Issue Information

Taboos are employed not only in daily speech but also form the basis of erotic and pornographic literature. This type of literature reflects the socio-cultural background of a society in a given time. The use of taboos in novels, in particular, has a specific function. It is also driven by some social and psychological factors. Investigating the use of taboos in literary texts provides a fertile soil where experts in both queer linguistics and discourse analysis can understand the motives that drive the writer to unveil the unspeakable. Thus, the purpose of this research work is to explore the use of sexual discourse in the field of literary texts. In this account, an analytical study of Lawrence’s Lady Chatterley’s Lover was made, when a thorough examination of taboo words held. To this end, characters’ in Lady Chatterley’s Lover are put in the spotlight.

This study delves into the nuances of Chinese tone production errors among Sri Lankan undergraduate students. Employing a robust experimental methodology, we not only analyze these errors but also uncover their root causes. Our findings underscore notable distinctions between the tone production of Sri Lankan students and that of native Chinese speakers. These variations encompass shorter durations of the fourth tone, a more constrained and lower tonal range, and a marked prevalence of the Yangping tonal pattern. Moreover, a noteworthy pattern emerges – Sri Lankan students frequently interchange the Yangping and upper tones, often leading to mispronunciations. Through an extensive analysis, we scrutinize the sources underpinning these errors. These factors encompass the negative influence stemming from the Sinhala mother tongue, the intricate nature of Chinese tonal systems, the intricate challenges tied to acquiring fine-grained tonal differentiations, and shortcomings in current pedagogical methods. Building upon these discerned errors and their causal factors, this study proffers effective pedagogical strategies tailored to address the unique challenges encountered by Sri Lankan learners. By bolstering their proficiency in Chinese tone production, these strategies can pave the way for enhanced language acquisition. This research adheres to a quantitative research approach. Participants were drawn from Sri Lankan university students actively engaged in learning Chinese as a foreign language. Our data collection process involved meticulously designed experimental tasks, which elicited participants' pronunciation of Chinese tones under controlled conditions. Subsequently, the amassed data underwent rigorous statistical analysis, allowing us to pinpoint recurrent error patterns and plausible correlations with the identified causal factors. These methodological choices were carefully made to ensure the dependability and credibility of our research outcomes.

The current study examines the impact of translanguaging pedagogy on English language learners' (ELLs) social sensitivity in a bilingual classroom setting. Social sensitivity, a key aspect of sociocognitive awareness, is crucial for ELLs' academic success and personal growth. A quasi-experimental design was employed, with 30 ELLs participating in bilingual translanguaging pedagogy and 30 ELLs receiving traditional bilingual instruction. Participants' social sensitivity was assessed using the Social Sensitivity Scale, a validated measure of individuals' ability to perceive and interpret social cues. Quantitative results demonstrated a significant improvement in social sensitivity among ELLs in the bilingual translanguaging pedagogy group compared to the control group. This study contributes to the understanding of bilingual translanguaging pedagogy's potential benefits and has implications for educators aiming to foster inclusive and empowering learning environments for ELLs in bilingual settings. The use of a quantitative approach allows for an objective evaluation of the impact of this pedagogical approach on ELLs' social sensitivity.

Primordial to educators is to ensure that quality learning takes place -- unleash students’ potentials by their own capacity and interests. The study aims to determine the students’ learning styles and correlate to propose teaching methodologies. In a descriptive-evaluative method, 67 respondents from GFP-Gulf College, Sultanate of Oman AY 2020-2021 participated in a web-administered- 24-statement- instrument of VAK learning style of Neil Fleming (Fleming, 2001). Frequency-Percentages profiled the students into gender and mode of study; performed two-sample-t-test to obtain mean-difference- of learning styles’ scores by Gender and Mode of Study; Kendall’s-Tau-b to correlate gender and study-mode to learning style; & Partial Correlation to relate gender and learning styles removing study-mode effect. Students are mostly visual learners particularly females.  Males are auditory- oriented. Morning respondents are visual learners while evening respondents are visual- and auditory -combined. In visual and kinesthetic style, gender does not matter but in auditory learning, it does.   Morning and evening study-modes do not differ in visual and kinesthetic learning but vary in auditory style.  Evening students use auditory learning thus study-mode is statistically related to auditory learning.  Controlling for the study-mode effect, gender to some extent affect auditory and kinesthetic learners. Males and females do not differ in visual and kinesthetic but vary in auditory. Association of gender and study-mode to auditory learning is significantly weak. Regardless of gender and mode of study, auditory or visual styles are preferred. Removing study-mode effect, there are more male-auditory learners. Determining learning style is an advantage for differing teaching strategies.

This study investigates the attitudes of Kuwaiti university students towards English as a Medium of Instruction (EMI) and the perceived impact of English proficiency on their employability. As English continues to gain prominence globally, understanding local attitudes towards its use in education is crucial, particularly in Kuwait, where English serves as a lingua franca despite Arabic being the national language. Utilizing a mixed-methods approach, the research examines various social factors—such as age, gender, major, and employment status—that may influence these attitudes.

Through a comprehensive questionnaire administered to 96 students at the Arab Open University, the study assesses the correlation between English proficiency and students' perceptions of its importance in the job market. Results indicate a generally positive attitude towards EMI, with students recognizing its relevance for career advancement. However, concerns regarding comprehension and the potential erosion of Arabic language skills are evident. The findings highlight the need for tailored curricula that address students' linguistic and cultural identities, ultimately fostering better alignment between educational outcomes and labor market demands. This research not only contributes to the academic discourse on language attitudes but also offers valuable insights for policymakers and educators aiming to enhance the educational experience and employability of students in Kuwait.

This study aimed to examine the attitudes of Moroccans towards Amazigh educational policies and their perceived impact on the cultural and linguistic identities of both Amazigh and non-Amazigh communities. A survey was administered to a diverse sample of 41 Moroccan participants encompassing both ethnic groups. Data were analyzed using frequency and percentage distributions. Due to the non-normal distribution of the data, as determined by Shapiro-Wilk test, non-parametric analyses, specifically the Mann- Whitney U test, were utilized. The results revealed a generally positive reception towards the Amazigh educational policies among both ethnic groups, with a strong consensus on the role of Amazigh language and culture in reinforcing Moroccan identity. Notably, the study uncovered a significant difference in perceptions between Amazigh and non-Amazigh participants regarding the influence of these policies on their identity, underscoring the nuanced ways in which educational policies intersect with cultural identity formation.

This study aimed to develop an English instructional model based on the Communicative Approach Theory for Thai students and evaluate its effectiveness by comparing students' reading proficiency scores before and after using the model, determining its Effect Size, and assessing their satisfaction levels with the model. A simple random sampling technique was used to select 60 Thai students in the second semester of the 2016 academic year. Data were collected through an English proficiency test and a set of questionnaires on students' satisfaction. Descriptive statistics, content analysis, and One-Sample t-tests were used to analyze the data. Results indicated that the Efficiency Index of the reading model was higher than the set criteria, the posttest score of the students using the model was significantly higher than the pretest score, and the effect size of the model was large. Students were very satisfied with the reading model. The study highlights the importance of developing an English instructional model based on the Communicative Approach Theory to enhance the English proficiency of Thai students

This study has examined the writing proficiency of National Technical Awards (NTA) Level 4 students in tertiary institutions in Mwanza, Tanzania. Three objectives guided the study including assessing the overall writing proficiency of NTA Level 4 students in essay writing, identifying the specific areas of strengths and weaknesses in their writing skills, and lastly, exploring potential factors influencing the writing proficiency levels of NTA Level 4 students. It has been found that NTA Level 4 students face numerous challenges in essay writing, including affective, cognitive, and linguistic problems. It has also been revealed that the lack of writing proficiency can lead to poor communication skills, limited critical thinking, reduced academic performance, and limited research skills among students. The study has highlighted that the abrupt shift of language from Kiswahili in primary schools to English in secondary schools particularly in public schools creates a weak base in producing language skills like writing.

Many bright language learners think they are not. Learning a language requires the learners’ awareness about verbal, nonverbal and extraverbal layers, the whole within a specific context. That linguistic awareness extends beyond a simple textual or verbal single mode. It requires a multi-modal approach. In order to demonstrate the power of the multi-modal approach, a content analysis of Ceceli’s song “Es” was conducted. The focus of the content analysis was the nonverbal cues (1) and the visual elements in their extralinguistic context (2). The results show that the comprehensive approach to language learning/teaching -incorporating audio, visual, and contextual cues- can improve students FL learning especially when combined with poignant songs. Therefore, when real-world language exposure is lacking, fictional situations, such as those found in highly entertaining or poignant songs, can help fill the gap. However, that exposure should be frequent -preferably on a daily basis- for in terms of language learning, the mind hates days off.

This study investigated the Administrative Strategies Adopted to Enhance Learners Performance of Kiswahili Language in Secondary Schools of Ruhaama County in Uganda. The study adopted to embedded mixed methods a descriptive design with much emphasis on quantitative data. The sample size was 314 participants including 27 Kiswahili teachers selected purposively, 267 students selected on a simple random basis, and 20 headteachers on a census basis. Data collection adopted the use of semi-structured questionnaires and interview guides. Quantitative data was analyzed descriptively using graphs, pie charts, and frequency tables, and qualitative data was analyzed thematically categorizing emerging themes together. The secondary schools had own initiated strategies adopted for improved learner Kiswahili performance. However, learner-centered teaching strategies of Kiswahili debates, group discussions, and libraries use were rare in schools. This findings from this study advocates for Transformative leadership in schools to champion Active Teaching and Learning (ATL) to cater for individual learner differences and them exploit their potential in learning.