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Factors Influencing Malay Language Learning among Malaysian Chinese Independent Secondary School Students
Full text linkThe Malaysian Chinese Independent Secondary Schools (MCISS) strive to develop students proficient in three languages: Chinese, English, and Malay. Despite the national status of the Malay language, learners in these schools consistently demonstrate low proficiency in it. A key reason for this shortfall is the students’ limited interest in learning the language. This study explores the underlying factors contributing to this phenomenon, including students’ attitudes toward the language, motivation, instructional methods, learning strategies, family engagement, National Education Policy and UEC recognition. Employing a quantitative survey design, data were collected from 4,602 Senior II MCISS students through convenience sampling. Pearson correlation analysis indicated positive relationships between language learning interest and variables such as language attitude, motivation, instructional methods, learning strategies, family engagement, and National Education Policy and UEC recognition. Multiple regression analysis revealed that motivation, attitude, classroom learning, family engagement, the National Education Policy, and UEC recognition collectively accounted for 32.2% of the variance in students’ interest in learning Malay. The study’s implications extend to policymakers, educators, and curriculum designers, suggesting the integration of culturally relevant and engaging teaching strategies, stronger home–school partnerships, and policy adjustments to strengthen Malay language learning motivation among MCISS students
Traditional Strategies and AI-Integrated Strategies in Learning English among EFL Omani Students
Full text linkThis study examines the impact of gender and academic levels on using both traditional and AI-integrated learning strategies among EFL Omani students. This quantitative study utilized a questionnaire with a five-point Likert scale based on Oxford’s Strategy Inventory for Language Learning (SILL) and other AI-related items adapted from current studies, including 152 students from a public Omani university. The research instrument was expert-reviewed, followed by a pilot study, and the main data were analyzed using SPSS, namely t-tests and ANOVA. Out of 35 question items related to traditional learning strategies, Omani female learners outperformed male students in 26 items, significantly in writing new words (F= 4.00, M= 3.63), online English classes (F= 3.36, M= 2.99), practice grammar (F= 3.56, M= 3.01), and learn pronunciation (F= 4.44, M= 3.78). Similarly, Omani female learners outperformed male learners in all nine AI-based strategies, namely AI tools to enhance speaking (F= 3.44, M= 3.15), learn pronunciation (F= 3.54, M= 3.19), and improve writing (F= 3.43, M= 3.25). Students’ academic levels also affected some strategies like listening, speaking, and pronunciation; higher-level students preferred interactive approaches related to AI compared with lower-level students. However, AI tools for learning grammar and writing were less commonly used. These findings suggest that integrating traditional and AI-assisted strategies could support learning foreign languages. Consequently, educators should encourage active engagement in AI-based learning while addressing students’ dependence on traditional strategies
Metacognition in Academic Writing: Analyzing Strategies and Gender Differences among Moroccan University EFL Learners
Full text linkMetacognitive awareness plays a facilitative role for students to regulate, monitor, and evaluate their cognitive processes. While plethora of studies has been conducted in L2 writing context, yet little research has delved into the interconnectedness between metacognitive strategy use, gender as mediating factor, and writing performance in English as a Third language (L3) context. To fill this research gap, the present study tackled the relationship between students’ awareness of metacognitive writing strategies and argumentative writing performance. It also sought to determine the role of gender in moderating this relationship. Using convenience sampling, eighty-two second-year university students were assigned an argumentative essay test and were administered an adapted version of a questionnaire to measure their awareness of metacognitive writing strategies during the writing process. Data were analyzed using various statistical tools, including multiple linear regression and ANCOVA analyses. Results indicated that although students demonstrating moderate levels of awareness of metacognitive writing strategies, this awareness did not strongly correlate (r=0.192) with their academic writing performance. Despite students’ awareness of metacognitive strategies, they still lacked active implementation of these strategies. Gender analysis revealed the existence of slight gender differences in metacognitive awareness of writing strategies and writing outcomes, with females slightly outscoring their male counterparts on both metacognitive and writing achievement. To this end, we recommend implementing targeted explicit instruction and scaffolded support to aid students in applying these strategies effectively in their academic writing tasks. By fostering metacognitive awareness and emphasizing ongoing practice, students cannot only translate their metacognitive awareness into improved performance but also acquire the essential tools for academic success
Austronesian’s Traces in Sasak: Historical Linguistics Study
Full text linkThe Sasak language spoken by the Sasak ethnic group in Lombok, Indonesia is one of the many Austronesian languages. As a descendant of Proto-Austronesian (PAN), Sasak is assumed to retain traces of its Austronesian heritage. This research explains the phonological characteristics of PAN in Sasak language by using the working principle in historical linguistic studies. Etymon data from Proto-Austronesian were gathered through literature review, while 200 basic vocabulary and 500 culturally vocabulary were collected through interviews. The interviews involved native speakers of four distinct Sasak dialects, with each dialect represented by three carefully selected informants based on predefined linguistic criteria. Employing a comparative method with a top-down approach, the study identified 343 PAN etyma in Sasak, of which 190 (55.39%) were determined to be inherited lexicons. Among these inherited items, 25 retained their original forms, while the remaining underwent phonological innovations. The other 153 etyma (44.61%) showed no evidence of direct inheritance. Retained Austronesian phonemes include *p, *t, *d, *m, *n, *ɲ, *s, *l, and *r —9 out of the 28 PAN phonemes—where most were regularly retained except for *r and *ɲ, which showed irregularities. Innovations were observed in *C, *c, *z, *j, *N, *S, *h, *R, *ay, *aw, and *uy. Additionally, certain phonemes, such as *k, *?, *w, *g, *ŋ, *y, *i, *u, *Ə, and *a, exhibited both retention and innovation. The retention and innovation in Sasak followed four distinct types: (1) regular retention and regular innovation; (2) regular retention and irregular innovation; (3) irregular retention and regular innovation; (4) irregular retention and irregular innovation. The high degree of innovation and non-inherited lexicon indicate that Sasak has been separated from its Austronesian ancestors for a long time. This study plays a crucial role in classifying languages within Indonesia, identifying the center of Sasak ethnic distribution on Lombok Island, and exploring the etymology of the Sasak language
Exploring Approaches and Motivations of Plays on Words in Enterprise Names in Yogyakarta
Full text linkThis article was initially triggered by the use of ‘plays on words’ found in enterprise naming around Yogyakarta. Based on that phenomenon, this article focused on approaches and motivations of enterprises naming using plays on words, influences of foreign languages used as naming models, and their semiotic interpretations. The data were collected were in the forms of enterprise names suspected to have been created as plays on words by observing enterprises’ billboards and placards around Yogyakarta. The data were also gained by interviewing several enterprise owners to reveal the motivations underlying the use of plays on words. The collected data were analyzed to unveil the closest pronunciations, meanings, and spelling of the names of enterprises influenced by various context, such as the products yielded, services offered, environments, location of enterprises, etc. This article found that naming practices involve several approaches, i.e., spelling deviations, homo phonic and nearly homo phonic pairing, spelling permutations, contractions, and word-to-word translation. There were at least six foreign languages used as models, namely English, French, Italian, Japanese, Mandarin, and Arabic. Two main motivations were identified for these naming practices: to create jokes and to lend beauty. From a semiotic viewpoint, these phenomena constitute struggles of the dominated group, whose language is socially less prestigious, against the dominant group, whose language is considered more prestigious. It implies that using plays on words strategy in naming enterprises can be seen as a branding strategy to generate jokes or fun names and to lend beauty which in the end impact in persuading target market to visit their business enterprises
Balancing Language Learning with Translanguaging: Insights from Yunnan Agricultural University
Full text linkThis study investigates the strategic application of translanguaging in English classes at Yunnan Agricultural University, a context marked by significant linguistic diversity and socio-economic challenges that have been underexplored. Employing a mixed-methods approach, the research integrates quantitative surveys and qualitative interviews to provide comprehensive analysis. Grounded in Vygotsky’s sociocultural theory, which emphasizes the importance of social interaction and cultural context in cognitive development, the study reveals that translanguaging significantly enhances comprehension and reduces stress for students across varying levels of English proficiency. However, it also identifies potential risks associated with excessive reliance on native languages, which may hinder the development of critical cognitive abilities necessary for English language acquisition. The findings underscore the importance of a balanced approach to translanguaging, where strategies are carefully adapted to the unique linguistic, cultural, and institutional contexts of learners. This research highlights the need for further exploration into how translanguaging strategies can be optimized to support both critical thinking and language comprehension in diverse educational settings
Copular Clauses in Malay with Distal Demonstrative Itu
Full text linkThe limited research in Malay nonverbal predication has predominantly revolved around the two attested copulas ialah and adalah. In fact, there is another grammatical element that appears to serve as a copula to the constituents flanking it, namely itu. Seeing that this distal demonstrative pronoun has never received any attention as a copula in the linguistics literature before, this study investigates the copular use of itu in Malay, focusing on its morphological, syntactic, semantic, and information-structural features within nonverbal clauses. Employing a qualitative approach through the descriptive method in linguistics, the analysis encompasses a range of nonverbal clauses taken from mainstream Malay news portals online to reveal that itu exhibits many copula-like characteristics. Constituent analysis was used to identify the linguistic features of the subject, the predicate, and most importantly itu. Only sentences with a generic subject and a predicate of the grammatical categories NP, AP, or PP were chosen so as to ensure that itu was not associated with the subject and the sentence was nonverbal. Morphologically, itu can combine with 3rd person ia to form a clarifying expression comparable to the embedded copular clause “which is…” in English. Syntactically, itu has the same distribution and behaviour as the other copulas in Malay. Semantically, itu is vacuous, making no contribution to the overall meaning of the clause. Information-structurally, itu does not carry any roles associated with the topic or focus. This research enriches our understanding of Malay linguistic structures, particularly in the underexplored area of nonverbal predication in Malay. Additionally, it provides historical linguists with insights into the evolution of pronominal elements into copulas as it happens. The findings have broader implications for the study of syntactic evolution and typological studies in Austronesian languages and beyond
Assessing Pre-Service English Teachers’ Folkloric-based Readings through Their Online Reading Accessibility
No full textThis study attempts at assessing pre-service English teachers’ (PSETs’) informational, substantial, and contextual materials through the online selected folkloric-based readings—Lutung Kasarung and Calon Arang. It bridges the distinctive challenges through PSETs’ reading habit, reading effectiveness, and reading for pleasure accessibility. This study used the quantitative method by involving 248 sophomores and juniors PSETs at a private university in Yogyakarta, Indonesia. Data collection used simple random sampling through Likert scale’s self-rated questionnaire. The Respondents were 47 (19%) males and 201 (81%) females, ranged in between 19 to 22 years old (Mage = 20.50; SD = 2.769). Data analysis used descriptive statistics, chi-square test, and factor analysis to reveal PSETs’ online reading accessibility. Reading habit was very accomplishable with 41.1% respondents, whereas reading effectiveness was accomplishable with 63.7% respondents, and reading for pleasure was accomplishable with 56.5% respondents. Pearson corelations showed positive and significant relationships toward reading predictors (r = .902, n = 248, p < .000), Kaiser Meyer-Olkin was .688 exceeding .6 as confirmed, and Bartlett’s Sphericity test (df = 3; p = .000) statistically showed significant results with correlational matrix factorability. Further, principal components analysis indicated the proximity of three folkloric-based online reading predictors outreaching Eigenvalue’s square root (86%; 11%; 2.9%) with coherent interpretation. Reading habit shows the highest gain, creates literacies, elaborates ideas to reading accessibility, and triggers sense of positive and meaningful self-awareness relating to PSETs’ reading proficiencies, critical thinking, and verbal fluencies. The folkloric-based online readings accomplish PSETs’ affordability with the applicable digital technology for engaging their reading accessibility
The Language of Heroism: Linguistic and Artistic Dimensions in Homer’s Iliad and Odyssey
No full textThis study examines how the distinct linguistic characteristics and narrative structures of Homer’s Iliad and Odyssey contribute to their contrasting portrayals of heroism, with a particular focus on the ethical dimensions of their protagonists. Employing a qualitative descriptive approach, the research utilizes content analysis guided by Peirce’s semiotic theory to decode the layers of meaning embedded in the epics. Primary data consists of Homer’s Iliad and Odyssey in their original Ancient Greek and English translations, supplemented by scholarly commentaries. Specific episodes featuring Achilles and Odysseus were selected and analyzed for key linguistic elements, including diction, epithets, metaphors, and dialogue. The analysis reveals that heroism is conveyed through distinct semiotic patterns across six categories: Heroic Strength and Physicality, Divine Influence and Fate, The Heroic Journey and Struggle, Heroism and Sacrifice, and Moral and Ethical Dimensions, alongside Family and Loyalty. For instance, Achilles’ heroism is often indexed by “swift-footed” and “great-hearted” epithets, emphasizing physical prowess and emotional depth, while Odysseus’ is marked by “wily” and strategic restraint, highlighting intellectual and moral fortitude. The results underscore that Homeric heroism transcends martial prowess, deeply integrating moral decisions, emotional struggles, and familial loyalty as central to heroic identity. These findings challenge simplistic interpretations of Greek heroism, suggesting it encompasses an internal journey of moral growth, loyalty, and personal sacrifice, rather than solely a quest for glory through battle. The study highlights the crucial role of moral responsibility, emotional resilience, and family unity in shaping heroic actions and identities, providing a more nuanced and relatable perspective on heroism for contemporary readers
Perception of Studying Mandarin from Home: An Analysis from McLelland’s Theory
Full text linkStudying from home may cause problems for academic performance and psychological well-being, however, studying from home may bring advantages for “flexibility”, “study-life balance” and academic achievement. Hence, this paper investigated whether university students gained benefits by studying Mandarin (as a foreign language) from home based on the Theory of Needs of David McClelland. This theory has linked to the Need for Power (through Flexibility), the Need for Affiliation (through Study-Life Balance) and the Need for Achievement (through Learning Performance). The study employed a quantitative method, and the instrument used was a survey. The samples comprised of 326 students who enrolled in a Mandarin course at the Universiti Teknologi MARA (UiTM), Shah Alam and Puncak Alam, Selangor. The data was analysed using the Statistical Packages for Social Sciences (SPSS) for obtaining descriptive statistics such as mean scores, standard deviations and correlation. In terms of the Need for Power (through Flexibility), the results demonstrated that students very often had the power for saving on commuting expenses and focus on the study; while the results for the Need for Affiliation (through Study-Life Balance) revealed that students were able to save more time to handle tasks on hand, attend to family needs and enhanced family relationship. The results for the Need for Achievement (through Learning Performance) indicated that students very often had control over learning performance due to their Mandarin lecturers understood their challenges, provided more learning materials and monitored their progress. It is recommended that the motivation to study from home can be further explored. This study could be replicated to examine if the McClellan’s Needs Theory would meet the needs of other larger groups of students