Al-Kindi Center for Research and Development (KCRD) (E-Journals)
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Moroccan ESP Instructors’ Perceptions of an Effective ESP Teacher
No full textThe changes in the linguistic and socio-economic spheres in Morocco have brought about new perspectives to teaching English for specific purposes (ESP). The challenge has long been to ascertain the implementation of well-informed teaching practices to meet the volatile needs of learners and those of the local and global job market. Within this context, guided by the aim to promote quality in ESP teaching in Morocco, this paper investigated Moroccan ESP teachers’ perceptions of effective ESP teaching and teachers’ roles, hoping to offer a hands-on profile of an effective ESP practitioner. This study sought to answer two main research questions: 1). What roles do Moroccan ESP teachers play in their ESP teaching settings? 2). What are Moroccan ESP teachers’ perceptions of an effective ESP instructor? To answer these questions, a mixed-method research design was adopted where 32 teachers from different ESP settings were surveyed. The study offered illuminating data about effective ESP roles and practices and suggested a modal for effective ESP teaching
Using the Flipped Classroom Model to Improve Non-English Major Students’ Speaking Skills
No full textThe flipped classroom model (FCM) is currently a prominent topic in education circles. While there\u27s been discussion about its positive impacts, there\u27s limited empirical evidence in the literature regarding whether FCM can truly improve the oral proficiency of non-English major learners. In this study, FCM was utilized to explore its benefits in terms of improving students’ oral proficiency. The data was collected through one set of questionnaires, in-class observations and a pre- and post-test with a speaking rubric to check the effect of FCM on students’ speaking skills. In this study, there were 60 non-English major students of Dong Nai Technology University (DNTU) in Vietnam. In class A (the flipped group), 30 students studied the course using FCM, while the remaining students in class B (the traditional group) studied the course using traditional methods. Findings reveal that the use of FCM not only improved students’ speaking skills but also enhanced learners’ motivation. The results can serve as a guide when developing oral proficiency for non-English major students
Scope, Strengths and Limitations of EFL Vocabulary Research in Iraq: A Country in Focus
No full textExamining previous research plays a crucial role in informing policy decisions, educational policies, and researchers about present conditions and future endeavours. While the landscape of English as a Foreign Language (EFL) vocabulary research in Iraq remains largely unexplored, this study undertakes a systematic review of existing research to delineate its scope, strengths, and limitations. An analysis of 24 studies meeting established criteria is categorized into four research strands: (1) vocabulary learning enhancement, (2) vocabulary learning strategies, (3) evaluation of vocabulary teaching techniques, and (4) vocabulary learning achievement. Each strand is examined for its characteristics, research designs, strengths, and limitations. Findings reveal that while research in the first strand meets sampling requirements, it often lacks educational foundations, fails to track actual usage, employs inadequate effectiveness measurements, exhibits questionable learning outcomes, faces uncontrollable variables, and raises concerns about applicability. Studies in the second strand primarily target university students, sometimes overlook sampling requirements, and neglect participants’ backgrounds and personal variables. Research in the third strand adequately recruits participants but focuses solely on pre-university education, with gaps in research design regarding treatment duration. Studies in the fourth strand exhibit shortcomings in achievement measurement methods. Recommendations and suggestions for future research, derived from this systematic review, aim to address identified gaps and enhance the quality of EFL vocabulary research in Iraq
Travelling Memories: Revisiting the Past in Larry Heinemann’s Black Virgin Mountain
No full textThe Vietnam War was a period of immense upheaval and trauma for American troops. In recognition of the urgent need for psychological support and care for veterans, a therapy culture and narratives of healing began to take shape, acknowledging the psychological potential of revisiting sites of trauma. While there are numerous cases of war veterans returning to Vietnam in search of closure, very few studies have delved into the specific ways in which mobility and movement influence the reconstruction of war memories and their impact on veterans’ healing. This paper aims to examine how the physical act of returning to a place of trauma can be a powerful form of remembrance and healing, potentially leading to a greater understanding of the complex and interconnected nature of trauma and memory. Through a close reading of Larry Heinemann’s memoir Black Virgin Mountain: A Return to Vietnam (2005), this paper seeks to uncover the power and potential of physical movement to manifest and process traumatic memories, and the potential risks involved. Understanding how war memories continue to manifest long after the war has ended is crucial for understanding the healing process and the urgent needs of veterans. It highlights the significance of mobility and movement as active vehicles of remembrance, allowing veterans to navigate the traumas of the past and find closure
Assessing the Development of Translation Competence Acquisition: A Case Study of MTSL Students at Abdelmalek Essaadi University –Tetouan
No full textThis study seeks to investigate the evolvement of translation competence acquisition while relating it to the progression in translation training. The assessment of the progress (if any) in translation competence acquisition is conducted through the investigation of the performance and the perception of MA translation students in the Faculty of Letters and Humanities in Tetouan. The study is meant precisely to shed light on trainees’ perspectives on translation assessment and to trace the development in acquiring translation competence via identifying indicators of that development in learners’ translations at different stages of learning. The aim is to reveal areas of translation sub-competences where learners exhibit more progress and to detect sub-competences that they find more challenging to develop. The descriptive method we implemented draws upon questionnaires that were delivered to MA learners to gather data about their perspectives on the acquisition and development of translation competence, and the observation reports that describe the common teaching practices as well as the assessment tools used to gauge the progress of learners’ translation competence. The selection of texts that pose prototypical translation problems allows for the identification of indicators of the trainees’ acquisition of the required sub-competences to deal with these translation problems. The findings of the study reveal that even though establishing specific competencies to be acquired by the end of translation training is a prior step in designing programs, there is always room for adjusting these competencies to align them with the trainees’ profile, the objectives of the course and the curriculum at large. To this end, assessment of the trainees’ proficiency provides useful information, at different stages of learning, on the learners’ achievements and on the learning areas that require enhancement
Hedges and Boosters in the Abstract Sections of Master Thesis at Yarmouk University
No full textThe aim of this study is to investigate the employment of hedges and boosters in thesis abstracts in linguistics written in English by M.A. students at Yarmouk University. To achieve this objective, the abstract sections of 30 M.A. theses submitted to the English Language Department at Yarmouk University in the timeframe 2018-2020 were selected. Following Hyland’s model (2005), data were analyzed quantitatively to count the frequency of hedges and boosters and qualitatively to find out the function of these markers within M.A. thesis abstracts. The findings reveal that hedges are predominant in these abstracts as a means of minimizing the risk of opposition, as a way of being polite, and as a way of presenting results cautiously. The findings also reveal that boosters are also employed to assert research originality and stress certainty. This study emphasizes the importance of hedges and boosters to create more effective and well-structured thesis abstracts
Investigating the Role of Proverbs and Idiomatic Expressions in Conveying the Discursive Meanings of Discourse
No full textThis paper aims to answer the question, “To what extent do proverbs and idiomatic expressions convey the embedded meanings of discourse between the addressers and addressees?” to bring to light that proverbs and idiomatic expressions convey the embedded meaning of discourse. Therefore, the analysis concentrates on such linguistic means as nominalization and lexicalization. These means have been chosen as primary tools for the analysis due to the fact that they are closely related to the two kinds of constraints, such as nouns and words, that are used in the context. The critical discourse analysis is used to respond to such situations. Language is stated to deliver messages between the audience, namely addressers and addressees. The approach is concerned with the analysis of how ideologies mediated through context are embodied in linguistic production and reception perspectives. The result of the analysis has proved that the proverbs and idiomatic expressions were used metaphorically to convey the embedded meaning of the discourse as a highly sophisticated communication of language
Nurturing Empowering Perceptions: Exploring High School Girls\u27 Perspectives on Gender Equity in Formal Educational Context and Factors Beyond
No full textThe primary objective of this article is to conduct an in-depth analysis of multiple factors-cultural, religious, and educational—that shape the perceptions of gender equality among female high school students. Focusing specifically on this demographic sample enables a nuanced exploration into how adolescence interacts with these factors to influence their perspectives on gender roles and expectations. This study employs a mixed-methods approach, going beyond the traditional educational paradigms, to include a variety of external influences such as familial backgrounds, religious texts, sociocultural norms, and the overall school environment. The research aims to contribute to the scholarly discourse on gender equality by enriching our understanding of how societal attitudes permeate classroom walls to shape young girls\u27 viewpoints. By doing so, this study aspires to unearth the implicit and explicit messages received by female students that sustain gender imbalances. This serves the dual purpose of not only highlighting these influencing variables but also leveraging this knowledge to develop targeted interventions. The ultimate goal of this research is to formulate insightful strategies that promote a more equitable and empowering perception of girls and, by extension, women in society. These strategies will be rooted in the findings, which delineate the complex relationship between culture, religion, and education in shaping these perspectives. Thus, the research provides practical insights that could serve as foundational elements for fostering a more inclusive and empowering socio-educational environment for female students and women in the future
Exploring Power Differentials in Translation: Assessing the Validity of The Pessoptimist by Jayyusi and Le Gassick
No full textThis article delves into the intricate realm of literary translation through a thorough qualitative evaluation of Jayyusi and Le Gassick\u27s rendition of Emile Habibi\u27s novel, The Secret Life of Saeed The Pessoptomist. Given the novel’s ‘subaltern’ nature, deeply entrenched in indigenous language and culture, the study aims to scrutinize the translation\u27s validity through the lens of postcolonial translation theory, as represented by Lawrence Venuti’s foreignizing perspective. Central to this scrutiny is the investigation of the translation’s impact on the novel’s linguistic, semantic, and cultural texture. Employing Antoine Berman\u27s ‘système de déformation des textes’, known as negative analytic, the analysis unveils pervasive deforming tendencies, underscoring the extensive domestication and alteration to which the novel was subjected. This exploratory investigation contributes to the ongoing discourse in postcolonial studies, highlighting that translation serves as a fertile ground for both subversion and manipulation, especially when applied to narratives believed as belonging to subordinate cultures
The Effectiveness of Wordwall in Enhancing Students’ Engagement and Motivation in Literature Classes
No full textIn order to enhance students’ engagement and motivation, the integration of technology into instructional environments is becoming increasingly fundamental. In this context, Wordwall is utilized for English Letters students in Universitas Sanata Dharma. This study investigates the effectiveness of Wordwall—an online tool applying gamification principles in non-game contexts—to enhance English Letters students’ learning engagement and motivation in literature classes. Wordwall is chosen among other platforms since it is free to use and students do not need to login to the platform. Therefore, it is deemed to be practical. This study uses quasi experimental post-test design. The population of this study is the students of Introduction to Literature and Culture of English-Speaking Nation of English Literature Class batch 2022. Both groups took a pre-test and post-test and the results were compared to see the variance in the results. Each group received one lesson per week for four weeks as part of the treatments. Lastly, the data were analysed using independent sample t-test with SPSS version 25. The findings indicated that integrating Wordwall into Literature classes had a notable impact in motivating students to actively engage in the learning environment. Employing gamification quizzes in literature classes emerged as an innovative agent to engage students’ interest in reading and interpreting literature works. In addition, the enjoyable and friendly competitive nature in Wordwall also facilitated the students to understand the literature texts better. Importantly, the lecturer may also monitor the students’ progress from the results of the quizzes presented in ranks, leaderboards, or statistics