International Journal of Language, Literacy and Translation
We are currently updating our journal. Please visit us again for more engaging and thought-provoking articles! International Journal of Language, Literacy and Translation (IJoLLT) is a journal published by the School of Languages, Literacies and Translation, Universiti Sains Malaysia. IJoLLT is a peer-reviewed international journal which discusses various academic aspects of language and highlights recent findings of research on languages. It is multidisciplinary in nature, seeking to link language to other fields. IJoLLT aims to enable authors with such research interests to gain greater visibility. As an online journal, IJoLLT also offers free access to its readers with a view to greater public engagement. Published biannually in March and September, we accept articles both in English and Malay Language. The journal aims to publish original multidisciplinary research papers that feature quality research in the field of language, literacy and translation. The scope of this international academic journal focuses on the contribution of disciplinary or interdisciplinary studies by providing a publication avenue for new and insightful multidisciplinary work in the region. The journal considers both theoretical and applied topics in language, literacy, and translation studies, translation and interpretation studies, and cultural studies based on the following sub-themes: Educational studies Applied linguistics Corpus linguistics Linguistic studies Literature studies Discourse analysis Critical discourse analysis Historical linguistics Language and politics Language and media Language and communication Language and psychology Language and sociology Language and religion Cultures Literacies Translation studies Translation and Interpretation Studies
SCHOOL OF LANGUAGES, LITERACIES AND TRANSLATION, UNIVERSITI SAINS MALAYSIA
Strategies to Enhance Grade Four Reading Skills in Rurally Located Primary Schools in the O.R.Tambo Coastal District
This paper examines strategies to improve reading skills among Grade Four learners in rural primary schools within the O.R. Tambo Coastal District, Eastern Cape, South Africa. The study sought to identify practical approaches for improving reading proficiency in this context. It was grounded in Lev Vygotsky’s social constructivism theory, which emphasises the importance of social interaction in learning; in this case, the emphasis is put on grades. An interpretive paradigm guided the research process. The study adopted a qualitative methodology with a case study design, and data were gathered through semi-structured interviews conducted with ten Grade Four teachers selected through convenience sampling. Thematic analysis was used to analyse the data. Key findings revealed effective strategies to enhance reading skills, including the use of picture books, the "Drop Everything and Read" initiative, grouping learners according to ability, and employing diverse teaching methods and styles. These strategies were designed to cater to the diverse needs of learners and promote engagement with reading. The study addresses a significant gap, as limited research and implementation efforts have been made in rural primary schools regarding reading enhancement strategies. The recommendations propose that educational stakeholders collaborate to cultivate a strong reading culture through targeted interventions. These include organising workshops focused solely on reading instruction strategies and fostering more significant support for teachers in rural settings. By implementing these recommendations, Grade Four learners stand to benefit from improved reading skills, laying out a stronger foundation for academic success in their learning. This research makes a meaningful contribution to the discourse on literacy development in under-resourced educational contexts.
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
Enhancing Pronunciation Skills in ESL Learners Through ChatGPT: The Efficacy of an AI-Driven Learning Tool
Pronunciation is often taken as a gauge of language proficiency and to judge overall English ability—sometimes inaccurately. As ESL learners reach tertiary-level education, pronunciation training often diminishes in priority, as they are assumed to have mastered basic pronunciation skills. Unfortunately, this may not be the case, and many pronunciation errors persist into adulthood. If this remains unaddressed, they can become fossilised, making them more challenging to correct later. In higher education settings, English language courses rarely focus on pronunciation training, particularly in the context of correcting erroneous pronunciation. This neglect can lead to communication issues and negatively impact individuals' growth and others’ perception of them in professional environments. Despite the potential of AI technology to transform language learning, there is a notable gap in the literature regarding the application of AI tools for pronunciation enhancement. This study aims to bridge this gap by investigating the use of ChatGPT for individualised pronunciation learning. It positions the study as a critical step toward enabling ESL learners to leverage the use of AI-driven approaches as potential solutions for pronunciation enhancement. Conducted among undergraduates taking English courses in a public university in Malaysia, this study adopts a quasi-experimental mixed-method design involving pre-test, post-test, and vocabulary identification. Findings indicated that ChatGPT has great potential for applications in pronunciation learning and can offer individualised self-accessed support for ESL students to improve their pronunciation.
Lexico-Semantic Analysis of Khayyam's Quatrains: A Comparative Study of Machine Translation and Human Translation
This paper presents a comparative and descriptive analysis aimed at evaluating lexico-semantic translatability errors in Khayyam's Quatrains (1048-1131) when translated using the Persian online translation tool Targoman. Fitzgerald’s (1859) human translation of the Rubaiyat serves as a reference point for assessing the quality of translation. The corpus for this study includes 30 quatrains from two translations (outputs from the Targoman Machine Translation & Edward Fitzgerald's translation, which is a human translation) of selected Persian classical poetry in the quatrain genre, authored by Omar Khayyam (1053-1123). These quatrains were chosen through a random sampling method from Khayyam's Rubaiyat. The study employs both comparative and descriptive analytical approaches to identify and evaluate the occurrence of lexico-semantic errors across different translation types. Using Liao's (2010) model, the most frequent errors in Targoman translations were Rendition Errors, especially issues with collocations, occurring 48 times. Errors followed this in translating phrasal verbs, which appeared 35 times. The least frequent errors, according to this model, involved the translation of proverbs (8 occurrences) and linguistic errors (1 occurrence). The purpose of this study is to assess the accuracy and effectiveness of Targoman's machine-generated translations of Omar Khayyam’s quatrains by comparing them with Fitzgerald’s human translations. The research aims to examine how well machine translation preserves the linguistic, semantic, and poetic nuances of the original text and to identify common errors that could affect the accuracy of meaning in translation. Additionally, the study concludes by emphasizing the need for further research into machine translation quality, highlighting its current limitations, and advocating for the use of more effective methods and strategies to address these issues.
Cultural Representation in Children’s Cartoon Programmes: Insights from the Nida/Newmark Typology
This paper presents a study on the cultural manifestation of foreign children's cartoon programmes made available for viewing in the Middle East, focusing specifically on verbal cultural references that may conflict with the values of the Arab audience. While prior research explored general cultural aspects in audio-visual media, limited attention has been given to the specific challenges of verbal cultural references in children’s cartoons. This study addresses this gap by analysing how verbal cultural inappropriateness is manifested and assessing the applicability of the Nida/Newmark typology of culture in this unique context. This study also evaluates the effectiveness of the Nida/Newmark typology of culture in identifying and categorising inappropriate cultural content. A qualitative analysis was conducted on selected Netflix cartoon series, with particular attention given to scenes that showcase various cultural elements, including customs, traditions, food, social organisation, and religion. Employing purposive sampling, the research deliberately selected culturally rich programmes to ensure a comprehensive examination that captures a variety of cultural representations. The findings revealed that the category of linguistic culture is the most prominent. In contrast, representations of social culture, religious culture, organisations and customs, material culture, and ecology are significantly less common. Notably, no cases are found in the categories of ecology, gestures, and habits. This absence is likely due to the study's focus on verbal content, as these elements are often conveyed through non-verbal communication. The study concludes that although the Nida/Newmark typology is effective for analysing verbal cultural inappropriateness in cartoons, it proves limited in scenarios where non-verbal cues, implicit cultural meanings, and evolving social norms are pivotal. Social or religious hints are conveyed through tones or gestures, and modern slang may not fit traditional categories. The insights gained from this research underscore the importance of cultural sensitivity in children's media, highlighting the need for further investigation into the broader implications of cultural representation in animated content.
The Impact of the IELTS Speaking Test on Teaching Methods and Test Preparation Strategies in China
The increasing popularity of the IELTS test preparation course in China has sparked a discussion about the level of knowledge among instructors in terms of language assessment literacy and their selected teaching methods approach. The primary objective of this study is to gain insights into the intended test evaluation goals by Chinese IELTS speaking test teachers and how it influences their selection of teaching methods. For this study, 32 Chinese IELTS speaking test teachers were invited to participate in the research. The findings indicate that teachers demonstrated a relatively satisfactory understanding of the IELTS speaking test design. However, there were differing opinions among teachers regarding the test criteria, particularly in regard to the absence of explicit mention of skills in the test materials. Moreover, the findings of the present study revealed a link between how teachers perceived the design of the target test and their support for two instructional strategies that they believed could facilitate students' learning of the abilities that will be evaluated in the actual test. The findings of this study offer valuable insights to educators, curriculum developers, and policymakers involved in IELTS, particularly regarding the significance of gathering teachers' perspectives on the goals of the target test. This study specifically highlights how vital it is to prepare teachers in language assessment literacy. Providing teachers with knowledge about testing allows them to make informed decisions and utilise more effective pedagogical practices. Through a thorough examination of test preparation in the Chinese context, the study could not only provide practical recommendations for enhancing IELTS instructional practices, but also contribute valuable insights to broader discussions surrounding the relationship between high stakes testing and teachers' pedagogical approaches.
IELTS speaking test design test preparation course
Exploring the Influence of Modalities on the Translator's Style within a Multidimensional Analysis: A Case Study in the English Translations of Ah Q Zheng Zhuan
This study examines the influence of the modality on translator style through a multidimensional analysis of five English translations of Ah Q Zhengzhuan. Employing a mixed-method approach, the research integrates quantitative analysis using Multidimensional Analysis (MDA) framework (Biber, 1988) and Multidimensional Analysis Tagger (MAT) proposed by Nini (2019) to investigate the use of necessity, possibility, and predictive modals across the translations. Complementing the quantitative data, a qualitative analysis explores specific examples of modal choices made by each translator, providing deeper insights into their stylistic and cultural strategies. The findings indicate that Leung and Lyell favour stronger predictive modals, thereby reinforcing future certainty and maintaining the authoritative tone of the original text, while Lovell and Wang tend to balance the use of possibility and necessity modals, resulting in a more adaptive narrative style. This study offers practical implications for translators by illustrating how modality influences the expression of authority, certainty and cultural reproduction in translation, contributing to a broader understanding of the translator’s style. By bridging quantitative and qualitative methodologies, the research provides original insights into the modality’s role in cross-cultural literary translations and its impact on both narrative tone and cultural interpretation.
Evaluating the Effectiveness of Undergraduate Translation Technology Training in China
Translation technology plays an indispensable role in the global language services industry. As a key component of modern translation pedagogy, translation technology training has been widely integrated into tertiary translation programs in China. However, the effectiveness of undergraduate translation technology training remains underexplored. To address this gap, an online questionnaire survey was conducted with 309 undergraduate students to investigate their perceptions of translation technology training. Kaufman’s model was adapted and used as the framework to evaluate the training's effectiveness. The results indicate that over half of the students expressed a positive attitude toward translation technology training. Most students found it effective in helping them acquire procedural knowledge of translation technology and enhance their overall technological competence. However, some students raised concerns about the availability of resources, insufficient hands-on practice, and the limited duration of training. The study concludes that undergraduate translation technology training requires increased resource investment, an extended training duration, and a stronger emphasis on fostering students’ autonomy. These findings contribute to a deeper understanding of how to enhance undergraduate translation technology training in similar contexts and provide a reference for future program development.
Edward FitzGerald’s Interpretation of Omar Khayyam’s Quatrains: A Study in Carpe Diem
This study critically examines Edward FitzGerald’s 1859 translation of Omar Khayyam’s Rubaiyat, focusing on how the work reflects Victorian England's cultural and ideological biases. FitzGerald’s version, while renowned for introducing Khayyam’s philosophy to the Western world, is also a product of its time, shaped by the Victorian worldview. By analyzing the translation through the lens of power dynamics and cultural mediation, this study explores how FitzGerald’s creative liberties – including his selective interpretation and significant reductions of the original text – reshaped the themes and messages of Khayyam’s poetry to align with Victorian sensibilities. The theme of carpe diem (seize the day), central to Khayyam’s quatrains, serves as a focal point for this inquiry, highlighting the universal appeal of Khayyam’s reflections on the transient nature of life. FitzGerald’s rendering of this theme, however, was informed by Victorian attitudes towards the East, with the translation’s emphasis on hedonism and the celebration of the present moment reflecting Western values of individualism and materialism. Despite the significance of FitzGerald’s work in both Eastern and Western literary traditions, little attention has been paid to the ideological underpinnings that influenced his interpretation of Khayyam. This research, therefore, contributes to translation studies and comparative literature by underscoring the role of translators as cultural mediators. By interrogating FitzGerald’s translation choices, this study offers a deeper understanding of how cultural biases shape the reception of foreign texts, and it highlights the enduring legacy of the Rubaiyat across time and cultural boundaries.
Loss, Gain, and Equivalence in the Translation of Culture-loaded Words in To Live: A Novel
Translating Culture-loaded Words from Chinese to English presents profound challenges due to their intrinsic cultural specificities. This study critically examines these challenges within To Live: A Novel, employing a novel text analysis methodology based on Bassnett's (2013) and Jakobson’s (2012) definitions of loss, gain, and equivalence in translation. Our findings reveal distinctive patterns of loss and gain that are not unique to the narrative style and cultural context of the novel but also offer broader insights into the dynamics of cultural translation. Despite the expertise of skilled translators in Chinese culture, achieving complete equivalence remains elusive, underlining significant discrepancies that persist in cross-cultural contexts. The study explains these complex translation dynamics and detailed strategies to enhance cultural fidelity and equivalence in such translations. The findings can assist in bridging the cultural gaps in English translation of Chinese novels more effectively and have some implications for Chinese literary translators.
Patriarchal and Matriarchal Perspectives in Rani Manicka’s the Rice Mother
Rani Manicka’s The Rice Mother was analysed by employing feminist literary criticism that dwells on the patriarchal and matriarchal aspects presented in the novel. This is to fill the research gap on feminist literary criticism in this respect, focusing on Malaysian English novels. To do so, two objectives are set as (1) to examine the representations of the female characters in the patriarchal society by employing Simone De Beauvoir’s The Second Sex theory and (2) to identify the levels of modern matriarchal society manifested through the protagonist in the novel by employing Goettner-Abendroth’s Levels of Modern Matriarchal Society. A qualitative content analysis (QCA) was used. Using an integrated view of text, the social reality is explored. The results indicate that the female characters in the selected novel vary in the patriarchal context where most females are the victims of the patriarchal society. It was also found that the protagonist proved to be a formidable matriarch through her behaviour in all four levels identified. This study contributes to the analysis of feminist literary criticism in the Malaysian context. It is also deemed beneficial in a broader context as it can provide a voice for women who are still considered as the marginalised other in the society. The study highlights the lack of female representation in popular culture. This study is also deemed crucial to empower women as it can provide a voice for women who are still being considered as the other for the balance of power in society and a strong family as a small social institution.
Evaluating Four Factors of Students’ Engagement in Task-based Learning under Blended English Learning Environment Using PLS-SEM Approach
The discussion in this article centres on the implementation of blended learning and the learning duties that are delegated to students within a blended learning environment. Learners will be entrusted with blended learning duties in the midst of pandemics. However, the efficacy of task utilisation may fail to fulfil its intended objective. Therefore, the research presented in this article assessed the perceived level of student engagement in integrated learning tasks based on the following criteria: task timeliness, task richness, task accuracy, and task adaptability. The investigation was carried out at four universities located in Shandong Province, China. An English course was conducted in the spring of 2022 employing a task-based teaching approach and a combination of traditional and online instructional design. The instructors allocated learning tasks for each class, both in-person and online. Specifically, the students were given these tasks prior to, during, and subsequent to each class. The duties completed by the students were assessed and the instructors provided feedback. At the conclusion of the academic term, students were requested to provide feedback through the administration of a questionnaire. The study’s findings underscored the students’ favourable disposition towards assignments within integrated learning courses. The research emphasised the importance of meticulously crafted assignments that possess the qualities of promptness, depth, precision, and flexibility. Moreover, the efficacy of integrated learning is enhanced by practical assessment methods that gauge students’ attributes and provide timely feedback on task completion. Additionally, learner autonomy and student engagement are enhanced by the task-based blended learning course.
Cultural Discourse in African Poetry: Output by Human Translators and Machine Translation Systems
The article reports on how two European translators (Etienne Galle and André Bordeaux), two General machine translation (GMT) systems (DeepL and Amazon Translate) and a Custom-built Microsoft Azure translator engine render the Culture-Specific Items (CSIs) in two anthologies of an African Author, Wole Soyinka, into French. The study seeks to fill a knowledge gap, namely the question of whether and to what extent existing Neural Machine Translation systems that are trained preponderantly with texts produced in Western contexts take CSIs in texts written by authors from a non-Western cultural background into account. Following Aixelá’s (1996) model for identifying and categorising CSIs, CSIs were first noted in the corpora's human, Deepl and Amazon Translate French translation versions. A Custom Translation Engine (CTE) was thereafter built and trained on Microsoft Azure with parallel data of about 14,000 English/ French African poetry sentences. CSIs were again noted after the CTE translated the anthologies. 25 CSIs were identified in the human and machine French translations of the two anthologies studied; more than two-thirds of this number are proper nouns, and the rest are common expressions. The results showed that most CSIs identified in the translation by CTE were lexically and orthographically similar to those identified in the human translation (HT). The results also indicated that CTE’s output of CSIs was less monotonous than that of GMT systems.
Storytelling as a Discursive Strategy for Framing Fragile and Stable States in WHO Reports
The embedding of personal stories in formal reports allows for the dissemination of complex information alongside relatable narratives which are more palatable. Storytelling serves to humanize information, making it more accessible and impactful for diverse audiences. This paper examines the use of storytelling as a discursive strategy employed by the World Health Organization (WHO) to report the responsiveness of both stable and fragile states to the COVID-19 pandemic. By analyzing personal stories which were included in extensive reports published for global consumption, this paper explores how storytelling was utilized as a discursive strategy to convey stereotypical images of stable and fragile states. The analysis revealed that the personal stories consistently portrayed fragile states as incapable of managing the crisis without external support. In contrast, stable states were portrayed as being very much in control of the situation, equipped with the best people and facilities to deal with the pandemic. The paper argues that besides serving as a powerful tool to humanize a global crisis, personal stories also serve to construct separate identities for stable and fragile states. Employing a content analysis, it was found that the personal stories went beyond narratives about the pandemic also to highlight broader issues in fragile states, such as gender discrimination. In so doing, the stories were reinforcing mainstream media narratives which typically portray fragile states as being backward. The findings inform media practitioners, particularly those working in the healthcare sector, about the integration of storytelling in official reports.
Assessment of ESL Student-Student Interactions: Vygotsky’s Approach
Language is defined as a means of communication between one person and another for different purposes. Learning it enables individuals to communicate easily with different societies. In addition, it gives a chance to understand their cultures, localities, states, and countries. It also serves as an instrument to share knowledge and experiences. English language becomes the global language in terms of education, technology, science, politics, etc. Report shows that more than half of today’s publications are in English. Hence, this study focuses on the Study of Student-Student Interactions in the English Language Classroom. It selects public senior secondary schools III in Katsina Metropolis. The importance of this study is to investigate whether the level of student-student interactions is enough to facilitate learning. The study reviews different literatures such as collaborative dialogue, peer feedback, question-asking, and the role of a teacher as guide. The study uses social learning theory proposed by Vygostsky (1962). It suggests that learning occurs via interactions students have with their peers, teachers, and other individuals. In that, the learning becomes easier. Also, the teacher stands as a guide to create a good atmosphere for interactions. The instruments for data collection are questionnaires, a target language observation scheme (TALOS) to get information from students, and audio recorded lessons in the schools. Katsina Metropolis has twelve schools, out of which six were selected for the study. The selection is based on the availability of data researchers take into consideration in the schools. Six English language teachers and 132 students are the sample of the study. All six teachers were issued with the questionnaire while 132 students were observed, and the lessons were recorded at different times using the afore-mentioned instruments. For easy comprehension and analysis, the researchers use simple frequency counts and percentages for the analysis of the data collected. The study reveals that student- student interactions in all the schools are very negligible as the students do not utilize them. Hence, it becomes insufficient to facilitate English language learning. It results in having poor results in the future of students, so they cannot further their education. To remedy this problem, schools should enforce the use of English language for every interaction among the students themselves and between the students and the teachers.
Tracing the Indian Influences on Lexical Borrowing in Malaysian Standard English
Culture is embedded in and reflected by language. Malaysian Standard English encompasses a vast number of indigenised words borrowed from Malay, Chinese, and Indian cultures (Baskaran, 2005). Malaysian Indians, the third-largest ethnic group in Malaysian society, have played a significant role in shaping Malaysian Standard English (MSE) through lexical borrowing from their rich and diverse cultural heritage. This study investigates the influence of Malaysian Indian culture on lexical borrowing in MSE. A survey adapted from Tan (2009a, 2009b) comprising both qualitative and quantitative questions was administered to 60 Malaysian Indian students at one of the public universities in Malaysia. It gathers 134 MSE words borrowed from Indian culture and examines the motivations for borrowing Malaysian Standard English words from Indian culture. The borrowed words are categorised under different cultural items like festivals, martial arts and acrobatics dances, medicine, food, social and recreational activities, religion, and clothing and apparel. The need to emphasise one’s Indian ethnic background emerged as the key motivation behind the adoption of the words in MSE. Also, the least significant motivation is the need to fill the lexical gap, which is different from many previous studies. By collecting those borrowed words and their underpinning motivations, this study offers valuable insights into the obvious relationship between language and culture, shedding light on how Malaysian Standard English reflects the influence of Malaysia’s Indian community. It also provides opportunities for people to acquire familiarity with Indian culture and promote smooth cross-cultural communication among Malaysian Indian ethnicity and other ethnic groups in Malaysia.
Libyan EFL Undergraduates’ Motivation Toward Integrating Improv Cards with Role-Play Technique in English Speaking Classes
The primary objective of the study is to measure learners’ perceptions of how integrating Improv Cards with Role-Playing Techniques into the EFL curriculum can enhance students' motivation to engage in spoken English communication and influence their attitudes toward language learning. Data were collected through a questionnaire administered to a sample of Libyan undergraduate students enrolled in EFL courses. The questionnaire included items related to students' motivation levels towards speaking English and their experiences with the use of Improv Cards activities. Despite the challenges, the students were excited to participate in class activities and enjoyed using Improv Cards for role-play, which made them more eager to speak English. This approach significantly increased their motivation, as revealed by the findings. Moreover, the participants demonstrated more favourable beliefs towards language learning, emphasizing the practical relevance of the role-playing exercises in improving their communication skills. The results suggest that incorporating Improv Cards with role-playing techniques into EFL instruction can be a valuable pedagogical approach for enhancing students' motivation and attitudes towards speaking English. Educators and curriculum designers should consider integrating such interactive activities to foster a more positive and engaging learning environment. Furthermore, this study provides insights into the effectiveness of innovative language teaching methods and their potential to promote effective communication skills in EFL contexts, which can be applied beyond Libya to benefit language learners worldwide.
A Study on the Narrative Features of Carmen from the Perspective of Genette’s Narrative Theory
Prosper Mérimée’s novella Carmen is a significant literary achievement, capturing the fascination of numerous literary enthusiasts and scholars. Its allure stems from its intricate narrative structure, rich historical and cultural elements, and a compelling love story. Genette summarized a set of theoretical systems applicable not only to this work but also to other works and this theory was later used by many researchers to analyze literary works, which includes narrative time, narrative mood, and narrative voice. This paper employs Genette’s narrative theory to examine the narrative features in this novel, specifically focusing on the application of narrative level and narrator in the novel, for these two aspects are the most outstanding and essential characteristics of this novel. Through a comprehensive analysis of the distinct narrative levels and the nuanced role of the narrator in Carmen, the paper draws clear conclusions. Mérimée deliberately constructs two narrative levels and employs dual narrators to unveil a narrative that is both intricate and transparent in its development. In Carmen, Mérimée utilizes the first and second narrative levels to unfold a poignant love tragedy featuring protagonists with contrasting qualities. Additionally, Mérimée employs two narrators, the amateur historian and Don Jose, to depict the female protagonist’s adventurous life and her unwavering pursuit of freedom. This study applies narrative theory to literary analysis, facilitating interpretation of the author’s narrative techniques and encouraging critical engagement with literature. Furthermore, this study is hoped to inspire more scholars and researchers to explore Carmen and Mérimée’s other works.
Technology Integration in ESL Classroom: Advantages and Challenges
This study aims at identifying the emerging trends of technology integration, and the potential advantages and contributing obstacles in the domain of English as a second language (ESL) learning and teaching. The advantages of technology integration in ESL learning were examined in the Pakistani context. The data was collected from 10 ESL teachers through semi-structured interviews. This qualitative study employed a thematic analysis technique to figure out the advantages and obstacles of using technology among participants. The findings of the study shed light on some advantages including opportunities to take online tests and quizzes, the ability to answer the question immediately, to improve grades in English tests and assignments, to foster collaboration and independent learning, and to improve English language in terms of receptive and productive skills. However, the current study also highlights some obstacles in relation to technology integration in ESL learning such as the evolutionary nature of technology, appropriateness of tools in use, availability of the resources, and familiarity with the rapid technological advancements.
Copyright (c) 2024 https://creativecommons.org/licenses/by/4.0
Identity construction and negotiation of a hijab-wearing Malay-Muslim Korean Pop Fan
The rise of Western and non-Western entertainment in Malaysia has faced resistance from Islamic conservatives who view foreign pop culture as a negative influence. Malay-Muslim fans of Korean pop, particularly women who wear hijabs, have been subject to extreme criticism, labelled as “cheap" or "obsessed," and shamed as idol-worshippers. While previous studies have explored the influences of K-pop, there is a gap in research concerning the experience of K-pop’s predominantly female fanbase, especially regarding their religious identity. Notably, there is a need to understand how young Malay-Muslim women who wear hijabs balance their religious beliefs with their love for Korean pop culture. In this paper, I share the preliminary findings from my pilot study, which seeks to address the research gap by exploring how these fans reconcile the conflict between their religious and fan identities. It includes examples from an in-depth interview I conducted with a fan, to demonstrate how two of the identity principles proposed by Bucholtz and Hall (2005) were employed in the analysis. These principles are in line with a social constructionist perspective on identity, which sees identities as co-constructed in interaction or to simply put as ‘talked into being’. The insights gained from this discourse analysis reflect the complex interplay of identity construction and negotiation involving self and other-positionings that include the rejection or validation of certain fan behaviours, as well as active engagement in balancing the fan identity and the religious identity. Additionally, the application of Bucholtz and Hall (2005) identity principles to the analysis of religious and fan discourses demonstrate the applicability and relevance of the principles in diverse contexts further enriching the broader scholarly discourse on identity and culture.
Fostering Autonomy: A Perception Study on Self-Directed English Listening Activities among Chinese EFL Undergraduate Learners
This study explores the impact of self-directed English listening activities on the autonomy of Chinese EFL undergraduates. The research is guided by four main questions: (1) How do self-directed listening activities contribute to autonomy? (2) Which self-directed listening activities do undergraduates prefer and find most impactful? (3) What challenges emerge during these activities? (4) How can strategies address these challenges and optimise autonomy in English listening learning? The study involves English major undergraduates and employs mixed methods to collect both quantitative and qualitative data. Surveys and interviews are utilized for data collection, with surveys gauging preferences, effectiveness, and challenges and interviews providing deeper insights. Quantitative analysis, using descriptive statistics, identifies trends in the data, while qualitative thematic analysis uncovers patterns within the interview responses. The findings of this study aim to inform educators, curriculum designers, and policymakers, offering practical implications to enhance English listening teaching by assessing the efficacy of self-directed English listening activities in promoting autonomy. Empowering EFL students to take control of their language learning journey is crucial, and this research contributes valuable insights to achieve this goal. By examining the preferences, impacts, and challenges associated with self-directed listening activities, the study provides practical guidance for educators to optimise autonomy in English learning environments. Ultimately, the research contributes to the ongoing efforts to improve English language education for Chinese EFL undergraduates.
Cultural maintenance and Chetti identity in the Melaka Chetti (Chetti) community, Kampung Chetti, Gajah Berang, Melaka
This paper reports on cultural maintenance and Chetti identity in the Melaka Chetti (or Chetti) community at Kampung Chetti, Gajah Berang, Melaka. The study examines two very important Chetti cultural practices at Kampung Chetti and how community members identify themselves as Chetti, particularly in the prospect of impending assimilation into the larger Indian community due to exogamy. Participant observation and video documentation of the Bhogi Parchu and Mengammay at Kampung Chetti reveal that these annual cultural practices serve as vital platforms for the manifestation and maintenance of Chetti culture. Interviews conducted with senior and younger members of the community provided views and insights on Chetti culture, identity, and assimilation. The older generations view identity as a ‘brought along’ predetermined variable, while for the younger Chettis, their multiple, fluid identities are co-constructed, negotiated and ‘brought about’ in different social contexts. The older generations are more concerned and wary of assimilation and extinction. Three factors (religion, cultural maintenance, Kampong Chetti) may determine the community’s survival; however, in the event of assimilation into the larger Indian community, a less distinct Chetti community may emerge. It would be a significant loss to our multicultural mosaic if this distinct Peranakan Indian community ceases to exist; nevertheless, given recognition as a ‘heritage community’ by the Melaka government and as a ‘symbol of national unity’ in the recent Peranakan Festival 2023, the Chetti community may ultimately strive to survive. In conclusion, the Bhogi Parchu and Mengammay practices at Kampung Chetti not only play a pivotal part in carefully preserving the complex tapestry of Chetti cultural tradition but also contribute significantly to the dynamic and ongoing construction of a resilient identity among its members.
Researching the Narrative Features in the Translation of Xi Jinping’s Political Discourse from the Perspective of Narrative Theory
This paper focuses on the English translation of Xi Jinping’s political discourse. This translation is not only a key component of China’s external publicity efforts but also embodies Xi Jinping’s diplomatic narrative style and the diplomatic thought of socialism with Chinese characteristics for a new era, the latter of which mainly refers to the diplomatic policies and principles advocated by the current Chinese government under the leadership of Xi Jinping. By applying Mona Baker’s (2018) narrative theory, this paper aims to investigate whether and how the translation of Xi Jinping’s political discourse embodies these four core narrative features—temporality, relationality, causal emplotment, and selective appropriation—through textual analysis. It is found that the translation of Xi Jinping’s political discourse clearly manifests these four core narrative features. This not only highlights the key role and the effectiveness of the translator as the subject of translation but also provides strong support for the construction of China’s diplomatic narratives. Therefore, the narrative theory of translation has significant applicability to the translation and research of political discourse, offering a powerful analytical tool for this field.
Indonesian Presidential Statements on Crisis and Risk Communication During the Third Wave of COVID-19 Pandemic: A Discourse Analysis
The confirmation of the first Omicron case towards the end of 2021 was a turning point for Indonesia entering the third wave of the COVID-19 pandemic. This research aims to determine the practice of Indonesian’s COVID-19 crisis and risk communication by the central government through examining how President Joko Widodo (Jokowi) communicated the crisis. Refers to discourse analysis, we use data from six presidential speeches related to key occasions in Indonesia during the third wave of the COVID-19. We did so in examples when Jokowi provided clear instructions regarding adhering to COVID-19 rules or other proper behaviours. This study found that the country’s metaphorical construction unites Jokowi and the people as a family, which is demonstrated in linguistic choices, particularly ‘we’ and ‘together’. On the other hand, Jokowi also uses ‘I’ as a central government representative to ask, emphasize, remind, and recommend certain actions to the public in an effort to stop the virus’s spread. For instance, Jokowi emphasised the value of routine hand washing, keeping one’s distance from others, and using a mask. ‘Continue wearing masks’, ‘maintain your distance’, and ‘wash your hands’, these communications were first given credit for ‘cut-through’ with Indonesian citizens because they were straightforward, unequivocal, clear, and simple to understand, which led to safety recommendations during the beginning of the pandemic. In the midst of a pandemic, the government can use this study to prominently interact with the public and deliver addresses, even for other crises in the future.
Gender Issues of Language in Translation: A Systematic Literature Review
The exploration of gender issues in the field of translation encompasses a complex array of linguistic, cultural, and socio-political dimensions. Since the 1990s, there has been a growing emphasis on gender-related concerns within translation studies. However, a comprehensive review of the literature on current trends and research challenges in this area remains lacking. To bridge this gap, the current study employs the PRISMA framework to conduct a systematic literature review, drawing on databases such as Google Scholar and Scopus for data retrieval. This review focuses on a variety of topics, including seminal works, the most cited articles, the primary interests of feminist theorists, key research objectives, and findings. Utilizing a qualitative review methodology, this study aims to provide insights into the predominant themes explored to date and identify future research directions, particularly concerning feminist theories and language. A content analysis of 15 selected papers from peer-reviewed international journals published between 2002 and 2022 was conducted. These papers were chosen based on their relevance to the research question, the representativeness of the topic, and their scholarly quality. The findings highlight a significant increase in the depiction of gender in literary translation over the past five years, especially regarding the translation of gender stereotypes. This research presents a systematic overview of the field, offering conclusions on trends, results, methodological approaches, and challenges faced. Key findings include an increased focus on the study of internal language processing, the observation of inconsistent effects, and the identification of a notable disparity in the reliability of translations between individuals who identify as male and female.
Copyright (c) 2025 Al-Sammaraie Huda Saad Mudheher, Mozhgan Ghassemiazghandi, Salasiah Che Lah https://creativecommons.org/licenses/by/4.0
Intertextual Representation of the Orang Asli in the Malaysian Online News Media: A Critical Discourse Analysis
In media discourse, intertextuality is an important aspect which is concerned with how voices are represented and weaved into news articles. The study sets out to explore how the Orang Asli are intertextually represented in the selected Malaysian news media, namely The Star (mainstream news media) and Malaysiakini (alternative news media). The corpus of this study comprises 24 online news articles from The Star (n=12) and Malaysiakini (n=12), respectively. The analysis is grounded on Fairclough’s (1995b) Three-Dimensional Critical Discourse Analysis (CDA) Framework focusing on the intertextual aspect, notably the news articles' discourse representation. The results showed that the voices of the authorities were represented more frequently in The Star as compared to the Orang Asli, whereas both voices were represented fairly by Malaysiakini. Furthermore, the quotation patterns revealed that the authorities were directly quoted more frequently than the Orang Asli, especially in The Star. Although Malaysiakini quoted the Orang Asli, the quotations continue to perpetuate an inferior and stereotypical imagery of the community which revolves around vulnerable and dependent narratives. In general, the intertextual analysis reveals that the authorities’ voices continue to predominate the mainstream media in reinforcing existing perceptions of the Orang Asli community as well as speaking on behalf of the community, which in turn suppresses the Orang Asli’s voices.
Vocabulary Learning Strategies (VLS) in Second Language Acquisition (SLA): A Review of Literature
Vocabulary is a crucial aspect of language acquisition and plays a vital role in dictating learners’ proficiency level at different ages. A key aspect of second language acquisition (SLA) is the development of a broad vocabulary. This review looks at how learners approach vocabulary learning, different categories of vocabulary, and the main objectives of vocabulary acquisition. The paper additionally explores Vocabulary Learning Strategies and how they affect vocabulary development in SLA. Cognitive tactics, including memorising techniques or metacognitive strategies, which entail learners reflecting on their learning process and tracking their progress, may be used to approach vocabulary acquisition. Working with peers or teachers to acquire vocabulary is another efficient approach to using social learning tactics. Learners must have word knowledge, which encompasses academic, domain-specific, colloquial, technical, and idiomatic vocabulary, in addition to expressive and productive vocabulary, to improve their vocabulary acquisition. Additionally, grammatical complexity greatly influences word acquisition, and modern learning tools like social media apps, subtitles, and short tales provide new approaches to enhancing vocabulary learning. In summary, effective Vocabulary Learning Strategies (VLS) are crucial in SLA, and learners should use various strategies to pick up a wide variety of vocabulary. When creating language teaching programmes, language teachers should also consider each learner’s requirements and motivations. Utilising fresh learning resources and media may provide learners with more options for enhancing their vocabulary learning and enhancing their overall language skills.
Comparative Study on the Mythological Archetypes of the Forest in The Scarlet Letter and The Wilderness
Myths reflect the wisdom of ancient people. In the mid-20th century, Northrop Frye proposed archetypal criticism (myth criticism) and claimed that literature is displaced mythology; in other words, literary works are imitations of myths. The forest plays a significant role in mythology and is an essential imagery for archetypal criticism. As the primitive home of humankind, the forest is more than a vegetation world in literature; it is endowed with profound cultural implications, providing the motifs for literature. The forest imagery in The Scarlet Letter by Nathaniel Hawthorne, a well-known American Romantic novelist, and The Wilderness (Yüan-yeh) by Cao Yu (Ts’ao Yü), a prominent Chinese playwright, displaces mythological archetypes. However, due to the diverse cultures of the authors and the different themes they intended to convey, the mythological archetypes of the forest in the two works have similarities and differences. According to the holy scriptures and tales from Greek mythology, by using myth and archetypal criticism and qualitative research methods such as comparative method, biographical approach, and textual analysis, this paper attempts to analyze the similarities and differences between the mythological archetypes of the forest in The Scarlet Letter and The Wilderness to reveal the resemblance and diversity of human culture, psychology, and literary creation, as well as the significance of myth to literature. Findings show that the forest imagery in both works primarily displaces the archetypes of the Bible and Greek mythology and that the displacement focuses on the themes of atonement and redemption, expressing both authors’ ideals of goodness and self-redemption.
Comparing Reading Performance Between Xitsonga as The Language of Instruction and as the Second Language
Background: As shown by the Progress in International Reading Study (PIRLS) findings over four successive cycles (2006, 2011, 2016, and 2021), South African Grade 4 learners’ performance in reading literacy is low, irrespective of the language in which reading is assessed. Xitsonga home language (HL) learners are assessed in Grade 4, but very little research on early reading development in this language has been undertaken. Objectives: This article aims to examine whether Xitsonga HL reading develops differently when it is used as the language of instruction compared to being used as the second language (L2). Method: The quantitative case study was conducted in five schools in the Mopani district of Limpopo Province. The early grade reading assessment (EGRA) instrument was adapted to Xitsonga, and 75 Grade 1s were selected in this study simply because Grade 1 is an important reading milestone children have to go through to help them cope with more advanced reading skills in higher grades. Results: The findings showed significant differences between Xitsonga HL and L2 in favour of L2. It was unexpected for Xitsonga HL learners to be outscored by learners who were taught Xitsonga as an L2, given that HL learners often use the language at home. Conclusion: Based on the findings, it is evident that teachers need to consider the orthographic nature of African languages when teaching reading in the Foundation Phase (Grades 1-3) classroom. Moreover, teaching reading requires an expert reading teacher who is familiar with the cultural, linguistic, and educational backgrounds of their learners. Thus, this requires teachers to be constantly professionally developed through suitable, accurate, and updated materials to help them improve their teaching of reading.
The Effect of Pictorial Concept-mapping on EFL Learners’ Collocation Retention
The purpose of this research is to examine the effects of using pictorial concept mapping on the retention of collocations in English as a Foreign Language (EFL) learners. 59 intermediate-level students were randomly assigned to one of the three groups: collaborative pictorial concept mapping (22 students), individual pictorial concept mapping (17 students), and translation (20 students). All groups received the same material and instruction time. Two concept-mapping groups used pictorial concept-mapping techniques, while the translation group memorized collocations with their Farsi equivalents. After ten weeks, an immediate post-test was administered to test the first hypothesis. The results shows that the collaborative concept mapping group performed the best. A delayed post-test was given after three weeks to test the second hypothesis, and the findings indicate that the collaborative pictorial concept-mapping group performed better than the other two groups. This research suggests that using pictorial concept mapping in a cooperative learning environment has a positive impact on the retention of collocations for both short-term and long-term periods.
Speaking English in job interviews increases employability opportunities: Malaysian employer's perspectives
The ability to speak English proficiently has become increasingly important in the job market, especially in a diverse country like Malaysia. This brief aims to explore the significance of speaking English during job interviews in Malaysia, focusing on its impact on employability and career opportunities. The objective of this study is to examine how speaking English during job interviews affects employability in Malaysia. It attempts to identify company expectations and ascertain how well-rounded English language abilities affect employment possibilities. A mixed-methods strategy will be used to achieve this goal. A literature study will be done first to acquire information from previously conducted research on the topic. Furthermore, a series of online surveys will be conducted with Malaysian companies to get their perspectives on the significance of English language skills in the context of job interviews. The data collected will be analysed to identify common themes and patterns. The findings of this research are expected to highlight the importance of English-speaking skills in Malaysian job interviews. Employers are expected to place significant value on candidates who can communicate fluently in English, as it is seen as a crucial skill for effective collaboration, customer service, and international business interactions. The study may also reveal specific industries or job roles where English proficiency is particularly desirable. In conclusion, the ability to speak English proficiently during job interviews positively impacts employability in Malaysia. Employers often prioritise candidates who can communicate effectively in English, enhancing their chances of success in diverse work environments and global business interactions. By recognising the importance of English-speaking skills and investing in language proficiency, job seekers can enhance their employability and open doors to a wider range of career opportunities in Malaysia.