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Income as a Moderator between Classroom Management Style and Emo-Educational Divorce: A Mixed-Methods Study of Iranian EFL Teachers
Full text linkEmo-educational divorce, a newly-coined concept in language teaching, refers to the loss of emotional involvement in education or a particular course. This study, adopting a sequential mixed-methods design, determines whether teacher income has any moderating effect on the relationship between classroom management style and emo-educational divorce. Moreover, the study aims to explore the teachers’ opinions regarding the role of income in the relationship between classroom management style and emo-educational divorce. In doing so, 160 English teachers from secondary schools participated in the study based on criterion sampling, and a pool of six teachers participated in the qualitative phase of the study based on purposive sampling. A number of instruments were employed to measure classroom management style and emo-educational divorce. To analyze the data, the Pearson product-moment correlation, One-way MANOVA, theme-based categorization including inter-coder reliability were conducted. The results confirmed a medium, negative correlation between classroom management style and emo-educational divorce. Moreover, the results showed that income could moderate the relationship between classroom management style and emo-educational divorce. Finally, regarding EFL teachers’ reactions to the role of income in the linkage between classroom management style and emo-educational divorce, the results of semi-structured interviews revealed nine common themes, including lack of buoyancy, demotivation, structured classroom, burnout, money, active participation, engagement, the dynamic nature of emo-educational divorce, and time-related issues. Finally, practical implications are suggested for EFL learners and teachers.
The Use of Machine Translation in Children’s Literature: A Case Study on Robinson Crusoe Based on Children’s Opinions
Full text linkResearch on machine translation (MT) started before the discipline of Translation Studies was even named. Although MT lost its popularity as a research topic from time to time, it has been widely researched in the related literature over the last 20 years. On the other hand, children’s literature, as a discrete topic, has a similar research history to MT. This study aims to question the current use of MT in children’s literature and to explore children’s views on recent MT outputs of children’s literature. The present qualitative research used a case study methodology. Two Turkish MT outputs of Robinson Crusoe, published by Oxford University Press for children in 2000, were collected through DeepL and Google Translate. These two MT outputs were read by the participants who were four children aged 10-12. These participants were chosen by adapting the convenience sampling method. Their opinions about the translations of children’s literature were collected through in-depth interviews. The results of the study mainly reveal that the participants preferred the MT output of DeepL for a number of reasons, although they stated that they understood both MT outputs. In the current study, children’s preferences were shown to vary in response to fluency, the use of regular sentences, correct grammar, and punctuation in those MT outputs. In addition, it was uncovered that the older the participants got, the less their need for visuals existed while comprehending the texts. As a result, it was observed that the MT output of DeepL produced promising translation solutions in the genre of children's literature in the Turkish-English language pair
Development of Non-Alcoholic Turmeric (Curcuma Longa) Drink
Full text linkThis study aimed to develop turmeric-based non-alcoholic beverage using varying proportions of turmeric powder and to evaluate its sensory characteristics and economic viability. Five formulations were formulated by adjusting the amount of turmeric powder while keeping other ingredients constant. The fermentation process lasted 56 days, followed by a one-month aging period. Sensory evaluation was conducted with 70 adults, assessing appearance, aroma, taste, texture, and overall acceptability using a 9-point Hedonic Scale. Results showed that Formulation 3 (1000g turmeric powder) was rated highest in color, aroma, and flavor, while Formulation 1 excelled in texture and general acceptability. Statistical analysis using ANOVA and DMRT confirmed significant differences among formulations, with preferences influenced by age and sex. Alcohol content analysis was conducted by the Department of Science and Technology (DOST), and due to the low alcohol content of the formulations they are not considered as wine. The cost and return analysis demonstrated economic viability. The development of non-alcoholic Turmeric drink presents a promising opportunity for promoting health-conscious non-alcoholic beverages while supporting local turmeric farmers and entrepreneurs. The study contributes to the sustainable development goals, particularly in health, economic growth, and responsible consumption. Future research is recommended to refine production processes, investigate broader demographic preferences, and explore other potential raw materials for beverage production
Gamification in ESL/EFL Education: Transforming Language Learning and Teaching Through Play
Full text linkGamification has become a transformative strategy in English as a Second Language (ESL) and English as a Foreign Language (EFL) education, leveraging game mechanics to enhance engagement, motivation, and retention. This study examined the theoretical foundations of gamification through Self-Determination Theory (SDT), Flow Theory, Behaviorism, and Second Language Acquisition (SLA) theories, illustrating how these frameworks support language learning. Empirical evidence indicated that gamification enhances vocabulary retention, grammatical accuracy, and communicative fluency by providing interactive, reward-based learning experiences. Popular gamified platforms, including Duolingo, Kahoot!, and Classcraft, were analyzed to demonstrate best practices in gamified ESL/EFL instruction. The study identified key benefits, such as increased learner autonomy, engagement through real-time feedback, and adaptive learning pathways tailored to individual progress. However, it also addressed challenges, including potential over-reliance on extrinsic motivation, cognitive overload, and accessibility barriers, while proposing strategies to mitigate these limitations. Additionally, the study explored future research directions, emphasizing the need for longitudinal studies on gamification’s long-term impact, AI-driven adaptive learning, and the integration of Virtual Reality (VR) and Augmented Reality (AR) to create immersive language-learning experiences. The findings suggested that, when implemented strategically, gamification fosters active participation, enhances learning outcomes, and supports meaningful language acquisition. This research provided practical implications for educators seeking to incorporate gamification into ESL/EFL curricula, advocating for a balanced approach that sustains motivation while promoting deeper cognitive and communicative development
Students and Teachers’ Attitudes towards the Use of Project-Based Learning as a Teaching Practice to Enhance Students’ Critical Thinking Skills
Full text linkTwenty first century learners are supposed to develop different skills including critical thinking. Many attempts have been made to ensure its effective integration in the teaching and learning process relying on different approaches, methods and teaching practices. In this regard, project-based learning has been suggested as an effective tool to enhance learners’ abilities to think critically. The current study, then, aims at analysing and examining students and teachers’ attitudes vis-à-vis the use of project-based learning to boost learners’ critical thinking skills relying on two different questionnaires addressed to teachers and learners. Based on convenience sampling, 17 university teachers and 168 students responded to the questionnaires. The results confirm that the respondents hold positive attitudes towards the utility and usefulness of project-based learning in fostering learners’ critical thinking skills. Based on the findings of the current study, different recommendations and implications have been suggested for researchers and practitioners.
Key words: attitudes, critical thinking, project-based learnin
Fractional Corrected Simpson's Second Formula Type Inequalities via Extended s-Convexity
Full text linkIn this paper, we establish new fractional variants of the corrected Simpson’s second formula type inequalities by leveraging the concept of extended s-convexity. To achieve this, we first derive a novel integral identity involving Riemann--Liouville fractional integrals, which serves as a fundamental auxiliary result. Building upon this identity, we obtain several inequalities for functions whose first-order derivatives satisfy the extended s-convexity condition on a given interval. Furthermore, we demonstrate the practical relevance of our theoretical findings by applying them to derive estimates for special means. These applications highlight the utility of our inequalities in numerical analysis and approximation theory
Text, Image and Colour: A Multimodal Reading of Selected Save The Children Campaign Posters
Full text linkThis paper explains the multiple ways in which the Save the Children campaigns deploy visual and textual elements to disseminate powerful messages and evoke emotional responses. Drawing on Kress and Van Leeuwen's (2006) theory of visual grammar, this paper explicates the representational, interactive, and compositional meanings of the posters. To achieve this, ten save the children posters were collected from their official website and some social media handles, ensuring a mix of themes, target audiences, and time frames to capture a comprehensive range of multimodal strategies. The analysis reveals that these posters use images as sophisticated communication tools to foster emotional connections, highlight urgent needs, and promote active engagement from viewers. However, to enhance visual engagement, integrated messaging, call to action, it was recommended that the posters designers should continue to leverage high-quality and emotionally resonant images, ensure that visual and textual elements are seamlessly integrated, and call to action are more prominently featured
Code-Switching in the Conversations Between the Turkish-English Bilingual Children in the Midlands in the UK
Full text linkThis study investigates code-switching (CS) among Turkish-English bilingual children in the Midlands, UK, examining its functions and implications. It explores how bilingual children use CS pragmatically and socially, as well as factors influencing their language choices. Grounded in bilingualism and CS frameworks, the research aims to enhance understanding of early bilingual communication.Using a pragmatic analytical approach, the study examines naturally occurring dialogues recorded over three months, comprising approximately ten hours of conversation. Participants include children from Turkish-speaking households attending English-dominant schools, with two focal participants exemplifying diverse bilingual experiences. Analyses focus on intra- and inter-sentential CS and its functional roles.Findings reveal that CS supports topic management, identity expression, and gap-filling, demonstrating strategic language use to navigate social dynamics and enhance coherence. CS reflects linguistic competence rather than deficiency, challenging negative perceptions.This research uniquely links bilingual pragmatics and social identity within a migrant community, offering a context-sensitive analysis of children's language use. It highlights the need to view CS as a marker of linguistic sophistication, with implications for understanding bilingual development.Limitations include a small sample and focus on one community. Future research could explore broader contexts and longitudinal patterns
The effect of Rosemary and Cinnamon extracts on blood glucose levels in albino rats with Alloxan-induced diabetes
Full text linkBackground: Herbs have long been recognized for their medicinal properties, with rosemary and cinnamon noted for their health benefits. Rosemary is used for treating respiratory infections and has antioxidant and antimicrobial effects, while cinnamon is known for its antispasmodic and antimicrobial properties.
Objective : This study aimed to evaluate the effects of rosemary and cinnamon extracts on blood glucose levels in diabetic albino rats.
Methodology : Thirty male rats were divided into six groups, with five groups induced with diabetes using Alloxan. Group I served as the normal control, while Group II was the diabetic control. Groups III and IV received 400 mg/day of rosemary and cinnamon extracts, respectively, Group V received a combination of both, and Group VI received glibenclamide as a positive control. After eight weeks .
Results: The results showed that both extracts significantly reduced blood glucose levels (p < 0.0001), with reductions of 49.9% for rosemary and 58.8% for cinnamon. The combination of both extracts led to a 70.8% reduction in blood glucose levels (p < 0.0001).
Conclusion: The individual use of rosemary and cinnamon extract has a significant effect in lowering blood glucose but the using of combined extract has more significant effect in lowering blood glucose
Generative artificial intelligence and human language: The sociology of algorithmic suspicion of tools of plagiarism between bias and delusion of accuracy, and penetration of human language.
Full text linkالدراسة تنتمي إلى تخصص سوسيولوجيا الخوارزميات، وهي دراسة نوعية تبحث في تأثير برامج تمييز النصوص المولدة بالذكاء الاصطناعي، وترى في هذه البرامج بأنها لا تهدف إلى حماية البحث العلمي وإقامة العدل بين الأكاديميين بقدر ما أنها تعيد إنتاج لغة وثقافة مهيمنة، إذ إنها متأثرة بأشكال من التحيزات اللغوية والعرقية التي تؤدي إلى إقصاء فئة واسعة من الناطقين غير الأصليين باللغة الإنجليزية، ولاسيما من الأصول العرقية كالسود واللاتينيين. وأن الثقة في خوارزميات برامج الكشف عن محتوى الذكاء الاصطناعي إنما هي وهم تتوارى خلفه مصالح اقتصادية ورمزية، بالمقابل تؤكد على أن اللغة البشرية تتأثر بالهابيتوس الخوارزمي الناتج عن التنشئة الخوارزمية للذكاء الاصطناعي التوليدي وأن هذا الهابيتوس بات مؤثرا في طرائق الكتابة والتفكير والتعبير في الخطاب البشري. كل هذا يستدعي إلى انتهاج سبل نقدية ووضع سياسات تعليمية عربية بصيرة.This research belongs to the sociology of algorithms. It is a qualitative study that investigates the impact of programmes designed to detect AI-generated texts. The study argues that these programmes do not truly aim to safeguard academic research or ensure fairness among scholars; rather, they reproduce a dominant language and culture. They are shaped by linguistic and racial biases that push aside many non-native English speakers, especially those of Black or Latin American heritage. Trust in the algorithms that claim to expose AI content is, the study maintains, an illusion that conceals economic and symbolic interests. At the same time, it affirms that human language itself is being reshaped by an algorithmic habitus—a disposition formed through the algorithmic upbringing of generative artificial intelligence. This habitus now influences the ways of writing, thinking, and expressing ideas within human discourse. All of this calls for critical approaches and for the development of far-sighted Arab educational policie