International Journal Online of Humanities (IJOHMN)
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Enhancing English Learning and Skill Development through Digital Storytelling and the Metaverse in Palestinian Media Education
No full textThis quasi-experimental study looks at how immersive technologies, especially digital storytelling and the metaverse, affect the skill development of Palestinian media students. The study sought to assess the efficacy of these tools in improving vocational and personal abilities such as communication, creativity, self-expression, and English proficiency. The study, which took place across three campuses (Al-Quds Open University, Birzeit University, and Al-Quds University), included 50 students who participated in a structured six-week program that included digital storytelling and metaverse-based activities.
To capture skill development results, the technique included both qualitative and quantitative methodologies, such as pre- and post-assessment questionnaires, interviews, and observational data analysis. Data were evaluated statistically to detect noteworthy changes, and thematic analysis gave insights into students\u27 experiences and issues.
The results showed considerable gains in all targeted skill areas, particularly communication and English competence. Students also reported increased creativity and self-expression, demonstrating the transformational power of immersive technology in media education. However, the study revealed several obstacles, including technological limits, resource accessibility, and the need for proper training in these technologies.
The ideas include incorporating digital storytelling and the metaverse into media curriculum, filling technical infrastructure gaps, and offering training programs for educators and students to exploit the benefits of these technologies. By utilizing immersive techniques, Palestinian educational institutions may create a more inventive, engaging, and skill-oriented learning environment that equips students to face current media issues
Effects of Linguistic Imperialism in Achieving Equity and Inclusion in English Language Teaching as a Second Language in Lesotho
No full textEven after efforts to decolonize education, post-colonial countries such as Lesotho are said to retain vestiges of colonial traditions in English language teaching. This has marginalized learners, cultures, and languages in the educational system. Following SDG 4.5, the study looked into the consequences of linguistic imperialism on English as a Foreign Language in Lesotho, which hinder equity and inclusion in the EFL environment. This study\u27s philosophical lenses were derived from Critical Realism paradigm, which explored themes of power relations, politics, and language use. Furthermore, the study used a qualitative case study approach in six high schools to learn about the experiences of 6 EFL teachers. Data was collected through one-on-one open-ended interviews, then analysed thematically. The findings demonstrated that English\u27s dominance in the language field maintains power dynamics that promote linguistic imperialism and impede complete epistemic access to language education. Strategies for eradicating hegemonic beliefs were examined, and the study recommended using the Grammar of the Decoloniality Framework to address the complexities of linguistic imperialism in an EFL classroom. The study found both harmful and beneficial consequences of linguistic imperialism. As a result, a paradigm shift away from a monolingual and monoculture approach and towards a more inclusive and multilingual perspective was recommended
Noun Phrase Constructions in Musgum (Chadic Language)
No full textThis paper tackles the Noun Phrase constructions in Musgum, a Chadic language spoken in Cameroon and Chad. It is particular to the generative grammar developed since the fifties by Chomsky. We question the structure of the Noun Phrase. At the end of the analysis, we found that the Noun Phrase can be made up of a noun, a possessive pronoun, a demonstrative pronoun, an indefinite pronoun and numerals. We brought out several Noun Phrase structures: single Noun; Noun and possessive determiner; Noun and demonstrative determiner; Noun, Possessive marker and Noun; Noun, nà (connective) and Noun. Noun Phrase (NP) can be considered as Determiner Phrase (DP). The determiner follows the noun. But in the underlying structure, it occupies a higher position: Spec-DP
Dystopian Visions: A Comparative Analysis of Aldous Huxley\u27s Brave New World and Margaret Atwood\u27s The Handmaid\u27s Tale
No full textThis study aims to investigate the dystopian subjects and visions introduced in Aldous Huxley’s Brave New World and Margaret Atwood’s The Handmaid\u27s Tale, looking at the social, political, and mechanical components that shape the universes in every novel. The research investigates how the two writers study contemporary society by imagining future universes and investigating the fundamental apprehensions to control, opportunity, and character. The study utilizes a comparative scholarly examination, utilizing close readings of both Brave New World and The Handmaid’s Tale. A thematic analysis structure will be applied to distinguish key tragic components, such as government control, mechanical strength, and the concealment of individual privileges. Secondary sources, remembering scholarly analysis and hypothetical points of view for tragic fiction, will enhance the investigation, giving a more extensive setting for deciphering the works. Primer discoveries propose that while the two books present dystopian prospects set apart by extremist control, Brave New World stresses innovative control and industrialism as devices of mistreatment. However, The Handmaid\u27s Tale centers around man-centric control and the oppression of women. The study uncovers that while Huxley and Atwood imagine various components of control innovation in Exciting Modern Lifestyle and man-centric philosophy in The Handmaid\u27s Tale, the two books join on human independence under danger. Huxley\u27s scrutinization focuses on the deficiency of uniqueness through an innovatively progressed, delight-driven society, while Atwood\u27s novel highlights the severe force of sexism and strict doctrine. The comparative analysis uncovers that these works keep on reverberating with current readers as wake-up calls about the delicacy of human opportunity despite tyranny and foundational control
Gender Stereotypes and Language Indices of Sexual Violence in Lagos State Universities
No full textThis paper presents an aspect of the result of a British Council Funded project on " Preventing sexual violence on university campuses in Nigeria" using Braun and Clarke (2006) Reflexive Thematic theory to analyze listening exercises from three purposively selected institutions in Lagos State with insights from theoretic elements from linguistic Pragmatics. Findings reveal that female students are unable to speak up against sexual violence because of stereotypes relating to respect for elders, proximity to the opposite sex and assumptions
Comparative Analysis of Representations of Women in Nazrul\u27s "Woman", "Man," "Poverty" and Shakespeare\u27s Hamlet and The Tempest
No full textThis paper explores Comparative analysis of the representations of women in Kazi Nazrul\u27s "Woman"," Man" and Poverty", and William Shakespeare\u27s drama Hamlet and The Tempest. The study examines how women are shown in socio political, cultural and literary frameworks of two distinct eras: early 20th century in colonial Bengal and Elizabethan England. Nazrul’s poems challenge patriarchal norms by addressing women\u27s sufferings as a consequence of poverty and systemic oppression, presenting them as resilient yet constrained by societal barriers. Conversely, Shakespeare\u27s Hamlet and The Tempest present contrasting pictures of women, ranging from Ophelia\u27s fragility, Gertrude\u27s indecisiveness and victimhood to Miranda\u27s innocence, not racing her voice in her father\u27s colonial behavior. The analysis draws attention how the authors, despite their differing cultural and temporal contexts, interrogate gender roles and power dynamics. This research employs feminist theory to examine how women’s voices and agency are represented or marginalized. By juxtaposing Nazrul’s socially conscious poetry with Shakespeare’s dramatic exploration of female characters, the study underscores the universal themes of gender inequality, and the intersection of power, poverty, and patriarchy. The findings reveal both commonalities and divergences in their literary approaches, offering insights into evolving perceptions of women across different literary traditions.
Methods of Teaching English as a Foreign Language Followed in Hebron Preparatory Schools, Palestine
No full textUsing methods to teach English in schools is inevitable, but every teacher has his own method that differs from others and helps him in teaching. In this research nine of the most important methods used by teachers were mentioned. The aim of this study is to identify the methods and techniques that English language teachers follow in teaching English as a foreign language in preparatory schools in Hebron. The researchers used the qualitative research through observation. The sample in this research was teachers in girls’ preparatory schools. The researchers chose two schools in Hebron and conducted observations on five teachers, and they attended two classes for each teacher of different grades from the seventh to the tenth grade. The results were as expected, each teacher followed a different method of teaching, using their own methods and using many techniques. The research results show how teachers used these methods. There were some techniques that most of the teachers used, which were the use of the boards, the use of technology, including LCD and Speaker, the use of Arabic language, but the percentages differed among the teachers. All the teachers were focused on the environment and were careful to make the class clean. Based on the results, the researchers offered some recommendations
An Analysis of Punctuation Marks’ Usage: The Case of Written Text of Musi Comprehensive Students in Tenth Grade
No full textThis study analyses 49 English students’ use of punctuation marks in Musi Comprehensive, South Africa. The data is collected from fourth term, paper three exam scripts written by the students of Musi Comprehensive. In paper three, students are expected to write an essay, which is compulsory, and choose one from the following: letter (formal or informal), obituary, directions or diary. This study only focuses on their essay writing. The researcher only picked the scripts that are under 60%. The study uses qualitative method to analyse the data. The result of the research shows that 71% of the students made an error on punctuating capital letters, 43% of the students made an error on full stops, 41% made an error on apostrophe, 29% on Commas and 4% made an error on question mark. The result of the study also found that there are three types of punctuation errors made by the students of Musi Comprehensive, namely: Misuse, Omission and addition. There are punctuation marks that are misused 235 times, there are punctuation marks that omitted 92 times and there are punctuation marks that are unnecessary added 47 times. This study recommend that teachers focus more on punctuating sentences especially on capital letter. This calls for immediate action
Sexist Humor In TikTok: Content Strategies and The Normalization of Patriarchy in Digital Spaces
No full textThis article discusses the phenomenon of sexist humor in TikTok content and its contribution to the normalization of patriarchal values in the digital space. This research uses a qualitative approach with a critical discourse analysis (CDA) method to explore how sexist humor is represented, produced, and consumed on the short video-based social media platform. The research data comprised ten popular TikTok videos containing sexist humor, focusing on narrative structure, language, visual symbols, and audience responses.
The research findings show that sexist humor in TikTok often reproduces gender stereotypes through simple narratives full of patriarchal bias. Representations such as husbands fearing wives, emotional wives, or the traditional division of domestic roles are dominant themes. The humor is wrapped in light entertainment formats, such as text overlays, dramatic expressions, and upbeat music, making it difficult to recognize as a form of gender inequality. However, behind its comedic appearance, this humor reinforces patriarchal ideology by placing men at the center of the narrative, while women are reduced to emotional, manipulative, or subordinate objects. In the discourse practice dimension, the production strategy of sexist humor content is designed to be viral and relevant to the audience\u27s daily experience. TikTok\u27s algorithm that supports high engagement also amplifies the distribution of this content, creating a cycle in which gender stereotypes are continuously reproduced and normalized. As primary consumers, young audiences tend to internalize these messages as social truths, impacting the shaping of gender perceptions and behaviors beyond digital platforms.
Theoretically, this research draws on the framework of patriarchy, gender performativity, and the concept of symbolic violence to explain how sexist humor works as a subtle ideological tool that maintains patriarchal hegemony. The article emphasizes the importance of gender-based critical media literacy in developing public awareness about the negative impact of sexist humor. This research contributes to academic and practical discussions on the relationship between digital culture, humor, and gender dynamics and the need for social interventions to create more inclusive and equitable digital spaces
Perceptions of Curricula and Methods of Teaching English Experts towards Sustainable Education and Curriculum Development for Specific Purposes
No full textThis paper aimed at investigating the perceptions of EFL faculty members towards sustainable education and curriculum development for specific purposes. The descriptive method with quantitative and qualitative approach was used to achieve the objectives of the study. The sample of the study was purposefully selected as a random sample from the experts of curricula and methods of teaching English at Yemeni Universities. To collect data, the study used a five-point Likert scale questionnaire as close and open-ended questions that was distributed upon the experts of curricula and methods of teaching English at Yemeni Universities with a number of (30) member to identify their perceptions towards sustainable education and curriculum development for specific purposes. The obtained data were tabulated and analyzed using the Statistical Package for Social Sciences (SPSS) version (24) by means of descriptive statistics (means, standard deviation, mean ranks, and sum ranks). The obtained data are also tabulated and analyzed using the inferential statistics (Non-parametric Statistics; ONE WAY ANOVA) to examine if there were any statistical significant differences between the mean ranks of the sample responses regarding the variables of academic rank, years of experience, and the university. The results of the study depicted that the experts of curricula and methods of teaching English believe that the goals of sustainable development should be included in the curricula for sustainable education. The results presented that the perceptions of the experts of curricula and methods of teaching English at Yemeni Universities towards sustainable education and towards curriculum development were highly positive indicating to a significant relationship between curriculum development and sustainable education. The results also proved that there were no any statistical significant differences in the scores of the sample members\u27 responses regarding the variables of academic rank, years of experience, and university. The study presented some important recommendations as follows: Incorporating the topics of sustainable education such as major nature, environmental awareness, global citizen values, as well as students\u27 levels of self- norms, beliefs, and values when designing courses specifications for better learning and teaching process as well as for better career and life. Examining the relationship between the adoption of sustainable technology for educational efficacy and sustainable education. Shedding light on forthcoming curriculum development efforts at faculties and universities, providing opportunities and administrative actions to support sustainable education and sustainable educational environments