Journal of English Language Teaching and Linguistics
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Lost in Translation: Exploring Major Challenges Encountered by Tunisian EFL Learners Translating between English and Arabic
Get PDFIt is widely believed that translation is not only a process of transferring a source text into a target text, but also a complicated challenge of conveying to the readers of the target text the meaning of a source text, in which a translator should always take into account and pay attention to the message equivalence of both texts. Such complexity originates from the fact that a translator must, on the one hand, fully understand the content of the source material in order to provide accurate and acceptable translations and, on the other hand, pay full attention to all parts of language, such as meaning, syntax, style, and sounds, which are equally important in the translation process, as failure to observe any of them will result in meaning distortion, as strictly noted by Ghazala (2008). Working on a group of students’ responses to three translation tasks and on classroom observation of these students while engaged in translation practices for a whole term, the following research paper using both qualitative and quantitative analyses sets out to explore major challenges encountered by Tunisian EFL learners when engaged in the process of translating between English and Arabic, focusing on the main sources of those challenges, and attempting to offer some possible solutions to alleviate the impact of such challenges on learners’ performance related to translation practices
Translation Techniques Used in the English Version of Andmesh Kamaleng Song’s Hanya Rindu Translated by Emma Heesters
Get PDFThis research aims to explore the translation techniques that implemented at English version from Andmesh Kamaleng’s song titled Hanya Rindu which Emma Heesters translated it using the group of 18 techniques of translation from Albir & Molina (2002). This study implements a descriptive qualitative approach to examine the techniques which applicated on translating Indonesian song lyrics into English. Data were collected from the English version of the song lyrics and the original Indonesian version. This study utilized content analysis and note-taking, the steps are as follows: 1) listen to and observe the lyrics of both versions of the song; 2) identify the categories from the usage techniques of translation; 3) make a conclusion. The study identified 9 out of 18 possible translation techniques used in 48 sample lyrics. The findings show that amplification is the most frequently used technique which is 12 times (25%), followed by literal translation 9 times (19%) and modulation 9 times (19%), linguistic amplification 7 times (15%), transposition 4 times (8%), reduction 3 times (6%), linguistic compression 2 times (4%), generalization 1 time (2%) and 1 time discursive creation (2%). The prevalent use of amplification indicates the translators' tendency to add contextual elements to enhance clarity and maintain the emotional context of the song, as well as to make the translated lyrics match the melody so that it is singable. The findings of this study contribute to a deeper understanding of song translation and expose the challenges faced by translators in preserving song messages across languages
Measuring the Translation Quality of Bilingual Commercial Web in Indonesian: The Urgency of Avoiding Machine Translation
Get PDFThis research discusses the translation quality of human translation particularly in the Indonesian - English language on a commercial website called Garudafood. This study evaluates the translation quality of the names of products that contain cultural aspects on the Garudafood website. The process of data collection uses a purposive sampling method with cultural categories theory by Newmark (1988). It is found that there are 39 data or names of foods that are categorized into material culture. Guided by past related research, this study employs the translation technique proposed by Molina and Albir (2002) to find out the most frequently used type of technique by translators in translating Garudafood products. Following the goal of this study, the researchers also use the translation quality assessment (TQA) theory by Nababan (2012). The overall result shows that the TQA of Garudafood product translation is averaging a 2.65 score, with established equivalent technique as the most frequently used type of translation technique by the translator. Furthermore, the Machine Translations tested by the researchers only reached the total average score of 2.01 and 2.18. By comparing with the analysis of using machine translation such as DeepL Translation and Google Translate, the researchers conclude that human translation produces a better-quality translation due to the translator's understanding of various contexts compared to machine translation which generates more objective translation. This statement is also supported by comparing with previous studies related to post-editing, machine translation, and human translation
Criticism and Correction on Suboptimal Javanese-Indonesian Code-Switching in “KKN di Desa Penari” and “Sewu Dino”
Get PDFAs something created with an emphasis on intentionality, art, in this case film, should pose some levels of reasoning behind what is shown in it. This is especially true when what is shown is a representation of a specific real-life culture with its own intricacies, rules and values. This study is based on such notion regarding the act of language representation in film, specifically on some seemingly lacking in intentions or functions in executing Javanese-Indonesian language dynamic in a form of code-switching practice that to me could see some improvements to make it more appropriate while at the same time more aesthetically pleasing. With considerations such as social status, age, education and place of living, this study discusses some suboptimal Javanese-Indonesian code-switching representation in two successful Indonesian horror films “KKN di Desa Penari” and “Sewu Dino”. The discussion involves patterns and language tendencies found in the two films’ characters’ use of Javanese-Indonesian code-switching, lack of clear purpose, intention and function behind said patterns and tendencies, and finally subsequent corrections or improvements that could have been taken in such cases of code-switching contexts
Exploring Attitudes and Readiness for EMI among Moroccan Upper Secondary School Science Teachers and Students: Rehamna Directorate as a Case Study
Get PDFThis study explores Moroccan upper secondary school science teachers’ and students’ attitudes and readiness for adopting English as a Medium of Instruction (EMI). It aims to enhance understanding of the potential success and challenges of implementing this teaching approach in Moroccan science classes. Data was collected through two questionnaires targeting teachers’ and students’ attitudes, readiness, anticipated challenges, and their expectations and needs for adapting to EMI. The analysis revealed that while both groups acknowledge the critical role of English in advancing scientific research, concerns persist due to their Francophone educational background and limited English proficiency. Despite these challenges, respondents expressed positive attitudes toward EMI adoption, emphasizing that the transition should be gradual and supported by translanguaging practices and continuous training for both students and teachers. This study underscores the importance of introducing EMI in the early stages of students’ education and implementing it gradually to ensure long-term success. To overcome linguistic barriers, it recommends dedicating more time to English language learning within the curriculum. These findings contribute to understanding how EMI can be effectively integrated into Morocco’s educational system, aligning with global trends in science education and internationalization.Keywords: EMI, CLIL, translanguaging, globalization, lingua franca, internationalizatio
Auditory Meaning-Making in Multimodal Documentary Discourse: Functions, Features, and Synergies
Get PDFThis study explores how sound helps shape cultural meaning in the English-language documentary Festive China. While most multimodal research has focused on images and text, sound has received less attention. This paper aims to fill that gap by examining the use of narration, background music, and ambient sound in the film. The analysis focuses on five key features of sound: loudness, pitch, rhythm, timbre, and brightness. The study uses a qualitative method based on Systemic Functional Linguistics and multimodal discourse analysis. It looks at how sound works with visuals and language to build meaning in three ways: what is shown, how the audience is engaged, and how the content is organized. The results show that narration explains ideas and builds emotional tone. Background music creates mood and supports the story’s rhythm. Ambient sounds add realism and connect viewers to the setting. These elements often work together to support themes like celebration, memory, and tradition. The sound design also reflects cultural values such as balance and harmony. By focusing on audio modality, this study adds to current multimodal research and shows the importance of sound in meaning-making. It also offers insights for educators who want to help students better understand how documentaries use sound to share cultural ideas
Cultural Intelligence Integration to Teaching English for Young Learners in Curriculum Merdeka
Get PDFThis qualitative case study investigates the integration of Cultural Intelligence (CQ) into Teaching English for Young Learners (TEYL) within Indonesia’s merdeka curriculum. As the curriculum emphasizes differentiated learning and character development, CQ plays a crucial role in equipping students with the intercultural competencies necessary in the globalized world. Data were collected from 15 English teachers in public and private junior high schools in Kota Magelang, using semi-structured interviews, classroom observations, and document analysis. The findings reveal that although many teachers intuitively apply aspects of CQ, its implementation remains inconsistent due to the limited curriculum guidance, lack of professional training, and insufficient resources. Teachers identified key benefits, including improved communication, empathy, and global awareness. The study recommends the explicit integration of CQ frameworks into curriculum design and teacher training programs. By systematically embedding CQ into TEYL, merdeka curriculum can cultivate culturally competent, empathetic, and globally minded students from an early age
Unraveling Fossilization Among Moroccan EFL Learners: The Impact of Achievement Motivation, Multilingualism, and Cultural Exposure
No full textThis study investigates interlanguage fossilization among Moroccan EFL learners, with focus on how achievement motivation, multilingualism, and cultural exposure effect the endurance of language errors. Using a mixed-methods approach, data were collected from 100 students across different Moroccan universities. The study used quantitative findings from questionnaires and fossilization detection tasks with qualitative data gathered through semi-structured interviews. Results show a clear inverted relationship between achievement motivation and fossilized errors, learners with higher motivation lean to make fewer grammatical mistakes. The data also show that multilingual learners who consistently immerse with English through cultural activities like watching films, joining language exchanges, or consuming online content demonstrate fewer persistent errors. Semi-structured interviews shed further light on how students’ linguistic backgrounds and cultural experiences form the way they discern their own language development. Although the findings highlight the complex relationship of psychological, linguistic, and socio-cultural factors in second language learning, they are limited by the study’s cross-sectional design, reliance on self-reported data, and a sample restricted to university students, which may affect generalizability. The study calls for practitioners to build motivation, embrace multilingual strengths, and reinforce active cultural engagement
Exploration of Research Hotspots in Technology-Enabled Oral English Teaching in China (2010-2025): Based on CiteSpace
Get PDFAgainst the backdrop of advancing educational digitization, the auxiliary role of digital technology in oral English teaching has become increasingly prominent. As a global topic within the field of Computer-Assisted Language Learning (CALL), technology-enabled oral instruction manifests diverse pathways across different national contexts. This study employs CiteSpace 6.3.R1 software to conduct a visualization analysis of relevant journal articles indexed in China National Knowledge Infrastructure (CNKI) from 2010 to 2025. The aim is to explore research hotspots and evolutionary trends in technology-enabled oral English teaching within China. Results indicate a generally growing research interest in this field, with hotspots concentrated on the application of technologies such as artificial intelligence in higher education. However, the research still faces challenges: empirical studies remain overly concentrated on higher education in terms of breadth, while in depth they mostly focus on verifying short-term effects, lacking in-depth examination of long-term impacts and ethical dimensions. By mapping China's research landscape, this study aims to provide a differentiated case reference for global research in this field. Future research should deepen toward a systematic approach characterized by multi-contextual, long-term, and deeply integrated approaches to build a more mature smart education ecosystem
Exploring Senior High School Students’ Perceptions of Multimodality in ELT
Get PDFThe implementation of multimodal approaches in English Language Teaching (ELT) has been increasingly recognized for its ability to enhance student engagement and comprehension. However, few studies have explored how students perceive specific multimodal elements—such as audio/video, visual design, voice and facial expression, gesture, and spatial position—in authentic classroom contexts, particularly at the high school level in Indonesia. This study aims to investigate high school students’ perceptions of the use of multimodality in ELT also the benefits and challenges they experience from each element. This study used a qualitative descriptive research design, that data were collected from 30 senior high school students through closed- and open-ended questionnaires. Thematic analysis was used to interpret both quantitative and qualitative responses. The results showed that the most preferred elements of multimodality were audio/video, followed by visual design, voice and facial expression, movement, and spatial position. The benefits felt by learners were that it improved comprehension and helped them to focus in class. However, some challenges were also reported, including technical constraints (e.g., internet instability, unclear audio), fast audio delivery, and excessive teacher gestures, which disrupted students' concentration. This study emphasizes that a carefully designed multimodal approach can create a more inclusive and engaging learning environment. Implications for educators include strategic integration of multimodal elements, professional development in digital literacy and infrastructure improvements. Future research is recommended to explore the direct impact of multimodal strategies on learning outcomes across different contexts