Urban Toponymy as a Cultural Identity Marker: An Onomastic Study of the Cina Benteng Community in Tangerang, Indonesia
Toponyms of the Cina Benteng community in Tangerang, Indonesia are embedded with cultural identity and historical legacy, to show a geographical and social differentiation. This study examines the toponymic practices of this Cina Benteng community, focusing on how place names reflect and maintain cultural identity in an urban minority context. Through a multidimensional approach combining historical documentation, linguistic analysis, and social investigation, the research analyzed 45 toponyms across five districts in Tangerang. The study employed qualitative methods, including structured interviews with 20 informants representing various community stakeholders, to explore both lexical meaning and presuppositional meaning (categorical, associative, and emotive) of the toponyms. The findings reveal complex patterns of language contact and cultural preservation in naming practices. The lexical analysis identified five languages (Indonesian, Chinese/Hokkien, Sundanese, Sanskrit, and Javanese) in both monolingual and bilingual configurations. The categorical meaning analysis revealed 14 distinct semantic categories, while the associative meaning analysis showed a predominance of positive associations (72%) over negative ones (28%). The emotive meaning analysis identified strong positive emotional connections to place names, particularly expressions of joy, happiness, and pride in community achievements. These findings demonstrate that Cina Benteng toponyms function as sophisticated repositories of cultural memory, social history, and community identity, providing valuable insights for urban planning and cultural preservation. This research contributes to understanding how urban minority communities maintain cultural identity through toponymic practices while adapting to broader social contexts.
Semantic, Formal and Pragmatic Characteristics of Terminology
Terminological vocabulary holds a significant position in the general lexicon of a language, though not much is known about the formal structure and pragmatic functions of the semantics of social science terms in a professional and scientific discourse. The purpose of this study is to study the problem of compliance of the results of term formation in the modern Kazakh language with semantic, formal and pragmatic requirements. The study was guided by the theoretical and practical foundations of the formation of the Kazakh National terminological corpus including inventory, systematization, and regulation. The social science terms sampled for the study were restricted to 386 terminological units, selected using the mass sorting method from the terms approved during the period from 1971 to 2014. To analyze the findings, descriptive, structural, semasiological, onomasiological, combinatorial, definition, quantitative and component analysis methods were used. The results revealed the synchronous state of established terms, including molded term systems in the field of social sciences. The difficulties faced in the development of a state language, absence of a terminological system, and practical inadequacy of terminological work were also identified. The relevance of the term to the sphere of the terminological system, the ambiguity and accuracy of the term, consistency, and linguistic correctness were established. The study also established that terminology in a communicative context has semantic precision, formal stability and pragmatic variability. A comprehensive analysis of these characteristics showed their possibility to improve the standardization of terms and optimize professional communication. The results of the study can be used in works carried out in order to improve the formation and use of terms in the field of term formation.
Emotion, Ethnicity, and Language: An Associative Study of a National Concept
This study aims to explore the concept of qoŋyr as a culturally marked linguistic phenomenon in Kazakh linguoculture, a term which frequently appears to express culturally specific emotions and ethnicity in Kazakh poetry, music, folklore, and everyday discourse, making it a core component of national symbolic thought. Using the semantic differential method, data were collected from 108 native Kazakh speakers via an online survey. Participants assessed the associative strength of qoŋyr with various concepts across 16 thematic fields (e.g., nature, emotions, moral traits). Statistical analysis using Jamovi revealed key associations with words such as küz (autumn), topyraq (soil), dombra (musical instrument), momyn (meek), and Qazaq (Kazakh), indicating its deep integration in national cognition. The findings demonstrate that the concept qoŋyr in Kazakh linguoculture functions not merely as a color term, but as a culturally rich conceptual symbol embodying values such as modesty, harmony, spiritual depth, and connection to nature. The experimental results also revealed strong semantic links between qoŋyr and such domains as nature (soil, breeze, autumn), emotions (sadness, nostalgia), personality traits (meekness, simplicity), and national identity (Kazakh, dombra). This study represents a step toward a deeper understanding of language as a tool for preserving and transmitting cultural meanings. The results also have deep implications for ethnolinguistic research, intercultural communication, and Kazakh language education.
Cultural and Linguistic Translation of The Gift of the Magi: A Comparative Study of Arabic and English Renderings
This work aims to investigate the problems and related strategies involved in the cultural and translational adaptation of O. Henry's short tale, "The Gift of the Magi." It focuses on problems within the realms of cultural and contextual translation, taking special notice of discrepancies within cultural systems, use of idioms, and text structure. Its overriding objective remains the analysis of how translators mediate the tension between being loyal to the literal sense of the original text on the one hand, and rendering the text intelligible to readers of diverse cultural contexts, yet still project the thematic richness and style-emotive tone of the original work. By using a qualitative approach, the study borrows on translated texts in the form of Arabic and English texts, with the use of semi-structured interviews on professional translators. The results suggest that tactics like cultural adaptation, paraphrasing, and dynamic equivalence are commonly employed in dealing with problems related to cultural allusions, syntactic irregularities, and use of idioms. Translators admit challenges like the maintenance of the original work’s integrity as well as the need to be clear to the intended viewers. The study highlights the translator's mediatory role between linguistic systems as well as between cultural systems, while underlining the existing tension between creating translations that are highly source-text congruent on one level, yet others intended to facilitate deepened reader understandability.
Semantic Change and Anachronism in the Book of Ecclesiastes: A Diachronic Linguistic Analysis for Biblical Interpretation
The Book of Ecclesiastes lacks a systematic evaluation of its lexicon and the doctrinal consequences of semantic anachronism and diachronic linguistic awareness. This study aims to identify and classify instances of semantic change using Campbell’s (2021) typology. Employing a qualitative, diachronic linguistic methodology, the research systematically traces the meanings of selected Hebrew terms—hevel (“vanity”), ruach (“spirit”), amal (“labour”), cheleq (“portion”), et (“time/season”), and chokmah (“wisdom”)—from their original biblical usage, through early modern English translation, to their current meanings in contemporary English. Data collection involved purposive sampling of central lexical items, comprehensive manual comparison across the Hebrew Text, KJV, and modern English translations, and interpretive validation using leading lexicons and scholarly commentaries. Findings reveal substantial patterns of semantic change, including broadening, narrowing, metaphorical extension, and cognitive redefinition, resulting in widespread semantic anachronism. Modern interpretations frequently diverge from both the original Hebrew and early modern senses, leading to potential distortions of theological and philosophical intent. The analysis underscores the persistent risk of doctrinal and pedagogical misinterpretation when historical semantics are overlooked. The study recommends integrating diachronic linguistic awareness and cognitive semantic principles into translation, biblical scholarship, and religious pedagogy to safeguard the interpretive integrity of Ecclesiastes. Limitations include the qualitative scope of lexical selection and the exclusion of computational analysis, suggesting avenues for future research using quantitative and cross-linguistic methods. Overall, this research affirms that addressing semantic change is critical for accurate interpretation and effective pedagogy in biblical studies.
Beliefs and Practices of Written Corrective Feedback in Spanish as a Foreign Language: A Case Study of Chinese and Spanish Teachers
This study examines the nature of written corrective feedback (WCF) in relation to the beliefs held by two Spanish as a Foreign Language (SFL) teachers and their actual classroom practices. The primary objectives are to explore the teachers’ conceptions regarding WCF, to identify the various methods through which WCF is delivered, and to determine the extent of congruence or divergence between their beliefs and instructional behaviours. Data were collected from the written work of 21 students, alongside semi-structured interviews conducted with the two SFL teachers. The student texts were analysed using Atlas Ti 9.0, while thematic analysis was applied to the interview data. The results indicate that both teachers predominantly employ direct feedback, whereas indirect feedback is utilised far less frequently. The teachers expressed strong support for the instructional role of WCF in facilitating second language (L2) acquisition, and their classroom practices were generally consistent with their stated beliefs. The study concludes with an interpretation of the key findings in response to the research questions and a discussion of the study's limitations.
Methodological System for Using ICT In the Process of Integrated Learning in Kazakhstan
ICT aided integrated language teaching is a new pedagogical practice in Kazakhstan, introduced to teach trilingual education as well as special language and methodological retraining in a gradually developing multilingual society. This study addresses the problem of applying ICT in disciplinary content and integrated foreign language teaching. The aim of the study was to determine the content of the curriculum and the current state of ICT use in integrated foreign language teaching in Kazakhstan. A survey-based qualitative research methodology guided this study, with a sample comprising 30 teachers and 84 students, both male and female, from secondary general education schools in Zhambyl and Taraz regions. The results highlight the importance of ICT and digitalization in teaching and learning, as it equips school administration, teachers and students to face the challenges of integrated learning. Teachers admitted that ICT enriched their teaching and improved their professional skills. The findings also reveal that ICT contributed in both subject content teaching and language acquisition. This study recommends the correct and appropriate use of ICT in teaching subject majors and a foreign language with the integrated approach. It is hoped that this study would pave the way to develop new programs of integrated learning process and manufacturing of textbooks on the subject, aiming at the formation of communicative competence.
Intercultural Communicative Competence among Chinese Language Teachers in the UAE: Perspectives, Practices, and Challenges
With the globalization of education, Intercultural Communicative Competence (ICC) has become a critical element in foreign language instruction. This study aims to investigate the ICC levels, perceptions, and pedagogical practices of Chinese language teachers in the UAE’s K–12 public schools, while also identifying the challenges they face in multicultural teaching environments. Adopting a mixed-methods design, the study employed a structured questionnaire based on Byram’s ICC model and intercultural contact scales, and conducted semi-structured interviews grounded in Karabinar & Guler’s framework. A purposive sample of 37 Chinese teachers participated in the survey, and 5 were selected for in-depth interviews. Quantitative analysis revealed that teachers demonstrated high levels of ICC, especially in attitudes and skills of interpreting and relating, while critical cultural awareness was less developed. Intercultural contact at the workplace was the strongest predictor of ICC development, whereas social media interaction had negligible influence. Thematic analysis of interview data highlighted pedagogical strategies such as cultural comparison and simulation, alongside recurring challenges including religious sensitivities, lack of cultural resources, and psychological stress. The findings suggest that ICC not only affects teaching effectiveness but also impacts teachers’ mental well-being and professional identity. Implications include the need for targeted teacher training programs focusing on critical cultural awareness, the expansion of intercultural resources, and institutional support mechanisms. These insights contribute to the refinement of Chinese language education policies and promote intercultural understanding in the context of multilingual and multicultural education in the UAE.
The Role of Native Languages in Identity Preservation Among Turkic Minorities in Kazakhstan
Kazakhstan is a multilingual country and home to many languages, including several Turkic ones in varying degrees of danger and vulnerability. The sociolinguistic problems associated with preserving and reviving these languages are significant due to complex historical, cultural, and political factors. The purpose of this article is to analyze these problems by studying the sociolinguistic status of endangered and vulnerable Turkic languages in Kazakhstan, such as Kumyk, Balkar, Gagauyz, Sakha (Yakuts), Crimean Tatar, Nogai, Khakas, Tuvans, Karachay and others, against the background of the dominant bilingual context of the country – Kazakh and Russian. The study adopted a socio-linguistic and qualitative research design to collect data of the Turkic ethnic groups in Kazakhstan, in relation to the issue of language extinction. Primary data was collected through questionnaire and semi structured interviews from a sample of 27 speakers from various Turkic-speaking nationalities. The findings reveal a complex interplay of cultural practices, linguistic usage, and ethnic identities among the Turkic peoples in Kazakhstan. These ethnic groups are facing challenges to preserve their traditions and languages due to factors such as assimilation, migration, and the dominance of the Russian language. The study provides valuable insights into the sociolinguistic dynamics of Turkic ethnic groups in Kazakhstan, and highlight the urgent need for greater support for the preservation and promotion of vulnerable and critically endangered languages, as well as the cultural heritage associated with them. The study recommends a more inclusive language policy that recognizes and supports the linguistic rights of Turkic-speaking minorities in Kazakhstan.
The Medicine Man Figure in Native American Literature: A Cultural and Literary Analysis
This study investigates the re-invention of medicine men in contemporary Native American literature, placing them as more than simply healers, with their linguistic competences reflecting their cultural resilience, political resistance, and spiritual continuity. This research, then, aims at analyzing how Indigenous authors reclaim and remodel the image of medicine men into symbols of struggles through their language in an ongoing effort towards survival in the face of colonial pressures. Through qualitative literary analysis employing Homi Bhabha's notion of hybridity and Gerald Vizenor's concept of survivance, a critical investigation into selected works by Sherman Alexie, N. Scott Momaday, Leslie Marmon Silko, and Louise Erdrich provides a reading of the narratives. A close reading of the sampled texts revealed the medicine men as complicated hybrid figures, straddling the worlds of tradition and modernity, dynamic symbols of identity, sovereignty, and survival. They are portrayed as resisting arbitrary or romanticized stereotypes, thereby opening up a new way to view them as political actors, culture-carriers, and spiritual leaders in contemporary life. This study has the implication that such literary reconstructions serve effectively to advance meaningful reclamation of Indigenous cultures and contest overarching colonial narratives that marginalize or erase Native presence. The study calls for multidisciplinary research that unites literary, anthropological, and historical examinations further into understanding Indigenous representation in literature.
Integrating AI-Based Feedback into EFL Writing Instruction: A Case Study from a Vietnamese University
There exists inadequacy of traditional feedback mechanisms in EFL writing instruction within Vietnamese higher education contexts. This research aims to investigate the effectiveness and feasibility of implementing AI-based feedback systems in enhancing Vietnamese university students' EFL writing skills. Mixed-methods sequential explanatory design was employed over a 16-week period. Random sampling was used to assign 384 Hanoi Open University second and third-year undergraduate students to experimental (AI feedback, n = 192) and control (traditional teacher feedback, n = 192) groups. Complexity, Accuracy, and Fluency (CAF) measures were used to evaluate argumentative writing tests administered before and after intervention, supplemented by semi-structured interviews and technology acceptance questionnaires. The experimental group demonstrated significantly larger improvements in all CAF dimensions, with significant gains in fluency (d = 0.51-0.61), moderate effects for complexity (d = 0.45-0.49), and large effect sizes for accuracy (Cohen's d = 0.66-0.71). Students showed a 5.6-point decrease in errors per 100 words and an 18.2% increase in error-free T-units specifically. Although there were limitations in terms of cultural sensitivity (65% of participants) and enduring needs for human interaction (87.5% of participants), student acceptance was high (M = 3.97/5.0). Results demonstrate that AI-based feedback systems significantly enhance EFL writing when integrated with traditional teaching methods, providing scalable solutions for large university settings while requiring targeted implementation strategies and comprehensive teacher training in hybrid pedagogies.
Revisiting Leon Guilhamet as a Pioneer Critic of Satire in Literature: A Critical Perspective
This paper primarily reconsiders Leon Guilhamet’s approach in understanding satire in literature, mainly through revisiting his critical book Satire and the Transformation of Genre (1989) which traces the development of satire as a genre that has undergone many transformations over the centuries, more specifically during the Renaissance period. The study aims to highlight the value and significance of using Guilhamet's critical concepts in his theory book regarding satire as an essential genre in literature. This study used a close reading methodology to assess Leon Guilhamet's perspectives of satire from his own critical perspective as well as through a historical analysis of this genre. The study traced its development from Plato’s time through the 18th century, extensively and intensively probed the complex structures of satire in some significant literary works, such as John Dryden’s "Mac Felckone", and "Absalom and Achitophel"; Alexander Pope’s "The Rape of the Lock" and "Dunciad"; and Jonathan Swift’s A Tale of Tub and Gulliver’s Travels. The findings reveal that, in a unique and thorough critical approach, Guilhamet successfully explains in details how satire has developed through the literary works of major scholars, critics, poets, writers and novelists across centuries. This study also views Guilhamet's treatise as one of the most primary sources that gives an informative and illuminating insight on satire across different literary genres, which contribute to a more truthful and realistic understanding of satire in a non-conventional pattern known in particular as his own innovative method. It is quite obvious that looking thoroughly and profoundly into Leon Guilhamet's approach towards satire and its criticism paves the way for a better understanding of satirical texts written in different time periods, and reconnects literary criticism with modern satirical genres. Therefore, such a critical study will introduce readers to new perspectives that embrace Guilhamet's theoretical understanding of satirical literature.
Linguistic Parameters of the Statement of Fact in the Defamatory Contentious Text
The purpose of this study was to find a solution to the problems arising in determining the “statement of fact” from defamatory contentious materials. The study aimed to check whether a linguistic analysis, assigned to objectively resolve legal cases in such contexts, can operate within the legal principles’ framework to solve this problem. A linguistic analysis with morphological, lexical-semantic and pragmatic approaches was conducted of a sample comprising negative information about the plaintiffs in a specific “News” episode of the republican “KTK” TV channel which caused a resonance in the society of Kazakhstan as defamatory material. The morphological analysis analyzed the semantics and grammatical function of grammatical markers in conjunction with the content of the context as a linguistic sign of information about the defamatory statement. The lexical-semantic analysis identified the objective and subjective meanings contained in the content of lexical units, phraseological units, and metaphorical expressions used by the author-subject in the contentious text. The pragmatic analysis was used to determine the communicative purpose and authorial intention of the author of the defamatory contentious text. As a result of the study, the definition of a statement of fact was supplemented with new content, the ability of phraseological units to express fact and the possibility of confirmation or denial of the truthfulness of the disseminated negative factual information by its author in linguistic form were assessed. Conclusions drawn in this study would assist in the process of conducting a forensic linguistic examination of defamatory contentious texts. It is believed that these identified parameters for statement about the facts will positively contribute to the achievement of an objective conclusion by linguistic examination in the legal case on defamatory texts.
Tracing the Dynamic Evolution of Learning Motivation and Its Effect on Reading Persistence for English Second Language Learners
Motivation plays a pivotal role in English language acquisition, particularly by sustaining learners' engagement in reading activities, which are essential for developing language proficiency. Although motivation has been widely examined in educational research, limited attention has been given to its developmental trajectory over time and its impact on the persistence of English as a Second Language (ESL) learners in reading tasks. This systematic literature review (SLR) aims to trace the evolving nature of learning motivation and evaluate its immediate influence on learners' sustained engagement with reading. Drawing on sixteen qualitative studies, the review investigates how motivational dynamics vary among learners and identifies the underlying psychological, emotional, and contextual factors that shape these changes. Emerging findings indicate that motivation substantially affects the extent to which students remain committed to reading, with persistence under motivational influence serving as a critical contributor to improvements in reading and overall language competence. Accordingly, the study advocates for instructional strategies that are responsive to fluctuating motivational states, thereby promoting prolonged learner engagement. This review offers valuable insights for educators, curriculum developers, and researchers seeking to enhance ESL learners’ reading proficiency.
AI-Based Corrective Feedback in EFL Interactive Speaking: Insights from Interactionist SLA Theory
This study explores the effectiveness of artificial intelligence (AI)-driven corrective feedback in enhancing the speaking accuracy and fluency of learners of English as a Foreign Language (EFL), drawing upon principles from Interactionist Second Language Acquisition (SLA) theory. The investigation seeks to understand the impact of AI technologies on learners within language education settings, particularly during oral task performance. The research involved 20 EFL students who engaged with varying levels of AI language tools. Data collection was conducted through semi-structured interviews and group discussions. A thematic analysis was performed using NVivo software. Findings indicate that participants showed notable improvements in grammatical accuracy and spoken fluency as a result of engaging with AI-based training. However, students identified limitations in the AI feedback, particularly the lack of tailored explanations and affective support, which are typically offered by human instructors. Although AI demonstrated considerable capability in delivering corrective input, learners continued to prefer teacher-led evaluations. This study contributes to the academic discourse in the EFL domain by critically examining both the advantages and shortcomings of incorporating AI into speaking instruction. It suggests that blending conventional pedagogical methods with AI tools may foster more effective spoken language development.
Semantic Change and Anachronism in the Book of Isaiah: A Diachronic Linguistic Analysis of Key Theological Terms in the King James Version
This study investigates semantic change and anachronism in selected Isaianic lexemes as rendered in the King James Version (1611) and understood in contemporary English, with the aim of showing how diachronic linguistic analysis clarifies theological vocabulary and prevents interpretive distortions. Employing a qualitative-descriptive design grounded in diachronic linguistics, lexical items were purposively sampled from Isaiah according to their theological centrality and evidence of semantic drift. Analysis followed Campbell’s typology of semantic change, triangulated with Hebrew concordances, historical lexicons, modern dictionaries, and comparative English Bible translations, with findings cross-validated against authoritative commentaries to ensure doctrinal and semantic reliability. Results revealed six recurrent categories of semantic change: broadening, narrowing, amelioration, pejoration, metaphorical and metonymic extension, and archaism or opacity in translation. Broadening often spiritualized originally communal and juridical concepts such as redeem, salvation, and righteousness, while narrowing reduced richly textured terms such as šālôm, remnant, and ‘ēbed to thinner modern categories. Amelioration heightened evaluative registers (kābôd → glory), while pejoration intensified moral colouring (‘āwōn → iniquity). Figurative extension became dominant in modern usage, and archaisms such as bulwark and satyrs created interpretive barriers. These findings highlight how semantic anachronism can obscure Isaiah’s covenantal and historical emphases. The study contributes to research by demonstrating the value of typology-driven qualitative methods alongside computational approaches, to pedagogy by offering practical tools for exegetical training, and to translation by stressing balance between historical fidelity and intelligibility. Future research should integrate computational techniques and extend analysis across biblical corpora, though this study is limited by its qualitative scope, focus on Isaiah in the KJV, and the inherent challenges of polysemy and transliteration.
Study of the Convergence of Formal and Non-formal Foreign Language Training: A Case of Kazakhstani Students
Proficiency in English is vital in today’s globalized world. Recognizing this, the Kazakhstani education system emphasizes the importance of converging formal and non-formal learning environments to enhance students’ language competence. The purpose of this research is to examine the convergence of formal and non-formal foreign language education in Kazakhstan and assess how these environments contribute to students’ language development. The research reveals theoretical and applied issues of the convergence of formal and non-formal foreign language education. A mixed-methods research design was employed. Quantitative data were collected through a structured questionnaire administered to 95 students from Karaganda Research University and Kazakh Agrotechnical Research University. Qualitative data were gathered through open-ended responses and semi-structured interviews. The instruments measured students’ participation in formal courses and non-formal language activities, as well as their perceived competence. Descriptive statistics were used to analyze quantitative data, while qualitative responses were coded thematically. The study culminated in designing and validating a convergent model for developing professional foreign language competence. Findings confirmed that students who combined formal and non-formal language learning showed a significant increase in language proficiency compared to the control group. The results demonstrate that the convergence of formal and non-formal education fosters more effective and sustainable language development. The study contributes to both global and national educational policies and curriculum design by creating a replicable model for developing professional foreign language competence in resource-constrained settings.
Studying The Kazakh Poetic Text From The Linguosynergetic Aspect
Language, owing to its dynamic character and the functional and pragmatic level of its communicative function, is oriented toward the transcendent truth of a linguo-synergetic paradigm of poetic discourses. The study aimed to demonstrate that the synergy of the pragmatics of artistic words is intertwined with the cultural information conveyed by the paremical, phraseological, mythological, and precedent structures in artistic discourses. A qualitative research design, with synergetics as primary methodology of scientific and linguistic researches, the study conducted a hypertextual analysis of language’s internal development. A few Kazakh poetic texts served as research sample, which were analyzed with linguosynergetic perspective, to uncover the deep essence of the poetic discourse of Kazakh poetry. It was revealed that the poetic word can be explored within the anthropocentric paradigm of Kazakh linguistics as it has its origins in the linguo-stylistic studies of Kazakh language. The study also revealed the power of poetic language embedded in the complex structural system of a literary text, and constituting a new paradigm in the study of language. The study thus implies that the core of such analyses is defined by the intentional world of the linguistic personality. Therefore, understanding the spiritual, cognitive, and informational foundation and potential of the Kazakh language from a linguosynergetic perspective in the context of implementing the new quality development process of Kazakhstan and within the framework of globalization is highly relevant.
The Specifics of Terminologization of Parts of Speech in Kazakh and English, Including in the Context of the Language of the City: A Comparative Analysis
The main purpose of this study was to make a comparative analysis of the process of terminologization of parts of speech in the Kazakh and English languages (Kazakh – agglutinative, English – inflectional) from historical, morphological, and cognitive perspectives. It aimed to comparatively analyze how grammatical terms related to parts of speech in Kazakh and English are formed, their structural features, and their cognitive characteristics. The study also attempted to examine the influence of Latin, Greek, Turkic, and English languages on the formation of part-of-speech terminology. The study employed comparative-historical, morphological, etymological, and cognitive methods to analyze 18 grammatical terms (nine parts of speech each in Kazakh and English). These methods revealed their origins, structural features, and cultural influences, proposing models of terminologization and aligning Kazakh grammatical terminology with international standards for translation equivalence. The study revealed that grammatical terms in Kazakh are formed on the basis of national cognitive and cultural models, whereas terms in English are grounded in the Greco-Latin academic tradition. The research also revealed that grammatical terminology in the Kazakh language is rooted in national conceptual frameworks, whereas English terminology has developed as a continuation of historical influences and scientific traditions. This research can contribute to improving translation accuracy, enhancing terminological consistency, and promoting the development of language policy.
Resistance and Voice: A Postcolonial Reading of Beverley Naidoo's The Other Side of Truth
In this study, the intertwined themes of voice, resistance, and identity formation in Beverley Naidoo's The Other Side of Truth are explored in relation to how child protagonists resist authoritarian power structures and reconstruct selfhood in contexts of trauma and displacement. A qualitative research design, combined with close textual readings guided by postcolonial literary criticism and trauma theory, examined narrative structures, symbolic geographies, and character development to study how such literary means provide tools of resistance. The findings reveal that narrative voices serve as a form of political resistance. Through this recounting of truth, symbolic memory, language adaptation, and intercultural negotiations, Sade and Femi re-establish agency in a novel that undermines the hegemonic narrative and empowers the marginalized voices of children as political actors. This study indicates the pedagogical and political power of postcolonial children's literature, insisting to raise critical consciousness in young readers. Thus, storytelling becomes a healing act and a mode of political engagement. The present investigation may be somewhat restricted, concentrating as it does on one novel with a qualitative approach, thereby impeding extension of results.
English in Saudi Arabia: Language Policy, Sociocultural Dynamics, and the Vision 2030 Transformation
English has gradually transformed from a foreign language to a strategic asset central to education, economic reform, and international engagement in the Kingdom of Saudi Arabia. This study explores the evolving role of the English language in Saudi Arabia, particularly in the context of the national development plan, Vision 2030, historically introduced in the early 20th century through oil and commercial partnerships. Drawing on literature reviews, policy analysis, and sociolinguistic perspectives, the manuscript investigates the historical trajectory, policy reforms, drivers of growth, and sociocultural implications of English expansion in the Kingdom. The findings reveal that English is increasingly perceived as a tool for empowerment, global mobility, and modernization, particularly among youth and urban populations. However, the study also highlights pressing concerns about cultural identity, Arabic language preservation, and linguistic equity. Implications include adopting an explicit additive bilingual framework that safeguards Arabic while scaling quality English provision; investing in equitable teacher development and bridging supports; aligning assessment with communicative outcomes; and monitoring EMI effectiveness to prevent gatekeeping effects.
Role of Differentiated Instruction in Enhancing Writing Skills of English as a Foreign Language Learners
Writing, as one of the most complex language skills, requires the integration of cognitive, linguistic, and organizational processes, and is often the most challenging skill for learners to master. Traditional one-size-fits-all approaches frequently overlook learner diversity, limiting effectiveness. The study investigates the impact of differentiated instruction (DI) on enhancing writing skills among seventh-grade English as a Foreign Language (EFL) learners. The purpose of this study was to evaluate whether DI strategies—including flexible grouping, tiered assignments, and individualized feedback—can foster measurable improvements in writing proficiency and learner motivation. Using an experimental design, a sample of 80 students was divided equally into an experimental group (DI-based instruction) and a control group (traditional instruction). Quantitative data were collected through writing performance assessments and motivational questionnaires, analyzed using non-parametric statistical tests, while qualitative classroom observations provided contextual insights. Findings showed that the experimental group significantly outperformed the control group in both writing proficiency and motivation, confirming the universal benefits of DI across different learning styles. The results demonstrate that DI not only supports skill development but also promotes engagement and confidence in EFL learners. The implications of the study highlight the importance of tailoring instruction to diverse learner needs in order to improve outcomes in EFL writing classrooms. Limitations include the relatively small sample size and context-specific focus, which restrict generalizability. Future research should replicate this study in varied contexts and explore the integration of DI with digital platforms to support sustainable and scalable applications.
Role of the First Language in Second Language Writing Instructions: Kazakhstani Teachers' Opinions
Purpose. This study aimed to explore the use of a bilingual approach in teaching English within the higher education system of Kazakhstan. The study investigates the role of the first language (L1) in the process of foreign language instruction, specifically English. The objective was to examine the perspectives of English language instructors regarding the use of L1 in the teaching of L2 writing skills. Methodology Adopting a mixed method research design, the study collected the opinions of university English teachers concerning the use of Kazakh in teaching students academic writing in English data, through an online survey. The collected data was compared with existing international practices, making it an experimental study conducted with a multilingual group having Kazakh as medium of instruction. Results The study revealed the effectiveness of the bilingual approach in teaching English writing skills at the initial stage of language learning. It was found that 90% of the participants use L1 (Kazakh) when teaching writing in English, which supports students in memorizing new vocabulary needed for constructing written texts, besides using the translation method for word combinations. Implications for research and practice. The study implies to implement more effectively bilingual instruction in foreign language writing within Kazakhstan’s multilingual society. Furthermore, deeper investigations and analysis into current practices of teaching English writing skills is required in both monolingual and multilingual groups.
An Optimality-Theoretic Analysis of Vietnamese Loanwords in the Bahnar Language
this study aims to develop a phonological adaptation model of Vietnamese loanwords in the Bình Định dialect of Bahnar, an Austroasiatic language of Vietnam’s Central Highlands. It also aims to construct a constraint hierarchy reflecting the phonological patterns of a minority language, and document and analyze lexical change in real time under sociolinguistic influences to identify common semantic domains in the loanword inventory. A corpus of 5,769 loanwords was compiled from dictionaries, field notes, and elicited data, and each item was coded for phonological features. Quantitative counts of adaptation strategies were combined with Optimality Theory (OT) tableaux to model constraint rankings. Results show that coda deletion is the dominant strategy (≈60%), followed by consonant substitution (25%) and vowel epenthesis (15%). Vietnamese tones are neutralized in borrowing, aligning with Bahnar’s register-based prosody. Tableau analyses indicate that a ranking where *CODA and *COMPLEX outrank IDENT-IO and MAX-IO predicts these adaptations. Additionally, reduplication occurs in 9.5% of loanwords, underscoring its role in morphophonological integration. Interdialectal comparison reveals both convergence across Bahnar varieties and localized innovations in Bình Định. The findings support Haugen’s model of borrowing and demonstrate that Bahnar speakers actively reshape foreign items to fit native phonotactics and sociolinguistic norms. This study provides the first systematic OT account of Bahnar loanword phonology, and contributes to comparative Austroasiatic studies, and offers a replicable framework for analyzing contact-induced change in minority languages.
Exploring the Functional and Semantic Features of Locative Set Phrases in Kazakh and Kyrgyz Languages
Locativity, a key concept in linguistics, refers to the expression of spatial relations. Phraseologisms with locative meaning are important linguistic units that reflect cultural and cognitive models of spatial perception. The purpose of this study is to conduct a functional-semantic analysis and comparison of locative phraseological units in Kazakh and Kyrgyz, thereby addressing the lack of comparative research in this area. The dataset consists of 30 locative phraseologisms compiled from phraseological dictionaries and literary works in both languages. In examining these, functional analysis, semantic description, and comparative-historical methods were applied to clarify their meanings, illustrate usage, and identify cross-linguistic similarities and differences. The systematic analysis shows that Kazakh and Kyrgyz share many locative phraseologisms due to common linguistic, historical, and cultural roots, while their differences reveal distinct national worldviews. These findings demonstrate how spatial expression is shaped by cultural experience and contribute to understanding the interplay between language, cognition, and culture. The study not only advances theoretical discussions in functional linguistics and phraseology but also provides practical insights for comparative linguistics and intercultural studies.
Cultural Filtering in Translation Memes: Allusions in English-Chinese Classical Poetry and Western Readers' Comprehension Barriers
Translation of Chinese classical poetry involves far more than a direct linguistic transfer; it requires a systematic mediation across complex cultural contexts. A core difficulty lies in the prevalence of culturally embedded memes, in the sense proposed by Dawkins, which often carry implicit and multi-layered meanings that do not lend themselves to literal translation. In practice, these translation-specific memes are handled through selective adaptation: some are domesticated and simplified to facilitate understanding for Western audiences, whereas others are preserved in their original form to maintain cultural authenticity for readers familiar with East Asian traditions. This study investigates the role of cultural filtering in the English translation of Chinese classical poetry, with a particular focus on how culturally bound memes are negotiated in the translation process. It analyses the strategies employed to mediate cultural distance and identifies key issues that Western readers should consider when interpreting translated poetic texts. The paper first reviews relevant translation theories, then conducts a comparative analysis of five canonical Chinese poems and their English renderings to demonstrate the application of theoretical approaches in practice. To safeguard the interpretive richness of allusive expressions, several recommendations are advanced: results should be presented without reducing the density of cultural allusions; translators should employ cross-cultural metaphors and select an appropriate cross-linguistic register; and the interpretive process should involve audiences with adequate cultural and linguistic competence.
Designing Digital Pedagogy for Generation Z: Arabic Language Education on TikTok
Purpose This research aims to describe the categories of Arabic language learning content developed by Generation Z Arabic language lecturers on the TikTok platform; to analyze the digital pedagogical design represented through material presentation strategies, media design, and pedagogical orientation in Arabic language learning content on TikTok; and examine the role of Generation Z Arabic language lecturers as educators and digital pedagogical designers in informal digital learning spaces. Methodology. This study uses a qualitative methodology and is designed as a descriptive case study. A total of 100 Arabic language learning videos were uploaded to conduct this research. Data was collected through non-participant observation of digital content. Thematic analysis, a framework for qualitative content analysis, was used to analyze the data. The analysis was conducted in stages and repeated until consistent and relevant conceptual themes were found to explain the digital pedagogical design techniques used by Arabic language lecturers on TikTok. Findings. The research findings indicate that the Arabic language learning materials on the platform can be categorized into several main categories, including language skills development, presentation of vocabulary and formal expressions, and reflection on pedagogical strategies. The research findings indicate that microlearning strategies, language contextualization, and multimodal learning design were consciously used to create the content. These strategies reflect a communicative and constructivist pedagogical orientation. Implications for research and practice. The research findings indicate that social media, particularly TikTok, can serve as an important space for learning Arabic. They also show that they can contribute theoretically to the development of digital pedagogical research and practically to educators in designing Arabic language learning that aligns with the characteristics of Generation Z.