Journal of English Language Teaching and Linguistics
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Receptive Skill and Prosodic Deficiency of Adult with Autism: A Psycholinguistics Analysis
Get PDFAutism spectrum disorder (ASD) which affects communication skills and social interaction, is often accompanied by language comprehension challenges an appropriate prosody use. This study analyses receptive skills and prosodic deficiencies in adults with autism through a psycholinguistic approach. The method used in this study is qualitative, which is used to gain a deeper understanding of the receptive language skills and prosodic deficiencies of adults with ASD. The data in the study are utterances produced by individuals with ASD from the podcast ‘Special Book by Special Kids’ on YouTube Channel. The data sources in this study were based on the characteristics of the individuals with ASD who were interviewed. The types of receptive language skills and prosody deficits were analyzed based on Peppé and McCann's (2003) theory. The results showed that adults with ASD experienced receptive skills such as limited communication function, minimal response, word repetition, and anomalous meaning. Meanwhile, there are types of prosodic deficits, such as chunking, affect, and interaction, experienced by adults with ASD. They often experienced limitations in their communication function and receptive skills when communicating, and has difficulty in understanding, producing, or recognizing the variations in intonation, rhythm, speed, and pitch that transmit meaning in language
Exploring the Interplay of Metacognitive Awareness and Reading Proficiency: A Study among Moroccan University EFL Students
Get PDFIn recent years, there has been a considerable interest in metacognition and language learning research. An ever-increasing body of literature shares the consensus that metacognitive knowledge plays a critical role in the process of language learning. While metacognitive knowledge encapsulates being cognizant of one’s own language level and the learning strategies available to improve this level, the absence of such an awareness brings about serious challenges that hinder the process of language learning. In light of such a hiatus, the present study attempts to examine the relationship between EFL university students’ reading proficiency in English and their metacognitive awareness of reading strategies. In order to achieve this objective, Data were collected using three language proficiency tests in reading and Metacognitive Awareness of Reading Strategies Inventory (MARSI). 94 third-year university students enrolled in the Department of English Studies at the School of Arts and Humanities in Meknes formed the sample of this investigation. With reference to data analysis, the study employed Pearson product-moment correlation and Simple Linear Regression as statistical tools to analyze the generated data. The findings of the investigated relationship showed that there was a strong positive correlation between participants’ English reading proficiency and their reading metacognitive awareness, with a r-value of 0.810. It was also revealed reading metacognitive awareness predicted 65% of reading comprehension ability. Finally, the findings of the present study have brought about crucial contributions, in terms of both theory and practice, to the existing body of literature on metacognition and language learning. The results of this endeavour have also triggered various pedagogical and methodological implications and recommendations for language teachers, syllabus designers, higher education departments of English studies, and future research
Improving Student’s Motivation and Learning Outcomes through Canva in English Learning at Middle Schools
Get PDFIncreasing student motivation and learning outcomes can be done by utilizing technology in the learning process. The objective of this study was to describe students' perspectives on the use of the Canva in English class. The type of research was descriptive qualitative. The subjects of the study were students of class VIII of SMP Muhammadiyah 7 Surakarta. The sampling method used purposive sampling. Data collection techniques used questionnaires, observations, and interviews. Before the instrument was used, validation was carried out by experts (supervisors), and the collected data was validated using source triangulation and triangulation of data collection methods. Data analysis used qualitative analysis. The results of the study were: (1) Teachers use Canva in English classes for three reasons. First, to display learning materials interactively. Second, to create interesting worksheets. Third, for students to do assignments with Canva; (2) Students' perspectives on Canva as a mediua in English classes showed good results. Students agreed and gave positive responses regarding Canva as a media in learning English. Students agreed that Canva is a good mediua to use in learning English. The conclusion is that the use of Canva as a learning media can increase students' learning motivation and learning outcomes. The implication of the results of this study is that teachers can use the Canva application as a learning medium
The Students’ Engagement in Foreign Language Learning through ICT Incorporation
Get PDFIn this 21st century, the incorporation of Information and Communication Technology (ICT) has become a prominent practice in various educational domains, including the learning of languages in the classroom. However, there are a small number of teachers who are not familiar with incorporating ICT in their classrooms due to numerous causes. By the given situation, this study aims to identify the disparities in students' engagement between English as a Foreign Language (EFL) classrooms that utilize Information and Communication Technology (ICT) and those that do not. Additionally, it seeks to determine the predominant and higher forms of engagement in these two types of EFL classrooms. A descriptive qualitative approach was applied in this research. To obtain the data, the authors examined the level of student involvement during teaching and learning activities in two types of classrooms: those that employed ICT (Information and Communication Technology) and those that did not. Subsequently, the acquired data was scrutinized and categorized based on the parameters of students' involvement (behavioral, cognitive, and emotional). The results indicate that both classrooms are primarily characterized by students' behavioral involvement. The class that included ICT in its teaching and learning process experienced a 9.5% increase in students' cognitive engagement. The implication of this research is to encourage teachers to incorporate ICT in the classroom so that the students’ three engagement types can be achieved better proportionally
AI-Assisted Writing Tools and the Perceptions of Fairness in University Writing Courses and Assessments: An Analysis through Equity Theory
Get PDFNowadays, with the rapid breakthroughs in software and AI technology, the growing use of AI among university students has sparked considerable debate. In this context, the present research seeks to understand the impact of AI-assisted writing tools on students' perceptions of fairness, academic integrity, and their learning outcomes. An exploratory sequential design was used in this study, beginning with two focus groups to gather qualitative insights that informed the development of a 22-item survey. The survey was then administered to 107 students from the English departments at three institutions of Mohamed V University: FLSH, FSE, and ENS. The results indicate that AI use significantly affects students’ perceptions of fair assessment, with many viewing it as a tool that enhances work quality and academic grades. However, the use of AI is also associated with reduced motivation, lower willingness to invest effort, and diminished self-confidence. To address these challenges, participants suggested alternative assessment methods, including oral exams, tasks that emphasize critical thinking and creativity, and group work. By Analyzing these findings through the lens of Equity Theory and in light of existing research, this study offers insights into the evolving dynamics of fairness and academic integrity in the era of AI. It also offers recommendations for adapting assessment practices to maintain equity and integrity in higher education
Translation Analysis of Morphological Process and Translation Techniques on Subtitle the Barbie Life in the Dreamhouse Series
Get PDFThe aim of this research is to describe and identify the translation techniques, and morphological processes used, by translators in subtitle conversations of characters in web-series that translators use in subtitle conversations of main characters in films. This research focuses on translation and is qualitative in nature. Statements that have morphological elements and are the results of conversations with informants are the type of data used in this research. Utilizing the Morphology process by Yule (1996), data analysis is carried out simultaneously with the data collection process. The researcher concluded that translation techniques by Molina & Albir (2002) were used in the process of transforming the Source Language into the Target Language; In total, there are five morphological processes and 16 of the 18 translation techniques are used. Among the translation techniques, Linguistic Amplification is 16.46%, Literal Translation is 11.39%, for Borrowing (Pure and Naturalization), followed by Equivalence Determination, Generalization, and Variation with the same amount, namely 10.13%, Substitution 6.33%, Amplification followed by Linguistic Compression, and Particularization 5.06%, Compensation and Transposition also have the same results with 2.53%, Adaptation followed by Description, Discursive Creation, and Modulation with 1.27%. Affixation, there is a Suffix of 35.71%, and a Prefix of 7.14%. Non-Affixation includes Compounding 28.57%, Borrowing 14.29%, Acronyms 7.14%, and Clipping 7.14% all of which are morphological processes. Translation techniques and the Morphology process are appropriate strategies to be used as the first choice in analyzing the results of this research because they can produce significant contributions in a practical context. Based on the research findings, several practical implications can be identified, including the results of this research can help develop an understanding of the phenomenon under study. for a translator or related parties, providing guidance and recommendations to a translator in developing policy strategies or best practices in relevant fields. The researcher also concluded that translation techniques and morphological processes can be interrelated with the meaning conveyed
Enhancing Critical Thinking through AI-Assisted Collaborative Task-Based Learning: A Case Study of Prospective Teachers in Japan
Get PDFThis study explores the potential of integrating generative AI into collaborative task-based language learning to foster critical thinking (CT) skills in computer-assisted learning environments. Employing a mixed-methods approach, the research examines the experiences of 18 pre-service teachers engaging in AI-assisted collaborative activities. Quantitative analysis of the Critical Thinking Disposition Scale and qualitative analysis using the modified grounded theory approach (M-GTA) reveal that AI tools can alleviate collaboration challenges by bridging perceptual gaps, clarifying objectives, and promoting deeper understanding. The findings suggest that AI-assisted collaborative learning enhances students’ intellectual autonomy, creativity, and digital literacy skills. However, the effectiveness of AI tools in fostering collaboration depends on their proper application, the supportive role of educators, and the careful design of evaluation criteria. The study emphasizes the importance of balancing the use of AI tools with authentic language production and highlights the crucial role of educators in moderating discussions and providing guidance where AI tools may have limitations. While the findings offer valuable insights, the study acknowledges its limitations and recommends future research to explore the impact of AI-assisted collaborative learning on CT with larger and more diverse samples
Contrastive Analysis of Noun-Adjective Word Order in Students' Writing: A Case Study of Common Core Classes in a Moroccan Public High School
Get PDFThis study explores word order patterns, specifically focusing on the noun-adjective inversion observed in the written language among EFL learners in a Moroccan public high school class. In a case study design with 102 participants, error analysis of learners’ produced language reveals a consistent and frequent deviating pattern as a result of negative transfer from L1 to L2, aligning with the interlanguage hypothesis. The findings enable Moroccan English teachers to predict and address language errors through tailored teaching strategies. Notably, a cross-sectional approach using controlled words unscrambling activity demonstrates the learners’ consistent deviation from English word order, except for instances of familiar phrases, suggesting exposure plays a key role in language accuracy. English teachers in Morocco can significantly profit from these findings by using them to anticipate, react, and modify their teaching strategies. Crucially, using well-known sentences correctly emphasizes how important repeated exposure is to language acquisitio
A Critical Study of Metalinguistic Corrective Feedback in the Essays by XII Students of JNV Patan
Get PDFCorrective feedback (CF) is a vital aspect in the field of English language teaching, which is complex and continually evolving. English language teachers dedicate significant time and effort to provide feedback on students' writing performance. There is an ongoing debate regarding the efficacy of the teachers’ CF to improve the learners’ English writing competency. Empirical studies on CF in the Indian context are scarce. This study looks at how direct focused metalinguistic and non-metalinguistic written corrective feedback (WCF) affects the use of noun inflections in English descriptive essays written by Class XII students of Jawahar Navodaya Vidyalaya, Patan. The study involves two experimental groups and one control group of ten students each; the first group received metalinguistic WCF; the second received non-metalinguistic WCF; and the control group received no feedback. A pretest-treatment-post-test-delayed post-test format was utilized to extract the data. The findings suggest that the teacher's targeted direct metalinguistic WCF led to inconsistent improvements in the learners' written output. However, this approach has certain limitations, including issues related to time frame, scaffolding, personalized feedback, as well as sustained teacher’s monitoring, and other factors pertaining to learners’ proficiency, personality, retention, and revision
Lexical Density and Politeness Strategies in EFL Writings
Get PDFThis study adopts a corpus-based analytical approach to assess lexical density and politeness strategies performance in the writings of English as a Foreign Language (EFL) graduate students. The data consists of 30 job application letters produced by university students enrolled in Master One, IT Management. AntConc tool was used to compute the lexical density relying on Ure’s (1971) method. Besides, Brown and Levinson’s (1987) coding scheme of politeness was employed to trace the pragmatic strategies used by non-native English speakers in the target language. The findings revealed that the participants’ letters are commonly categorized as Not Dense, indicating a low language proficiency. As for the performance of politeness strategies, the results suggest that students lacked awareness regarding the use of some necessary positive and negative strategies and insufficient attention has been paid to the pragmatic aspect of their texts. The linguistic and pedagogical implications of this paper will be significantly pertinent to EFL and ESL academic writing instructors, curriculum designers, and language teaching researchers