment of the possibility and benefits of EMI introduction (readiness and eagerness to this introduction, benefits for the language, Majors instruction as well as future employment; 3) preferred parts of instruction that can be organized within EMI approach; 4 ) recommendations and opinions given by the participants of the survey regarding introduction of EMI in the university. The survey results present the starting point for the potential deployment of the EMI immersion approach at higher educational institutions.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140526159","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 : 2024-01-01DOI: 10.18355/xl.2024.17.01.14
Emy Sudarwati, Sukarsono, N. Rahayu
Being polite is vital in fostering a harmonious relationship with any member of society with different sociocultural backgrounds. This paper aims to contribute to the field of an ethnic politeness behavior, especially the Javanese sub-ethnic, well-known as Arek Soroboyo, who speak Arek-dialect Javanese (ADJ). The main objective of this study is to know ADJ Speaker’s polite linguistic behavior in performing directive acts such as ordering, asking, requesting, or suggesting, which are examined based on Brown and Levinson’s (1987) theoretical account. The study was qualitatively approached, employing observation techniques of speech events and Discourse Completion Test (DCTs) for data collection. The study participants, of at least 17 years of age, were born and raised in Surabaya, Sidoarjo, and Mojokerto and must speak Arek dialect. The data were analysed using Brown and Levinson’s (1987) Politeness Strategies. The findings reveal that ADJ speakers, who are mostly egalitarian, dominantly employ positive politeness and bald on-record strategy, rarely employ negative strategies and none of the employing case of off-record strategy. This implies a conclusive proposition that sociocultural values greatly affect the linguistic politeness behavior of members of a speech community.
礼貌对于与不同社会文化背景的社会成员建立和谐关系至关重要。本文旨在为民族礼貌行为领域做出贡献，尤其是爪哇亚民族，即众所周知的阿雷克-索罗博约（Arek Soroboyo），他们讲阿雷克方言爪哇语（ADJ）。本研究的主要目的是根据布朗和莱文森（Brown and Levinson，1987 年）的理论分析，了解 ADJ 说话者在进行命令、询问、请求或建议等指令性行为时的礼貌用语行为。本研究采用定性研究方法，使用言语事件观察技术和话语完成测试（DCT）进行数据收集。研究参与者至少 17 岁，在泗水、锡多阿尔乔和莫约克托出生和长大，必须讲阿雷克方言。研究人员使用 Brown 和 Levinson（1987 年）的礼貌策略对数据进行了分析。研究结果表明，ADJ 说话者大多是平等主义者，他们主要采用积极的礼貌策略和记录在案的光头策略，很少采用消极的策略，也没有人采用记录在案的策略。这意味着一个确凿的命题，即社会文化价值观在很大程度上影响着言语群体成员的语言礼貌行为。
{"title":"On directive acts among Arek-dialect Javanese speakers: A politeness aspect","authors":"Emy Sudarwati, Sukarsono, N. Rahayu","doi":"10.18355/xl.2024.17.01.14","DOIUrl":"https://doi.org/10.18355/xl.2024.17.01.14","url":null,"abstract":"Being polite is vital in fostering a harmonious relationship with any member of society with different sociocultural backgrounds. This paper aims to contribute to the field of an ethnic politeness behavior, especially the Javanese sub-ethnic, well-known as Arek Soroboyo, who speak Arek-dialect Javanese (ADJ). The main objective of this study is to know ADJ Speaker’s polite linguistic behavior in performing directive acts such as ordering, asking, requesting, or suggesting, which are examined based on Brown and Levinson’s (1987) theoretical account. The study was qualitatively approached, employing observation techniques of speech events and Discourse Completion Test (DCTs) for data collection. The study participants, of at least 17 years of age, were born and raised in Surabaya, Sidoarjo, and Mojokerto and must speak Arek dialect. The data were analysed using Brown and Levinson’s (1987) Politeness Strategies. The findings reveal that ADJ speakers, who are mostly egalitarian, dominantly employ positive politeness and bald on-record strategy, rarely employ negative strategies and none of the employing case of off-record strategy. This implies a conclusive proposition that sociocultural values greatly affect the linguistic politeness behavior of members of a speech community.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140522575","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 : 2024-01-01DOI: 10.18355/xl.2024.17.01.03
Jarosław Krajka, Izabela Olszak
The current surge in the exploitation of Artificial Intelligence (AI) tools, accompanied by the subsequent rise in popularity of AI across different spheres of life, has unlocked a multitude of opportunities for students to employ diverse AI strategies to augment their process of learning. Drawing on the proliferation of Artificial Intelligence, the article examines the process of assisting academic writing instruction with an AI-enhanced word processor. The purpose of the paper is to investigate how successful advanced students are in determining whether an essay was written by AI tools or by a human and how much AI assistance they need to summarize, generate text and write from prompts when trained to use an AI-assisted word processor. The empirical data for the scientific investigation was obtained through a quasi-experimental treatment involving a single group of undergraduate applied linguistics students. The findings of this study indicate the high linguistic sensitivity of the research participants to factors regarding language and layout, which allows them to distinguish human authors from AI-powered texts. The current investigation possesses potential advantages for educators in the realm of foreign language acquisition and instruction, as they contemplate the strengths of their bilingual language learners within academic writing instruction.
{"title":"“AI, will you help?” How learners use Artificial Intelligence when writing","authors":"Jarosław Krajka, Izabela Olszak","doi":"10.18355/xl.2024.17.01.03","DOIUrl":"https://doi.org/10.18355/xl.2024.17.01.03","url":null,"abstract":"The current surge in the exploitation of Artificial Intelligence (AI) tools, accompanied by the subsequent rise in popularity of AI across different spheres of life, has unlocked a multitude of opportunities for students to employ diverse AI strategies to augment their process of learning. Drawing on the proliferation of Artificial Intelligence, the article examines the process of assisting academic writing instruction with an AI-enhanced word processor. The purpose of the paper is to investigate how successful advanced students are in determining whether an essay was written by AI tools or by a human and how much AI assistance they need to summarize, generate text and write from prompts when trained to use an AI-assisted word processor. The empirical data for the scientific investigation was obtained through a quasi-experimental treatment involving a single group of undergraduate applied linguistics students. The findings of this study indicate the high linguistic sensitivity of the research participants to factors regarding language and layout, which allows them to distinguish human authors from AI-powered texts. The current investigation possesses potential advantages for educators in the realm of foreign language acquisition and instruction, as they contemplate the strengths of their bilingual language learners within academic writing instruction.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140523288","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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