International Journal of Language and Literary Studies

Howl: The Beat Generation's Battle Roar Anti Obedience and Repression

2025-01-21T02:20:08-05:00

In 1955, Allen Ginsberg, a budding poet disillusioned by the prevailing materialism and societal conformity in post-World War II America, constructed his ground-breaking piece "Howl," a watershed moment that catalysed the emergence of the Beat movement. This paper offers a scholarly examination of "Howl," meticulously dissecting its literary merits, structural innovations, and thematic preoccupations. Drawing upon historical and cultural analyses, it probes the socio-political landscape of the 1950s, elucidating the pressures and tensions that propelled Ginsberg and his contemporaries to subvert traditional literary norms. Moreover, this paper scrutinizes the intentions of Ginsberg and the Beat generation, delving into their philosophical underpinnings and artistic aspirations. Through a rigorous academic lens, it explores the multifaceted significance of "Howl" as a manifesto of rebellion, a paean to individuality, and a critique of the status quo. The analysis ultimately emphasizes Ginsberg's enormous contribution to American literature's enduring relevance and depth of thought.

Examining Female Students’ Attitudes to English Oral Presentations. Do they Prefer to Speak Online or in Class?

2024-12-04T09:13:38-05:00

Many learners of English as a second language find it difficult to speak in English. Delivering oral presentations in English is even more challenging. The goals of this study were to investigate: a) Saudi female university students’ attitudes towards English oral presentations in general; b) whether they face difficulties when delivering presentations online or in class; and c) whether they prefer to give presentations online or in class. The study was conducted with 128 Saudi female university-level students. The data instruments were an eighteen-item questionnaire and semi-structured interviews which examined three constructs: (a) their attitudes towards English oral presentations in general; (b) their attitudes towards online English oral presentations; and (c) their attitudes towards in-class English oral presentations. The results showed that: (a) the students had positive attitudes towards the importance of English oral presentations for the improvement of their language, even though such presentations make them nervous; (b) the students were less nervous while giving online presentations than they were while giving in-class presentations; (c) the students preferred online presentations to in-class presentations; and (d) the students preferred to deliver online presentations alone and in-class presentations as a part of a group.

Investigating the Effectiveness of Affixes in Learning Medical Terminology among Students of Medicine: A Case Study of College of Medicine, Karary University, Sudan

2024-12-17T14:33:07-05:00

This study aims at investigating the effectiveness of word affixes in learning medical terminology among students of medicine. An experimental approach was taken for the purposes of this study by the researchers. The data were collected using a design that included a pre-test and a post-test, and they were examined utilizing the T test and the statistical program SPSS. Students at College of Medicine, Karary University, Sudan who were in their first year of studying Medicine were the main part of this study. The participants in this study were all in first year of studying medicine where English language is a medium of instruction. These students (males and females) their ages between 18 to 20 years old, the stratified random selection was made consisted of 110 freshmen participants. In this study the researchers used a pre-test and a post-test instrument (a test design) which made the classification and investigation of this study possible through (Paired Sample T. Test). The study reached several of findings such as that word affixes have an effective role in learning medical terminology, exposing medical terminology to medical students using affixes represents an effective way for comprehending these phrases, prefixes and suffixes have a vital role in the formation, comprehension, and interpretation of medical terminology, and the utilization of affixes in acquiring medical language diminishes the complexity of medical courses. The main recommendations of this study comprise: students of medicine should pay attention to the effective role of word affixes in learning medical terminology and somehow it helps them in pronouncing these terms easily, medical students should practice analyzing medical terminology into its components to comprehend its meaning, comprehending medical language necessitates an acquaintance with common medical roots, prefixes, and suffixes; hence, medical students should engage in practical study of affixes, it is essential for medical teachers to simplify the complexity of medical courses, particularly the terminologies, through the use of affixes, and it is essential for EFL educators in the medical profession to develop an introductory course on medical terminology for novice students, primarily focusing on the function of affixes.

Narration, Memory, and the Construction of Self Fatna El Bouih’s Talk of Darkness as a Case Study

2024-12-20T08:47:28-05:00

This paper investigates the intricate interplay between Memory and Literature as two interconnected symbolic systems that significantly conjure up in their representational capacities. It posits that literature transcends its marginalization in contemporary discourses by asserting its pivotal role in preserving and articulating both personal and collective memories. Literature’s unique ability to transform historical events, cultural identities, and collective experiences into enduring textual forms underpins its capacity as a mnemonic medium. Drawing on Paul Ricoeur's theory of mimesis and Astrid Erll's studies on memory, the paper examines how literature, particularly autobiography, mediates the reconstruction of Self and Memory within the frameworks of time and power structures. The analysis delves into the dual capacity of literature as both a locus of memory and a framework for organizing disparate experiences into coherent narratives, emphasizing its role in identity construction. It critically engages with Dariush Shayegan’s concept of "double fascination," which highlights the dynamic correlation of past and present in collective memory, alongside Ricoeur's tripartite model of mimesis that elucidates the narrative dimensions of memory. The article further critiques the tensions between individual and collective representations of memory, exploring how literature navigates these through emplotment and imaginative engagement with history. By foregrounding the relationship between time, narrative, and memory, the article underscores literature’s enduring relevance in preserving and interrogating cultural histories and identities, resisting homogenized narratives, and fostering a nuanced understanding of collective and individual consciousness. The article concludes by situating literature as a dynamic mediator that reshapes the past to resonate with present realities, thus contributing to both individual and collective consciousness in memory culture.

Investigating Female Students Use of Discourse Markers in Writing: A Linguistic Study at an EFL Context

2024-12-18T08:18:46-05:00

Discourse markers (DMs), as a set of language elements, are essential for structuring written material, indicating connections between concepts and ideas, and improving coherence in written texts. Gaining an understanding of how EFL students use DMs help better understand students writing ability, language growth, and textual organizing techniques. This study aimed to investigate female students use of DMs in writing. This was achieved through discovering the patterns of markers usage, potential challenges faced by learners, and strategies for enhancing the effective use of DMs in written English. A comparative analysis of texts produced by 24 female students (EFL setting) at Qassim University in Saudi Arabia was applied to fulfill the aim of the study. The results of this study showed that Saudi female students employ a relatively small variety of DMs. The use of restricted variety of DMs is the main focus of their writing. The most frequently DMs used are "and," "or," "as," "so," and "if". Nevertheless, the accuracy of these DMs is low. However, the amount of other DMs used by them is very low. Finally, this study draws a significant contribution to the study of second languages as it focused on exploring the discourse markers frequently used that enable teachers to pay attention to and work forward to encourage students to vary their use of DMs in their writing.

Writing Paragraphs: Strategies and Experiences of Bachelor-Level Learners

2025-01-06T08:17:46-05:00

Paragraph writing is a fundamental skill in academic writing, requiring learners to articulate a single theme supported by coherent evidence. This study investigates the strategies employed and experiences encountered by first-year Bachelor in Education (B.Ed.) learners in writing paragraphs. Employing a mixed-methods approach, the research integrates a quantitative cross-sectional survey of 295 participants with a narrative inquiry involving five interviewees. Quantitative data were analyzed using the Statistical Package for Social Sciences (SPSS) for univariate, bivariate, and multivariate analyses, while qualitative data were gathered through semi-structured interviews, which were audio recorded, transcribed, coded, categorized, and thematized. The findings reveal that a majority of learners (65.8%) adopted ‘planning’ as a pre-writing strategy, while 55.3% engaged in ‘editing’ and 40.7% sought ‘feedback’ as post-writing strategies. Notably, significant differences were observed between learners from public and private schooling backgrounds, particularly in the use of ‘planning’ and ‘editing’ strategies, both demonstrating moderate effect sizes. Additionally, learners reported receiving more guidance on writing points than crafting complete paragraphs, resulting in inadequate feedback on paragraph organization. These findings highlight the need for instructors to provide explicit instruction, detailed feedback, and structured support in paragraph writing. The study underscores the importance of equipping learners with comprehensive strategies to enhance their paragraph-writing skills, bridging gaps between instructional practices and learner needs. This research contributes to understanding writing strategies and experiences in the context of tertiary-level education and suggests practical pedagogical implications for improving paragraph-writing instruction.

Interactions between Classroom Discourse and Cultural Identities

2024-12-18T17:11:32-05:00

This article investigates the relationship between classroom discourse, student identities, and teacher ones, and how a reciprocal influence takes place, affecting the three constructs. Throughout the literature, many studies confirmed the fact that classroom discourse is heavily impacted by social norms and professional constraints, as well as the identities that manifest through continuous interactions. Teacher identity is also found to be influenced by professional dictations like work ethics, personal beliefs, and values, as well as interactions with their own students. Along with that, many studies asserted that student identity is a flexible and sensitive construct easily influenced by school and teachers' expectations, the interactions that take place between peers, and the diverse cultural backgrounds that thrive at school. This review also highlights the reciprocal influence between some teachers' identities, that manifest in certain discursive practices, and student identities that either validate teachers' input or resist it. Some case studies were reviewed offering more confirmation of the imperative of adopting more considerate and inclusive approaches while scaffolding the process of discursive identity construction; eventually optimizing relatedness, well-being, and academic performance.

A SOLDIER-POET TESTIMONIES: THE US-IRAQI WAR IN BRIAN TURNER'S POETICS

2024-12-16T12:39:42-05:00

This paper sheds light on Brian Turner's poems "At Lowe’s Home Improvement Center" and "Caravan" as testimonies of an American soldier-poet, Brian Turner (1957-), who held the position of an infantry unit leader during the 2003 US-led invasion on Iraq under the pretext of the existence of mass destruction weapons. It argues how Turner, as an eyewitness to the fatal violence of war against Iraq, exposes the traumatic memories of a survivor who experienced these events in person. This study shows how the concept of testimony is employed in Brian Turner's poems, "At Lowe’s Home Improvement Center" and "Caravan," as a form of a poetic model of literature and statement of evidence presented to the history of humanity. The findings of this study demonstrate Turner's sufferings as a veteran who served in the US-led war against Iraq. Turner's selected poems, as testimonial documents, show how those who have lived through war endure the effects of war. He, as a survivor of political violence, attests to the facts of history and prevents removing the events through negation, denial, or forgetting. To conclude, the literature of war poetry bears witness to the aftermaths of violence. Since 2003, the US-Iraqi War has increasingly influenced writings that recounts the experiences of wartime. Turner's testimonial poems explore how writing poetry acts as a means of recovery from trauma and as a method of bearing witness and giving testimonies of the devastation and negative effects resulting from the recent Iraq war.

On the Verge of Liminality: A Pipe Dream or an attained Eldorado in Laila Lalami’s Hope and Other Dangerous Pursuits.

2024-12-16T13:51:48-05:00

Laila Lalami’s novel Hope and Other Dangerous Pursuits (2008) presents a poignant exploration of migration and its associated motives and challenges, interwoven within the context of contemporary Morocco. The chief concern of this corpus-based, qualitative study is to analyse the central themes of the novel. Methodologically speaking, in analysing themes of this novel, the authors of this study utilise Postcolonial theory. Concepts such as liminality, hybridity, diaspora, orientalism and the politics of representation are used as tools of analysis. An understanding of the complexities of identity and belonging in a Postcolonial landscape can be attained through an examination of the characters’ journeys, both physical and emotional.

Teaching Program Based on (ChatGPT) and Its Effectiveness in Developing Reading Comprehension Skills for English Language Students at University

2024-12-15T09:57:11-05:00

The current study aimed at building a teaching program based on (ChatGPT) to develop reading comprehension skills and evaluate its effectiveness in developing reading comprehension skills among undergraduate English language students at university. The study applied the descriptive analytical approach by building a list of reading comprehension skills in the English language (a questionnaire) designed for this purpose, and used the experimental method with a semi-experimental design by using (a pre- and post-reading comprehension skills test). The study's sample consisted of (60) female students divided into two groups: a control group consisting of (30) students and an experimental group consisting of (30) students. The study revealed the effectiveness of the ChatGPT-based teaching program in developing literal, deductive, aesthetic, creative, and critical comprehension skills among the students in the experimental group. The study recommended conducting training courses for faculty members and students on how to use (ChatGPT) and organizing workshops to raise awareness among faculty members about the importance of applying (ChatGPT) in teaching English language courses. Additionally, distribute informational brochures to both managers and supervisors to enhance the role of faculty members in utilizing other artificial intelligence applications.

Speech Perception of Arabic Pharyngealized Consonants by British and Greek Learners of Arabic

2024-12-14T06:54:49-05:00

This paper examines the ability of British English and Modern Greek learners of Modern Standard Arabic (MSA) to perceive and categorize Arabic pharyngealized consonants within the perceptual assimilation model (PAM-L2; Best & Tyler, 2007). It explores the categorization patterns of these sounds and compares the performance of British and Greek participants, highlighting how native language phonetic inventories and sociolinguistic factors influence non-native sound perception. Thirty participants, divided into British and Greek groups, underwent two perception experiments assessing their ability to discriminate and categorize these consonants. Additionally, the study adopted the frameworks of Faris et al. (2016) to analyze uncategorization patterns. Results revealed that Greek learners were more successful in categorizing pharyngealized consonants, often assimilating them to non-pharyngealized counterparts, while British learners showed greater difficulty, primarily demonstrating uncategorized patterns. Greek learners categorized [s?] and [ð?], whereas British learners struggled with all pharyngealized consonants. The findings underscore the influence of learners’ native phonetic systems and exposure to Arabic dialects on L2 perception. The study emphasizes the need to consider MSA as a foreign language in curriculum design, given its unique phonetic challenges.

Project-Based Learning and Students’ Motivation: Kacem Amine High School as a Case Study

2024-12-12T06:14:04-05:00

The learning methods can either increase or decrease students' motivation. Project-based learning is one of the modern learning methods that have been found to create a welcoming and motivating learning environment where learners enthusiastically participate in constructing knowledge on their own. To investigate this in the Moroccan context, the researchers conducted a correlational study to explore the relationship between project-based learning as an independent variable and students’ motivation types as a dependent variable. The twenty students who participated in the experiment were given a project to conduct. The project was related to what they had studied in unit four of the Ticket to English textbook. The results indicate that PBL and students’ motivation are to a greater extent interrelated.

FLE, FLCA, and FL Perceived Competence and FL Learning Effort in Saudi Military Cadets: A Structural Equation Modeling Approach

2024-12-12T01:17:27-05:00

Using structural equation modeling, the present study takes the initiative to test a theoretical model that subsumes the following latent variables: Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCA), foreign language (FL) perceived competence, and FL learning effort as the criterion measure. A total of 148 Saudi cadets at a Saudi military academy studying English as the only foreign language volunteered to complete a questionnaire survey. The study found that FLCA negatively impacted all the other latent variables in the proposed model. While the negative influence of FLCA on FL perceived competence was direct, FLCA indirectly contributed to FLE and FL learning effort. In addition, as FL perceived competence was negatively impacted by FLCA, it directly and positively contributed to FLE. Finally, FLE was the only latent variable that determined FL learning effort, i.e., the effort that these Saudi English learners reported they invested in learning English. The results of the present study are discussed in relation to the findings of previous studies in the field.

Scars of the Battlefield: Analyzing the Psychological Impact of War on Women in Humayun Ahmed’s Jochna O Jononir Golpo

2024-12-01T08:29:52-05:00

The Bangladeshi Liberation War of 1971 is significantly celebrated and remembered as it marks the indelible history in the lives of the people who sacrificed their existence physically, emotionally, and mentally for the love of their motherland. In this context, Jochna O Jononir Golpo's (2004) is a widely read narrative as it offers a poignant depiction of the chaos of war from a bird's-eye perspective. The title translates to “The Story of Moonlight and Motherhood,” where the moon stands for a metaphor of beauty in Asian literature and shares a great similarity with motherhood embracing the world with the soft touch of the celestial body. The novel can be defined as a fictional autobiography as it delves into the author’s experiences alongside the central protagonists of the novel. The havoc of the war is reflected as Shahid’s wife and daughter walk out of the house with anger and are lost in the curfew of Dhaka city. The moment's intensity is demonstrated as Naimul, a calm student and the newlywed husband of Moriom, transforms into a ruthless soldier. Moriom’s eternal longing for her husband while filling her diaries with letters provides a flicker of hope for the soldiers at war. This paper aims to analyze how these characters’ traumas are amplified by their roles as women in a patriarchal society in the Bangladeshi Liberation War of 1971. Drawing on feminist theory, this paper analyses the emotional isolation, loss of identity, and societal negligence against women. Furthermore, the paper will also regain strength by exploring the resilience of these characters against the backdrop of a hostile environment amid war. The significance of this paper lies in acknowledging the pain and trauma endured by women during 1971 that are often silenced by the grand narratives of the political context.

A Lexico-Grammatical Analysis of Patriotism, Nationalism, and the Palestinian Cause in Moroccan Football Ultras Discourse

2024-11-23T11:40:43-05:00

This study aims to critically examine the discursive construction of themes such as patriotism, nationalism, and the Palestinian cause within the discourse of Moroccan football ultras. Utilizing Norman Fairclough’s three-dimensional approach, the research conducts a lexico-grammatical analysis of 3 selected chants and 20 slogans by Moroccan ultras. The analysis specifically focuses on the two meta-functions proposed by Halliday’s Systemic Functional Linguistics (SFL), which Fairclough incorporates into the initial stage of his three-dimensional model. Adopting a qualitative methodology, this study emphasizes the experiential, relational, and expressive values of the lexico-grammatical features in the ultras’ discourse on patriotism, nationalism, and the Palestinian cause. This paper endeavors to address two key questions: Firstly, how are these themes discursively constructed through lexico-grammatical features? Secondly, how do lexico-grammatical features reveal ultras strategies when discussing these issues? The findings of this study revealed that Moroccan football ultras use diverse ideologically charged lexicon and linguistic techniques such as rewording, over-wording, synonymy, hyponymy, and antonymy to express patriotism and support for the Palestinian cause. They enhance emotional engagement through dysphemism and varying formalities, frequently employing SVO and SVC structures with material and mental processes while avoiding negative sentences. Also, nominalization is used to reinforce their commitment, and active voice highlights the agency of entities. Deictic pronouns and different grammatical modes -declarative, imperative, and interrogative- are employed to establish power relations within the discourse. The findings contribute to broader discussions on the role of sports culture in socio-political activism and lay the groundwork for future studies examining the interplay between sports discourse and socio-political dynamics in different cultural contexts.

Politeness and Power in Moroccan Political Discourse: The Strategic Use of French Honorifics

2025-01-20T13:01:24-05:00

This study investigates the relationship between politeness and power in Moroccan political discourse, focusing on the strategic use of French honorifics by political figures. Drawing on Brown and Levinson's (1987) politeness theory, it explores how linguistic strategies assert authority and navigate face-threatening acts in high-stakes interactions. Using multimodal discourse analysis, three video recordings of Moroccan political figures, including interviews and speeches, were analyzed to uncover patterns in the use of honorifics across various social and political contexts. The findings reveal that honorifics function as tools for maintaining social hierarchies, where power dynamics are influenced by age, social status, and cultural norms. Additionally, honorifics not only signify deference and respect but also carry nuanced implications that reflect the complexity of political communication in Moroccan society. This research highlights the critical role of linguistic strategies in shaping authority and social relationships in political discourse, offering insights into the interplay between language, identity, and power. Furthermore, it underscores the importance of cultural and contextual factors in understanding the mechanisms of politeness in a multilingual and politically dynamic setting.

Keywords: Politeness Theory, French Honorifics, Moroccan Political Discourse, Power Dynamics, Discourse Analysis.

Mainstream K-2nd Grade Teachers’ Beliefs Towards Using Learners’ Home Languages in a Multilingual Setting

2024-12-26T09:55:36-05:00

This article reports the quantitative phase results from a mixed-method study conducted with K-2nd grade mainstream teachers in a U.S. district where most teachers and learners are multilingual. The study aimed to capture teachers' beliefs about using learners' home languages (HLs) in classrooms. Previous research on teachers' beliefs towards linguistic minorities (Dixon et al., 2016; Lucas et al., 2014; De Angelis, 2011) suggested that some variables, such as being bilingual and receiving training, could positively impact teachers' beliefs. The results reported here indicated a more complex situation with significant implications for teachers' training courses in multilingual settings. Abandoning a monolingual mindset during instructional time may involve revising teacher training and curriculum development. The results reported here bring valuable insight into the general belief that immersion in a monolingual-only environment would help students learn the language of the school faster, which impeded teachers from using learners' HLs for instructional purposes. Further studies could discuss if and how teachers' training programs on second language acquisition, literacy, and TESOL validate and incorporate learners' HL repertoire and adhere to a monolingual mindset. Moreover, if multilingual learners (MLs) have the right to understand instruction, express their knowledge, and participate in the classroom, it is essential to discuss the role of HL inside classrooms.

Utilizing Integrated Teaching Approach In Teaching Literature To ESL Learners: A Systematic Review

2024-11-30T12:54:18-05:00

The success rate of language learning hinges on the effectiveness of teaching approaches employed by teachers in ESL classes, particularly in literature teaching. Thus, this study explored the use of the Integrated Approach in literary teaching to ESL learners. Furthermore, this study ventured into teaching approaches utilized by the teachers that made up the Integrated Approach, the effectiveness of the approach to literary teaching, and the potential interactive activities that can be implemented using the approach. Systematic literature review method was used in the study and findings revealed that teachers used various literature teaching approaches, having the information-based approach as the most commonly employed while the stylistic approach was the least. Furthermore, the Integrated Approach was seen as effective in literary comprehension and appreciation, critical and creative thinking enhancement, and more so in language learning. Lastly, extensive question exercises, lecture sessions, discussion, utilization of differentiated teaching strategies, audio-visual materials, and collaborative activities were seen to be the best activities and practices in literary teaching. In conclusion, the findings of the study may help both teachers and learners in literary education. This may help in the design of an instructional module for teachers relative to the use of the Integrated Approach in teaching literature.

The Interplay Between Anxiety and Comprehension in EFL Digital Reading Contexts

2025-01-08T09:46:36-05:00

This study explores the impact of digital reading anxiety on the reading comprehension of English as a Foreign Language (EFL) learners. While it is established that reading anxiety can impede EFL learners' comprehension—especially when using digital devices—there is limited research on this issue's extent. To fill this gap, the study assessed 152 first-year university EFL students. Participants completed a background questionnaire, a reading comprehension test that included literal, inferential, and evaluative comprehension levels, and a digital reading anxiety scale specifically designed for EFL learners. This scale measured digital reading anxiety across seven dimensions: cognitive challenges, emotional responses, technological issues, physical discomforts, language-related anxiety, confidence, and task management. The results revealed that students generally experience moderate anxiety when reading on digital devices. Notably, students with stronger comprehension skills reported lower levels of digital reading anxiety, particularly in relation to inferential comprehension. However, no significant relationship was found between evaluative comprehension and anxiety. An independent samples t-test demonstrated that students with higher comprehension scores experienced significantly lower digital reading anxiety compared to those with lower scores. These findings provide valuable insights into the role of digital devices in EFL reading instruction and suggest that addressing anxiety may enhance reading comprehension outcomes.

From Chatting to Cheating: How Can Ethical Considerations Be Ensured in this AI-Driven Research Era?

2024-12-26T18:47:01-05:00

It is crystal clear that Artificial Intelligence has revolutionized research methodologies, particularly in the realm of data collection and analysis. Chatbots, powered by AI algorithms, are increasingly utilized as research tools, facilitating data collection, participant engagement, and even data analysis. However, the integration of AI-driven methodologies raises profound ethical concerns, particularly regarding privacy, informed consent, and the potential for manipulation. Thus, this paper aims at exploring the intersection of chatting, as a mode of interaction, and cheating, as an ethical concern, within the context of AI-driven research. Specifically, it investigates how AI-powered chatbots, often employed as research tools, can inadvertently facilitate unethical behavior, such as cheating in academic or experimental settings. Drawing upon ethical frameworks and guidelines established in the field of research ethics, this paper proposes strategies and guidelines for researchers to ensure the ethical conduct of AI-driven research. Furthermore, this paper examines the implications of AI-driven research on academic integrity and scientific rigor. It discusses the challenges of maintaining transparency and accountability in AI-driven research processes, particularly in ensuring the validity and reliability of data collected through chatbot interactions. Briefly, by critically evaluating the ethical implications of AI-driven research methodologies, this paper aims to contribute to the development of responsible and ethically sound practices in the field of research utilizing AI technologies.