This research aims at examining the most common types of errors in using English verbs made by students in EFL (English as a foreign language) classes. Hereby, it is conducted to help students become better aware of using English verbs and contribute to creating a positive learning atmosphere at school. In addition, this current study aims to make some recommendations to help EFL teachers in schools have a more holistic view of students’ mistakes so that they can apply more effective error correction methods. In order to achieve its objectives, the researcher intentionally asked students to write a letter to send to her in the first lesson of the semester from which verb-related errors that students made were identified. After analysing the errors, suggestions are proposed to help students overcome and limit errors. The research is conducted based on the viewpoints of modern linguists. The main method used is qualitative and data were collected from students’ writing and classroom observation.

The objective of this study was to investigate the influence of Moroccan Arabic (MA) on the acquisition of English uncountable nouns among Moroccan EFL learners and to determine the role of proficiency level in this process. The research aimed to answer two key questions: 1) Does L1, Moroccan Arabic, affect the acquisition process of English uncountable nouns by Moroccan EFL learners? and 2) Does the proficiency level of Moroccan EFL learners play a role in the acquisition process of English uncountable nouns? Correspondingly, the study hypothesized that there is a negative influence of learners’ first language, Moroccan Arabic, on the acquisition of English uncountable nouns, and a positive influence of proficiency level on this acquisition process. Data were collected through three tasks: translation, grammaticality judgment, and multiple-choice question, which were administered to beginner, intermediate, and advanced Moroccan EFL learners. The findings revealed that beginner learners frequently made errors in distinguishing countable from uncountable nouns, indicating a strong L1 influence. Intermediate learners showed improvement across tasks, while advanced learners demonstrated high accuracy and fewer errors, suggesting that proficiency level positively impacts the acquisition of English uncountable nouns.

Twitter (X) has become one of the most important online spaces for political communication. This study examines how King Abdullah II of Jordan strategically utilizes Twitter to engage with domestic and international audiences. Using Naeem et al.’s (2023) framework for thematic analysis, the researchers examined 188 tweets posted between 2020 and 2025. Results showed nine dominant themes, from diplomacy and national unity to humanitarian efforts and economic progress. The findings reveal a leadership discourse centred on soft power, international diplomacy, and cultural cohesion, emphasising recognition, solidarity, and national identity. The study also highlights the relative underrepresentation of security and economic topics, raising questions about alternative communication channels for these policy areas. These insights contribute to understanding the evolving role of digital political discourse in monarchies, offering a foundation for future comparative research on social media engagement by political leaders in the Middle East.

This study assesses the factors that affect certificate students at the University of Iringa in acquiring writing skills. The study employed case study under qualitative approach to data collection, whereby open-ended questionnaires in the form of free comprehension writing were used to collect data. The purposive sampling technique helped to select ninety respondents from the class of communication skills combining certificate students from community, journalism, and tourism. The content analysis was used to analyse the collected data.The finding revealed that several students were facing difficulties with writing skills caused by grammatical problems, including misuse of subject-verb agreement, tenses, prepositions, and spelling errors. Sentences’ structural construction were found to be a challenge to non-degree students; hence, their essays’ paragraphs were composed with rambling and fragmented sentences. For examle period, was used to punctuate fragment sentences as complete sentences; semicolon was misused interchangeably with the colon, and hyphen was used to punctuate even word that does not require the use of hyphen. Lastly, students faced difficulties on utilizing their cognitive, and creative thinking in the writing process due to lack of English language proficiency. These problems affected the quality and credibility of students’ essays. Some students’ messages presented were found to be choppy, lacking proper flow of argument, leading to miscommunication and between the student and reader. The ineffective written works were found to be among the sources of lowering students’ grades and performances. Generally, the study recommends that creative writing skills should be introduced as independent course at the primary and secondary levels to enhance effective application of cognitive, psychomotor, and affective domains in writing . This will enable learners to be equipped with writing skills from the elementary level of learning.

3D dimensional technology is increasingly used in the educational domain. However, little is known concerning the actual importance for using 3D models and animations in English for Specific Purposes. Besides, the weakness of oral performance among ESP learners in non-English speaking countries is widespread in different educational institutions. Accordingly, this study aims to exploring the effects of integrating 3D based instruction into the speaking performance of Algerian ESP medical students. Utilizing a mixed methods approach, data were collected through a quasi-experimental one group pre-test and post-test design alongside a focus group interview. A total of 60 undergraduate students from the university of Ibn khaldoun participated in 3D models enhanced speaking tasks using sketchfab platform over six weeks. Quantitative data revealed a statistically significant improvement in students speaking, particularly in fluency, vocabulary and pronunciation, although grammar did not show a significant improvement. 3D models instruction also reduces students’ anxiety levels, improves students’ motivation, and created a more engaging and enjoyable learning environment. The results suggest that 3D model and animations can be a powerful pedagogical tool for promoting ESP medical students’ communicative competence.

The government of Tanzania through the Ministry of Education, Science and Technology did a scrupulous revision of the curriculum in 2023 stressing on competency-based teaching and learning, vocational training, digitalization and inclusivity. New and improved subjects were designed including Culture, Art and Sports (CAS). This subject is taught and learnt from pre-primary to tertiary education. This paper argues that for Culture, Art and Sports to be successfully taught and learnt, there is a need for the teachers of this subject to possess high level of cultural intelligence about the communities they are deployed to serve. This is based on the fact that for a meaningful delivery of lessons to take place, the teaching and learning process must be based on the “known-unknown maxim” which assumes that teaching should shape up from what learners know to what they do not know. It is obvious, learners are exposed to the knowledge and experiences found in their very immediate environment including, but not limited to: songs, dance, music, painting, circus, sculpture, craft, greeting, eating and dressing styles and related customs and traditions. This being the case, all the pedagogical activities ought to begin and revolve around what the learners are cognizant about. This makes the possession of high level of Cultural Intelligence for CAS teachers imperative and inevitable. This fact was established through one-on-one interviews and focus group discussions with CAS teachers and parents in the study area. The results show clearly that teachers in the study area are not culturally knowledgeable about the culture of the Sangu people.

Teaching sign language to students with hearing loss presents a unique set of pedagogical, social, and logistical challenges that require specialized knowledge and resources. This study aims to explore the difficulties faced by sign language teachers in delivering effective instruction to learners with hearing loss in the context of the Deaf Education Center in Bechar, Algeria. Also, the family members complain from the different ways of communicating with Deaf children and how they can contact other people, mainly strangers, who are cannot aware of the sign language. A questionnaire was designed and distributed to 25 teachers, collecting both quantitative and qualitative data on teaching practices, resource availability, student engagement, parental involvement, and professional development. The results indicate that while teachers are committed and find their work rewarding, they often struggle with limited instructional materials, insufficient training opportunities, and inconsistent parental support. These findings highlight the need for improved educational resources, sustained professional development, and stronger collaboration between teachers, families, and the wider community to enhance the quality of sign language education.

Artificial intelligence (AI) writing tools such as ChatGPT, Grammarly, and QuillBot are increasingly used in higher education settings, particularly among learners in English language and English Studies classrooms. These tools support a range of writing tasks, including grammar correction, sentence restructuring, paraphrasing, and vocabulary enhancement. This study examines the impact of AI-assisted writing on students’ academic writing skills, focusing specifically on grammar, coherence, originality, and critical thinking. Conducted in a UK-based university, the research involved 45 undergraduate students majoring in English who were enrolled in academic writing courses. A mixed-methods approach was employed, combining writing assessments, reflective journals, semi-structured interviews, and AI usage logs over the course of one academic term. The results show that frequent use of AI writing tools significantly improves grammatical accuracy and sentence-level coherence. However, findings also indicate that heavy reliance on these tools may negatively affect students’ ability to generate original ideas, structure academic arguments, and engage critically with texts. Some participants reported depending on AI suggestions to the extent that their writing autonomy and confidence were reduced. These findings highlight the dual role of AI tools in supporting and potentially undermining academic writing development. The study underscores the importance of integrating AI literacy into English language and writing pedagogy. Instructors are encouraged to adopt strategies that help students critically and responsibly use AI tools to support not replace their academic writing practices. Such integration is essential to balance technical improvement with the cultivation of independent, reflective, and critical academic writers.

The concept of teaching core curriculum subjects in English might be labelled differently, but suggested notions cannot be used interchangeably. Such approaches can be irregularly known as Content and Language Integrated Learning (CLIL), Content-Based Teaching (CBT), or English as a Medium of Instruction (EMI). The use of this latter is common all around the world. However, there are serious obstacles that could compromise the standard and fairness of professional development. CEIL stands for the French tag ‘Centre d’Enseignement Intensif des Langues’, which is a centre where teachers boost their skills in English for communication and for subject teaching as well. This study critically examines the integration of EMI at a university setting, emphasising the linguistic and pedagogical implications in language learning classes. Through a mixed-methods lens, the research investigates how language proficiency impacts knowledge acquisition and affects learning retention. It is important to be part of the workshops for observations, strategic note taking and cluster sampling, in addition to a questionnaire administered to participants of different profiles. According to the results, the CEIL program places a greater premium on general English competence than it focuses on particular discipline language training and basic EMI skills. The study advances best practices for instructors; it adds to the debate on transforming teacher education and reviewing EMI as a tool for inclusive and efficient pedagogical change.

This study investigates the implementation and impact of affective reading strategies among Grade 12 students in Addis Ababa, Ethiopia. Recognizing a significant gap between teachers and students in utilizing these strategies for English reading comprehension, the research addresses the chronic underutilization of affective learning within the Ethiopian high school system. The purpose of the study is to examine the extent to which students employ affective reading strategies and to evaluate their impact on English reading comprehension, while identifying gaps in implementation and proposing ways to enhance affective learning practices. Using a combined descriptive-correlational design, data were collected via self-administered questionnaires (Cronbach's Alpha = 0.757) and reading comprehension tests from 267 randomly selected students. Results revealed students frequently employ strategies focused on anxiety reduction (e.g., self-encouragement, mean=3.72) and attention to physical responses (mean=3.68), but show low adoption of collaborative strategies like peer discussion (mean=2.19) or structured approaches like checklists (mean=1.72). Crucially, a moderate positive correlation (r = 0.60, p < 0.001) was found between overall affective strategy use and reading comprehension performance. The findings underscore the importance of affective strategies in language learning, highlighting their contribution to emotional resilience and academic success, while revealing significant variability in student preferences and usage patterns. This suggests a need for tailored instructional approaches to bridge the implementation gap and fully leverage affective learning's potential in Ethiopian English education.

This article, theoretically, explored how flipped learning can mitigate Foreign Language Listening Anxiety (FLLA) through the integration of six pioneering frameworks: Cognitive Load Theory, the Affective Filter Hypothesis, Social Cognitive Theory, Schema Theory, Metacognitive Models, and Multimodal Input Processing. The theoretical model suggested explains how the flipped instruction can alleviate listening anxiety in the form of less processing overload, lower affective filters, enhanced sense of self-efficacy, engagement of existing knowledge, utilization of metacognitive strategies, and use of multimodal input to build meaning. Empirical study examination identifies instances supporting both arguments where the flipped strategies improve comprehension without diminishing anxiety and counter instances when, even with improved performance, anxiety does not decrease. The synthesis emphasizes that flipped pedagogy does not necessarily work; it depends on moderating factors such as task complexity, learner autonomy, teacher mediation, peer interaction, cultural context, and access to technology. Beyond descriptive overview, the studies reconceptualize FLLA as a multivariate construct depending on cognitive, affective, motivational, and sociocultural processes. It also makes design principle deductions for anxiety-sensitive instruction and offers research directions on mediating and moderating factors that are believed to affect FLLA in flipped learning. The article ends by hypothesizing that well-designed flipped learning can transform the classroom into a preparation room of confidence and development.

This study longitudinally examines the stylistic evolution of Orhan Veli Kanık's poetic language across his entire career (1941–1949) using quantitative linguistic methods, covering five core corpuses (Garip, Vazgeçemediğim, Destan Gibi, Karşı, and Yenisi). The primary aim is to reveal the quantitative indicators of the principle of simplicity advocated by the Garip Movement over time, and to determine how this principle relates to thematic condensation. The methodology relies on applying advanced linguistic metrics to the corpora, including word frequency, Type-Token Ratio (TTR), Average Sentence Length (ASL), Token/Type counts, and Tokun/Type ratios. The longitudinal analysis of the expanded corpus allowed for both the statistical testing of differences across periods and the detailed examination of the continuity of stylistic evolution, utilizing the rich data set obtained through the integration of three new corpuses. The findings indicate that the principle of simplicity was maintained despite fluctuations in ASL (e.g., ASL: 3,08 → 4,14 → 3,49). The jump to 4.14 during the Destan Gibi period suggests a temporary relaxation of the principle for narrative experimentation. However, the most critical finding of the article is the radical decrease in TTR and the resulting Stage of Thematic Condensation. Following an initial enrichment phase (D1–D2: 70,9% → 79,3%), the TTR dropped to its career-low of 68.15 in the Karşı period. This quantitative decrease, also signaled by the change in diversity metrics like the Token/Type ratio (Lexical Density), proves that the poet consciously shifted his simple vocabulary into a Condensation Stage to express deep themes such as social criticism and existential questioning “We’re Living for Free” [“Bedava Yaşıyoruz”], “I’m Listening to Istanbul” [“İstanbul’u Dinliyorum”) using intense, repetitive patterns. These results demonstrate that Orhan Veli’s style is not static but a dynamic structure that consciously manages quantitative tools for thematic deepening, providing numerical support for the poet's artistic mastery at the end of his career.