International Journal Online of Humanities
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Social Media Portrayals of War of Waters: A Critical Discourse Analysis
No full textAlthough war of waters has existed throughout history, it has gained increasing relevance in recent decades, particularly in regions where transboundary rivers are politically contested. One of the most critical and ongoing disputes is between Iraq and Turkey over the control on the Tigris and Euphrates rivers. The study seeks to achieve three primary objectives: investigating the types of transitivity processes most frequently used in the politicians\u27 utterances; analysing how the positive self-representation and negative other-representation are uncovered in the politicians\u27 utterances; and exploring the similarities and differences in these linguistic tools between the two opposing sides. To achieve these objectives, the researcher employs a qualitative descriptive design, using an eclectic model that integrates Fairclough\u27s (1989) dialectal relational approach with van Dijk\u27s (1998) ideological square. One social media report is selected and analysed using transitivity at the micro level to uncover hidden ideological representations at the macro level. The findings reveal that material processes are the most frequently used in the politicians’ utterances, highlighting their focus on concrete actions and tangible events. Through these linguistic tools, they emphasise positive self-representation and de-emphasise, or delegitimise, the opposing side. The findings also reveal that in some instances Iraqi and Turkish politicians employ similar linguistic tools to shape their narratives and to ideologically represent the self and the other in different ways. In other instances, they employ different linguistic tools with different ideological representations. A corpus-assisted CDA of war of waters in Arab newspapers could be conducted in future research to examine ideological representations across diverse media
Reflection on the Translation Methods in Traditional English-Chinese Translation Coursebooks for Translation Undergraduates
No full textAccording to relevant documents from the Ministry of Education, current undergraduate translation programs primarily focus on teaching translation methods. Traditionally, translation method systems have relied either primarily on form conversion or meaning conversion. Taking A Course in English-Chinese Translation which primarily references form, and A Course in English-Chinese and Chinese-English Translations which primarily references meaning as examples, this paper elaborates on the shortcomings of these two types of textbooks and ways to overcome them based on fundamental Chinese-English differences, pointing out that translation method systems should be constructed based on Chinese-English differences and primarily reference meaning conversion
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.
Rhetoric over War: Indigenous Dialogue and Conflict Resolution in Ngũgĩ wa Thiong’o’s The River Between
No full textThis paper explores how Ngũgĩ wa Thiong’o’s The River Between presents an African-centred model of conflict resolution through culturally grounded rhetoric. Using Fairclough’s Critical Discourse Analysis and Aristotle’s theory of rhetoric, the study examines how Waiyaki, Kabonyi, and Joshua as key characters use language to negotiate power, build unity, or promote division. Ngũgĩ constructs moments of high tension that are resolved not through violence, but through persuasive speech rooted in oral tradition and communal values. The argument is that such rhetoric, when anchored in local culture, becomes a practical tool for conflict resolution. The novel stands in contrast to real-world peace efforts that often fail due to external interference and the dismissal of indigenous knowledge systems. The main recommendation is that effective conflict resolution must begin with culturally resonant forms of dialogue already present in communities. Rather than impose outside solutions, efforts should support the voices and rhetorical traditions that have long sustained African societies
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
The Logarithmic Intellectualism Dimensionality and the Formal Logic Differentiability in Souleymane B. Diagne’s Le Fagot de ma Memoir (2021)
No full textThrough an interpersonal function methodology, the dynamic of intellectuality and the axis of discourse in this “Le fagot de ma mémore" become a panchromatic intellective orientation course, an orthogenetic formative intellectual dimension, and a morphallactic intellect quantity and differentiability. In this run, the homodiegetic narrative within remains embedded the intellectual dimensionality, and the formability cause differentiability, marks out the boundaries of a systematizing chromatic scale text approach. In this stand, the logarithmic spiral intellectualism, the narratorial modality of text, and the analysis and synthesis of narrative transitivity in Souleymane Bachir Diagne’s text define a neo-perception system and a post-conception three-dimensional representation. Therein, the dimensionality and differentiability of information and arrangement become a generative system and a transformative experience.  
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
The Influence of Written Peer Feedback on Writing Among EFL Students
No full textIt is commonly recognized that writing is the most difficult skill to master. Hence, writing in a foreign language is even more complicated. Consequently, support is required for EFL learners to overcome such difficulty. This study explores how written peer feedback affects the writing abilities of EFL learners at the university level. It involved third-year students from the English Department at Hajjah University, Yemen. The investigation used both pre-tests and post-tests to measure changes in student writing, and results were quantitatively analyzed. The findings reveal a significant improvement in writing among subjects of the experimental group in the post-test. Such progress pertained to the treatment given to the group. To conclude, peer feedback in EFL writing classroom positively affected writing outcomes
Hedging Modal Verbs as Attitudinal Markers in Interpersonal Communication
No full textEffective communication in English is not merely optional but essential, particularly in academic and professional contexts. Modal verbs play a crucial role in enhancing both clarity and politeness in interpersonal communication by expressing various types of modality, including necessity, possibility, probability, and obligation. In addition to their grammatical functions, modal verbs—especially hedging modal verbs—serve as important pragmatic devices that allow speakers and writers to mitigate statements, show caution, and maintain social harmony. This study aims to examine the significant role of hedging modal verbs in facilitating effective interpersonal communication. Adopting a descriptive qualitative approach, the study is based on a comprehensive review of relevant literature to identify and analyze patterns in the use of hedging modal verbs. The findings from previous empirical and theoretical studies indicate that hedging modal verbs contribute substantially to communicative effectiveness by promoting politeness, reducing face-threatening acts, and enhancing interpersonal relations in both spoken and written discourse. The study concludes that the appropriate use of hedging modal verbs is a key component of pragmatic competence and should be emphasized in English language teaching and communication studies
Reframing Play as Pedagogy: A Systematic Literature Review on Gamification Strategies in ESL Grammar Learning
No full textGrammar learning has long been associated with traditional, rule-based instruction that many learners find monotonous and difficult to engage with. In recent years, however, gamification has emerged as an alternative approach that incorporates game elements into learning activities, aiming to increase motivation and improve learning outcomes. Although studies on gamification in language education have grown rapidly, research that specifically examines its application in ESL grammar learning is still limited. To address this gap, this study systematically reviews empirical research on the integration of gamification in grammar learning published between 2015 and 2025. Using PRISMA guidelines and thematic content analysis, 44 Scopus-indexed articles were identified and analyzed to map research trends and summarize key findings. The review found that publications peaked in 2024, with Southeast Asian countries, particularly Thailand, Indonesia, Malaysia, and Vietnam contributing the most to this topic. The findings highlight three major themes: gamification for grammar proficiency, gamification for motivation and engagement, and the role of instructional design and technology in successful implementation. Several challenges were also identified, including technological limitations, shallow gamification design, and the need for adequate teacher digital literacy. This review is expected to serve as a reference for educators and researchers, offering insights into effective gamification practices and guiding future work in developing innovative, engaging, and evidence-based approaches to ESL grammar instruction