Literature, Language, and Linguistics Studies
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WHAT WORKS (AND WHAT DOES NOT) IN EFL VOCABULARY INSTRUCTION: A SYSTEMATIC REVIEW WITH IMPLICATIONS FOR TERTIARY-LEVEL TEACHING
Full text linkVocabulary knowledge is a core component of second language proficiency and a strong predictor of academic success in English as a Foreign Language (EFL) contexts. Despite extensive research, uncertainty persists regarding which instructional approaches most effectively support sustainable vocabulary development at the university level. This systematic review synthesizes empirical research on EFL vocabulary instruction to identify practices associated with positive learning outcomes, recurring limitations, and pedagogical implications for higher education. Following PRISMA-informed procedures, 44 empirical studies published between 2000 and 2025 were selected and thematically analyzed. The synthesis indicates that explicit, contextualized, and strategy-based instruction consistently supports vocabulary acquisition more effectively than decontextualized or incidental approaches, particularly in input-poor EFL contexts. The review further highlights the importance of addressing the depth of vocabulary knowledge and academic vocabulary demands in tertiary education. Based on the findings, the article outlines a research-informed framework for university-level EFL vocabulary instruction. Article visualizations
A SYSTEMATIC REVIEW OF BILINGUAL EDUCATION AND LANGUAGE PROCESS
Full text linkOver the past few decades, scholars on bilingualism have been widely covered, but there is still much to discover, especially in the sphere of bilingual education. There is inadequate systematic review on studies that examine the trends, effects, methodological approaches, challenges and limitations of bilingual education. The paper aims to offer a current trend of bilingual education and language process or performance through qualitative critical and content analysis. A total of 20 articles published from 2015 to 2025 in languages, predominantly bilingual education-related journals, both foreign and local, were purposively selected to achieve a systematic and content review of bilingual education and language process. The paper endeavours to give a systematic report on the findings categorized under trends, effects, methodological approaches, challenges and limitations. Prevailing findings emerged: (a) an increasing trend in the study of bilingual education and individual factors affecting bilingual education, (b) the existence of inconsistent effects, (c) the need to re-evaluate methodological approaches, and (d) inadequate local based research carried out in Ghana. The paper also brings on board suggestions and opportunities for future research in bilingual education and language process. Article visualizations
THE PRAGMATIC FUNCTIONS OF THE DMS MʕLISH, BASĪṬA, AND BIHIMMISH IN JORDANIAN SPOKEN ARABIC
Full text linkThis study adopts a discourse theory approach to examine the pragmatic functions of the discourse markers (DMs) Basīṭa, Mʕlish, and Bihimmish in Jordanian Spoken Arabic (JSA). The current research implements a mixed-methods approach. The researcher compiled a list of scenarios that feature Basīṭa, Mʕlish, and Bihimmish, highlighting the prevalence of these expressions and their contexts within Jordanian society. Subsequently, the researcher identified the pragmatic functions of each marker in every scenario. A panel of jurors validated the selected functions and suggested minor modifications to both the scenarios and their functions. Within the quantitative analysis framework, the researcher employs statistical methods using SPSS to calculate frequencies, means, standard deviations, and gender-based differences. Regarding gender differences, the findings reveal statistically significant disparities between males and females in their use of Basīṭa, Mʕlish, and Bihimmish and their variants. The results indicate that females prefer emotional and supportive discourse, highlighting politeness, encouragement, and reassurance. Moreover, males lean towards assertive and structured discourse, focusing on power dynamics, indifference, and directness. Data were collected through questionnaires that included 62 selected scenarios. The analysis shows that Basīṭa has seventeen pragmatic functions, with the most frequently used functions being making a threat and providing reassurance. Mʕlish encompasses twenty-two pragmatic functions, the most common of which include granting permission and offering reassurance. Bihimmish exhibits sixteen pragmatic functions; the most common functions among speakers are encouraging and acknowledging an apology. Article visualizations
TRANSLATION INCONSISTENCIES IN THE TETRALOGY THIS TIME, THIS LAND BY DOBRICA ĆOSIĆ: ENGLISH-SERBIAN PARALLELS
Full text linkThe paper presents a Serbian-English confrontational study aimed at determining the degree of success with which the translator conveys the polyphonic structure of Dobrica Ćosić's tetralogy, This Time, This Land, into English. The most significant invariant elements that the translator fails to preserve in the target language are the following: he or she alters the type of experienced speech from the original language, mixes the elements of spoken and unspoken experienced speech, loses the orthographic and spatial distinction between two different forms of experienced speech, transforms primary or main thoughts into secondary ones, and becomes inconsistent within the italicized font in the text. The conducted analysis clearly shows deviations from the syntactic and lexical structure of the original text, which disrupts the expressive function of the tetralogy, without damaging its polyphonic spirit. Article visualizations
FORMATTING TO AID TRILINGUAL DYSLEXIC STUDENTS IN COMPREHENSION
Full text linkThis study investigates the efficacy of text formatting adaptations as a supportive pedagogical strategy for trilingual students with dyslexia. Recognizing the unique challenges encountered by this subgroup, the research aims to identify specific formatting modifications that enhance their reading comprehension and text perception across multiple languages. Employing a mixed-methods approach, the study integrates quantitative data derived from task-based assessments and qualitative insights gathered through questionnaires and semi-structured interviews with educators. The participant cohort comprises thirty high school students, aged 15 to 17, from a comprehensive high school in Lublin, Poland, who are proficient in Polish, English, and Spanish and have formally diagnosed dyslexia. Results demonstrate that targeted formatting interventions—such as increased font size, sans-serif typefaces, and augmented line spacing—significantly improve reading performance and subjective perceptions of text clarity. The findings underscore the importance of adaptable instructional materials in supporting dyslexic learners within a trilingual context, offering evidence-based recommendations for educational practice. Article visualizations
TRANSLATING POETRY CONNECTED TO VISUAL ART: A CORPUS-BASED MULTIMODAL ANALYSIS OF FRENCH–ENGLISH EKPHRASTIC TRANSLATION
Full text linkThis study explores how translators address the distinctive challenge of translating poems that are closely connected to visual artworks. When poetry and painting intersect, translation becomes more than a purely linguistic activity, it requires navigating the complex interplay between written language, visual imagery, and cross-cultural interpretation (Zheng, 2022). The research fills a notable gap in translation studies. While much has been written about poetry translation and, separately, about the relationship between verbal and visual art, few studies have systematically examined what occurs when translators must engage both at once (S Udhayakumar, 2018). This issue is increasingly relevant in contemporary artistic practice, where multimedia works combining text and image are common, yet translation theory provides little guidance for working with these hybrid forms (Dastjerdi et al., 2008). The study investigates several interconnected challenges. Translators of poem-painting combinations must preserve not only meaning and poetic form but also the visual-verbal relationships that create aesthetic coherence (Jiang, 2020). They must decide whether to reflect spatial features of the artwork, how to translate culturally specific references across text and image, and whether the presence of accompanying art allows greater linguistic freedom or imposes stricter fidelity. Using a corpus-based comparative approach, the research analyses French poems alongside the paintings that accompany them and their English translations. The methodology adapts existing translation assessment models to multimodal contexts, examining both linguistic shifts (semantic, syntactic, stylistic) and intersemiotic shifts (changes in the alignment between text and image). The corpus reveals consistent patterns in how translators balance these dual demands. Preliminary results indicate that translators tend to adopt source-oriented strategies, striving to preserve formal features and maintain strong correspondence between text and image. Translation shifts are relatively limited, with few semantic or syntactic alterations. Instead of encouraging creative deviation, the visual context appears to anchor translator choices, leading to versions that privilege fidelity to both language and artwork. This research offers valuable theoretical insights into intersemiotic translation and practical guidance for translators, publishers, and cultural institutions engaged with multimedia works. It also proposes pedagogical approaches for training translators to navigate the increasingly multimodal nature of contemporary culture. Article visualizations
PERTINENCE DES TECHNOLECTES EN PÉRIODE DE PANDÉMIE : UNE ANALYSE DE LA COMMUNICATION GOUVERNEMENTALE CAMEROUNAISE FACE AU CORONAVIRUS / RELEVANCE OF TECHNOLECTS IN TIMES OF PANDEMIC: AN ANALYSIS OF CAMEROONIAN GOVERNMENT COMMUNICATION DURING THE COVID-19 CRISIS
No full textCette étude a analysé la communication du Gouvernement camerounais face à la pandémie de COVID-19, en particulier les technolectes utilisés dans les premiers communiqués officiels entre le 17 et le 24 mars 2020. L’objectif était de déterminer si le vocabulaire choisi correspondait à celui d’une période de crise et si les mots reflétaient les différentes phases de la propagation de la maladie ainsi que les stratégies adoptées par le Gouvernement pour la contenir. L’approche méthodologique a reposé sur une analyse linguistique des textes au sens de Roudière, en prenant en compte les dimensions de syntaxe et de signification liée à l’énoncé, au sens, au contexte, au destinataire et à l’interprétation. Les résultats ont révélé que les technolectes correspondaient en grande partie aux enjeux sanitaires, offrant des messages précis et adaptés. Les titres des communiqués, structurés pour capter l’attention, ont permis de prioriser les informations essentielles et de hiérarchiser les actions urgentes. Les instructions étaient généralement claires, bien que certaines formulations aient manqué de précision, notamment en raison de l’utilisation de la voix passive, qui a omis les agents responsables, ce qui a pu affecter la transparence et la responsabilité perçues par le public. De plus, l’analyse des structures grammaticales a montré que certaines tournures, comme tous les … à l’exception de …, a introduit des ambiguïtés, créant des difficultés d’interprétation et d’application des mesures. Les exemptions non détaillées pouvaient susciter des questions sur leur portée, ce qui aurait pu nuire à la compréhension globale des mesures. Aussi, bien que la communication gouvernementale ait été globalement adaptée et efficace, l’absence d’agents dans certaines formulations et la présence de généralisations avec exceptions ont pu réduire la clarté du message, affectant probablement la perception de l’efficacité des actions entreprises et la confiance du public.This study analyzed the communication of the Cameroonian government in response to the COVID-19 pandemic, specifically the technolects used in the early official statements between March 17 and March 24, 2020. The objective was to determine whether the chosen vocabulary was appropriate for a crisis period and whether the words reflected the different phases of the disease’s spread as well as the strategies adopted by the government to contain it. The methodological approach was based on a linguistic analysis of the texts, as defined by Roudière, taking into account the dimensions of syntax and meaning related to the utterance, sense, context, recipient, and interpretation. The results revealed that the technolects largely aligned with the health-related challenges, providing clear and appropriate messages. The titles of the statements, structured to capture attention, helped prioritize essential information and rank urgent actions. The instructions were generally clear, though some formulations lacked precision, notably due to the use of the passive voice, which omitted the responsible agents, potentially affecting transparency and the public’s perception of accountability. Furthermore, the analysis of grammatical structures showed that certain formulations, such as “all … except …,” introduced ambiguities, creating difficulties in interpreting and applying the measures. Undetailed exemptions could raise questions about their scope, which might have hindered the overall understanding of the measures. Thus, while the government communication was generally appropriate and effective, the absence of agents in some formulations and the presence of generalizations with exceptions likely reduced the clarity of the message, probably impacting the perception of the effectiveness of the actions taken and public trust. Article visualizations
ENHANCING THE READING SKILLS OF BSED-ENGLISH COLLEGE STUDENTS THROUGH INTERACTIVE READING STRATEGY
Full text linkThis mixed-methods study examined the effectiveness of interactive reading strategies in enhancing the reading comprehension of Bachelor of Secondary Education (BSED) English students. A quasi-experimental approach was used to compare pre-test and post-test scores between an experimental group taught using interactive strategies and a control group taught through traditional methods. Quantitative results showed that the experimental group achieved a significantly higher mean gain, indicating the effectiveness of interactive strategies. The qualitative phase further enriched these findings, revealing that students experienced increased engagement, motivation, and improved understanding through collaborative and student-centered reading activities. The integration of both data sets highlights the value of interactive reading strategies in fostering comprehension and positive learning experiences. These results support the adoption of innovative, evidence-based practices in language instruction. Article visualizations
INTERACTIVE SENTENCE-BUILDING GAMES AS AN EFFECTIVE TOOL FOR ENHANCING SENTENCE CONSTRUCTION SKILLS AMONG GRADE 7 LEARNERS
Full text linkThis study investigated and confirmed the effectiveness of interactive sentence-building games in enhancing sentence construction skills among Grade 7 students, addressing the prevalent issue of grammatical errors in their writing. Employing a quasi-experimental pretest-posttest design, students were divided into an experimental group that used interactive games and a control group that received traditional grammar lessons. Assessments made before and after the intervention measured improvements in grammar, sentence clarity, and overall writing quality. The findings revealed a significant difference in progress, with the experimental group demonstrating greater improvement compared to the control group. Statistical analysis validated the significant positive impact of the games on sentence construction skills. This demonstrates that interactive, game-based learning is more effective than traditional methods in fostering language development. The study strongly advocates for the integration of interactive game-based learning in middle school language education to significantly enhance sentence construction skills and promote deeper learning. By aligning with constructivist learning principles, these games enable students to actively construct knowledge through practical application. The findings support the inclusion of interactive games in educational programs to enhance language skills and cultivate a deeper understanding of sentence construction. Article visualizations
EXPLORING THE SEARCHING SKILL SET: INFORMATION LITERACY CHALLENGES AMONG MOROCCAN ENGLISH DEPARTMENT STUDENTS
Full text linkIn today’s digital age, searching for credible and relevant information is a core aspect of academic success. This study explores the searching skill set as one component of information literacy amongst undergraduate, graduate, and doctoral students in the Moroccan English departments. By using data collected through the Standardized Assessment of Information Literacy Skills, the known acronym of which is SAILS test, the research investigates the performance of students in order to pinpoint weaknesses and highlight potential instructional gaps. The findings indicate that while students demonstrate basic familiarity with online search tools, many struggle with advanced search strategies, such as refining queries, using subject-specific databases, and evaluating search results. These weaknesses suggest a disconnection between students' digital behaviors and the academic search competencies required at the university level. The study underscores the need for integrating structured information literacy instruction into English studies curricula, with a particular emphasis on search strategy development. By identifying specific areas of weakness, this research aims to inform curriculum designers and policymakers seeking to align higher education practices with the demands of digital scholarship. Ultimately, improving students’ search skills is essential not only for academic achievement but also for enabling lifelong learning and informed digital citizenship. Article visualizations