Frontiers in English Language and Linguistics
Frontiers in English Language and Linguistics is a peer-reviewed journal dedicated to advancing research and knowledge in the fields of English language and linguistics. The journal provides a dynamic platform for scholars, educators, and practitioners to explore and disseminate innovative research, theoretical frameworks, and practical applications across a wide range of linguistic subfields. The aim of the journal is to foster a deeper understanding of the English language's complexities, its evolving nature, and its role in diverse social, cultural, and professional contexts. The journal encourages interdisciplinary studies that bridge linguistic theory with applied contexts, focusing on areas such as language acquisition, discourse analysis, sociolinguistics, computational linguistics, and pragmatics. Frontiers in English Language and Linguistics welcomes original contributions that address emerging issues and contemporary challenges in English linguistics, including but not limited to multilingualism, digital communication, language pedagogy, and linguistic diversity. By publishing high-quality research articles, reviews, and case studies, the journal seeks to promote intellectual exchange and collaboration among researchers worldwide. The journal is committed to supporting the global academic community by maintaining rigorous editorial standards and fostering innovation in the study and teaching of the English language and linguistics.
Al-Kindi Center for Research and Development
A Study on the Names of People that are Utilized with the word "Tigin" in the Compendium of Turkish Language
In Compendium of Turkish Language written by Mahmoud Kashghari where the author does not restrict the book to word lists alone; rather, he also draws attention to social language, especially the way people were known and identified through personal, nicknames, and honorifics. In this framework, the presence of names that include the element “Tigin” becomes an important object of study for understanding Turkic naming traditions. “Tigin” functions as a recognizable component that appears in a variety of person-designations, suggesting that it may have carried a particular social meaning, status, or communicative function in historical contexts. In light of this observation, the present research focuses on individuals whose names are combined with the word “Tigin”. After extracting relevant name forms from the textual material, the study analyzes these examples through several perspectives. First, the research considers linguistic behavior, examining how the element “Tigin” attaches to different name roots and how it behaves across variants. Second, it explores onomastic patterns, aiming to clarify whether “Tigin” appears more frequently with certain types of name bases. Third, the study addresses historical and cultural implications, since Turkic societies often expressed hierarchy and identity through naming practices. Finally, the analysis evaluates semantic interpretation, asking what connotations or roles “Tigin” may have conveyed to speakers at the time.
Anonym. Cultural Implication, Diachronic interpretation, Etymological analysis
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The Impact of Portfolio Task Assignment on the Development of Moroccan EFL Middle School Learners’ Critical Thinking Skills
The 21st century, a transformative era often referred to as the century of knowledge, is characterised by rapid global economic integration, heightened connectivity, and technological progress. These forces reshape human existence across all domains and underline the need for critical thinking. This study examines the impact of implementing the portfolio task assignment on Moroccan middle school learners’ development of critical thinking skills. A test based on Bloom's Revised Taxonomy was used to address the research question about the impact of the portfolio task assignment on learners’ critical thinking development. This study followed a quasi-experimental research design, specifically a non-equivalent control group posttest-only design. Data was analysed using the IBM Statistical Package for the Social Sciences version 29.0.2.0. The test results revealed that students who built their portfolios scored higher than those who received regular instruction. Furthermore, samples of portfolios and test responses displayed a range of critical thinking skills, including analysis, evaluation, and creation, aligning with teachers' positive views. The findings emphasise the importance of integrating the portfolio task assignment pedagogical tool into the educational system to foster critical thinking skills. As such, the results hold significant implications for educators, especially EFL teachers in Moroccan middle schools.
Portfolio task assignment, critical thinking skills, portfolio-based learning
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Translation of Nominal Relative Clauses in News Texts: A Contrastive Analysis between Arabic and English
This study investigates the difficulties encountered by third-year English language students at Al-Aqsa University in translating nominal relative clauses in news texts between Arabic and English. Nominal relative clauses, introduced by forms such as whoever and whatever, present significant translational challenges due to structural and functional differences between the two languages. Adopting a qualitative approach, the study analyzed students’ translations of authentic-like news sentences using Skopos Theory and Newmark’s semantic and communicative translation framework. The findings revealed recurrent difficulties related to structural transfer, grammatical accuracy, lexical choice, and communicative appropriateness. Students frequently relied on literal translation, resulting in unnatural or inaccurate renderings. The study highlights the importance of functional translation strategies and contrastive linguistic awareness in improving the translation of complex grammatical structures in news discourse.
Nominal Relative Clauses, News Translation, Arabic–English Translation, Translation Difficulties, Relative Clauses, Contrastive Analysis, Skopos Theory, Communicative Translation, Translation Strategies, Translation Pedagogy
A Comparative Analysis of the English Verb to be and the Defective Verbs of Pashto Language
After comparing, analyzing and researching the Pashto and English languages, we have come to the conclusion that these two languages have very close relationships with each other in terms of their linguistic structure and structure, because the two languages are from a linguistic family. Are counted from in this comparative research article, various works of other linguists have been read for the genetics and personal kinship of the mentioned languages, in order to help in analyzing and analyzing the linguistic, structural and emotional differences of the two languages. In this research paper, we have practically compared the linguistic examples of participle or auxiliary verbs of both languages. From the analysis and comparison of this examples, we have come to the conclusion that there is a similarity in the structural system of both languages. The purpose of this research and comparative article has two dimensions, one is to get familiar whit closeness of Pashto and English speakers and two is open a new way for further development in this field in the future.
Assertive Verbs, Pashto Verbs, English Verb to be, Verbal Comparison
Effects of Discourse Analysis-Integrated Approaches on EFL Speaking and Communicative Competence: A Quasi-Experimental Study at Al-Kadisia Secondary School, Kufrah
This quasi-experimental study compared three discourse analysis-based approaches Writing Discourse Analysis Approach (WDAA), Speaking Skills Non-Integrated Discourse Analysis Approach (SSNIDAA), and Speaking-Writing Integrated Discourse Analysis Approach (SWIDAA)—on Libyan secondary EFL students' speaking performance. Sixty final-year students at Al-Kadisia Secondary School participated in a 12-week intervention delivered by the researcher. Speaking was assessed pre- and post-intervention using a validated analytic rubric. One-way ANOVA revealed significant group differences, F(2, 57) = 3.66, p < .05, η² = .11. Tukey HSD tests showed SWIDAA (M = 11.90) outperformed both WDAA (M = 8.80) and SSNIDAA (M = 8.95), while WDAA and SSNIDAA did not differ significantly. Findings suggest integrated speaking-writing instruction enhances EFL speaking performance more effectively than isolated approaches in this context.
Discourse analysis, EFL speaking, communicative competence, integrated Approach, Libya
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Cultural Reflections in English Literature for Young Learners: A Comparative Study of Chinese and Foreign Students’ Texts
This study aimed to investigate the reflection of cultural aspects in English literary writings created by Chinese and international undergraduate students under a common educational framework in China. Utilizing Sociocultural Theory, the results indicate that students' narratives are not simply language expressions but culturally mediated constructions of meaning, influenced by internalized values, social experiences, and culturally specific narrative conventions. The study uncovered three key patterns. First, Chinese students' writing generally focused on clear moral precepts and socially acceptable practices, which is what they were supposed to do. Foreign students' stories, on the other hand, were more likely to use experience and implicit reflection to convey meaning. This meant that readers had to figure out what the events meant instead of being told directly what they meant. Second, Chinese students often built stories around relational and collective frameworks that emphasized family, friends, and social harmony. On the other hand, international students tended to focus on individual agency and choosing their own choices. Third, the stories written by Chinese students were mostly based on real-life situations and social settings. On the other hand, the stories written by international students were more likely to be innovative and creative, even when they were given the same writing challenge. These findings together affirm that, even in controlled environments, learners from diverse cultural origins utilize unique sociocultural resources in narrative construction. The study thus corroborates the perspective that language acquisition, especially within literary frameworks, is profoundly connected to culture. It is crucial to note that the observed variations should not be construed as hierarchical or evaluative; instead, they should be regarded as varied narrative orientations influenced by culturally mediated perceptions of the world. This study enhances the literature by offering a comparative, context-sensitive analysis of international literary expression, concentrating on English literature students within a unified academic setting. It shows how cultural identity still affects how people make meaning, even when they are using the same language and learning environment.
Cultural Reflections; English Literature; Young Learners; Comparative Study; Chinese and Foreign Students’ Texts
Effectiveness of Mind-mapping on Multiple English Language Skills in the Saudi Context: A Systematic Review
This study conducted a systematic review (SR) of the author’s research on the integration of mind mapping software in teaching reading, writing, vocabulary, spelling, medical terminology, and Greek and Latin roots published between 2009–2021. The review draws on a closed, author bounded corpus consisting of one thematic cluster, “mind mapping software in language and terminology instruction (Al Jarf, 2009–2021).” Across all six studies, mind mapping proved to be a powerful cognitive, organizational, and mnemonic tool that enhances students’ performance across multiple language skills. All studies reported significant gains for the experimental mind mapping groups compared to control groups receiving traditional instruction based solely on the assigned textbook. Improvements were observed in idea generation, organization, comprehension, visualization and clarification of relationships, strengthening semantic networks, enhancing long term retention and application of Greek and Latin roots, morphological analysis, and retention of terminology. Mind mapping also helps students visualize sound–symbol correspondences and supports phonological awareness and mastery of spelling rules. The studies further demonstrated how mind mapping enhances visual processing of linguistic relationships and facilitates deeper connections among lexical, phonological, and semantic elements. It transforms learning from a sequential, text bound activity into a multimodal, relational process. This shift empowers EFL learners to navigate linguistic complexity with greater autonomy, confidence, and metacognitive awareness, ultimately fostering more long term and transferable learning outcomes. In all six studies, freshman and pre medical students expressed highly positive attitudes toward mind mapping. They found mind mapping enjoyable, motivating, and helpful for visualizing relationships among ideas and linguistic components. They valued its flexibility, personalization features, and ability to make complex information more accessible and memorable. Despite initial unfamiliarity with the software interface, students rapidly developed confidence and fluency in using mind maps, integrating them into their weekly study routines and even relying on hand drawn maps during exams. This review underscores the value of mind mapping in EFL and ESP instruction and provides a consolidated foundation for future research on visual learning tools in language education.
Systematic review (SR), EFL instruction, mind-map central ideas, mind-map radiating branches, writing mind-maps, reading mind-maps, vocabulary mind-maps, spelling mind-maps, medical terminology mind-maps, Greek and Latin roots mind-maps.
Arabic-to-English Transfer in EFL Writing: Interlingual Influence on Linguistic Structure and Style
This study explores the influence of Arabic on the English writing by Palestinian EFL students. It focuses on linguistic structure, style, and cultural elements. A qualitative analysis was conducted on 60 essays written by 30 students at Al-Aqsa University in Gaza, Palestine. The findings reveal that Arabic has a significant impact on the English writing of EFL students. Patterns of Arabic-to-English transfer featured in syntax and style. Arabic grammar seemed to shape sentence structure, while rhetorical traditions affect argument organization. The study identifies challenges for students and suggests teaching strategies. It enhances understanding of interlingual influences in EFL contexts and offers guidance for educators to improve writing instruction.
Copyright (c) 2025 Frontiers in English Language and Linguistics
The Effectiveness of the Self-Scheduling Strategy in Developing the Hyper-Thinking Skill in the Arabic Language for Tenth Grade Students
The study aimed to identify the effect of using the self-scheduling strategy in developing the hyper-thinking skill in Arabic language for tenth grade students. The study relied on the semi-experimental approach, and to achieve the objectives of the study, the researcher developed a hyper-thinking skills test so that each paragraph achieves sub-skills of the main branching thinking skills: synthesis, synthesis, realizing relationships, reclassification, and presenting a new vision. If there are (20) sub-skills, with (4) sub-skills for each main skill, then the test consists of (20) essay questions, and each question achieves one sub-skill, whose number was (60) students. The results of the study showed that there was a statistically significant difference between the average performance of the two study groups according to the different teaching method (integration of self-scheduling strategies, the usual method) on the The test of dimensional branching thinking skills, and the difference was in favor of the average of the students of the experimental group who studied using the integration of self-schedule strategies when compared with the average of the students of the control group. Through the activation of the strategy (KWLQ) and in light of the results of the study, the researcher made a number of recommendations, the most important of which is that specialists build training programs in the Department of Training and Educational Supervision by building educational programs in the Arabic language subject, which improves the use of the teaching method by integrating self-scheduling strategies in educational materials with students of the basic stage, in order to improve its procedures.
self-scheduling, hyper-thinking, Arabic language
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/
The use of Corpus in the Writing Activities among Omani ESL Learners
The use of corpus as a form of technology in language teaching and learning has received attention from a number of studies. Generally, corpus which refers to a collection of real texts is viewed as having a potential to assist language learners in many aspects such as vocabulary and writing. However, the effective techniques or strategies of using corpus have not been clear where issues including learners not knowing how to utilize corpus to benefit their language learning activity are evident. In light of this, the present study evaluates the impacts of Corpus on the writing performance of ESL learners and later explores the challenges experienced by them to incorporate corpus tools into their writing activity. Using the mixed-method research design, six (N = 6) participants who are Omani ESL learners at the Foundation Programme level were put in pre- and post-Corpus incorporated writing activities as well as interviewed for their experience using Corpus. Results showed that the learners made improvement in their writing evident through more complex vocabularies are employed and fewer grammatical mistakes. However, the participants reported a number of challenges that may cause the incorporation to be difficult. The findings are significant for future framework or model on how the use of corpus can be effectively incorporated into language teaching and learning.
Corpus, Writing Process Approach, Omani ESL learners
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Evaluating Language Policy and Planning for English as a Second Language in Siquijor’s Basic Education: A Translanguaging Perspective on School Leadership and Instructional Practices
This study examines how translanguaging can enhance English as a Second Language (ESL) education in Siquijor, Philippines, by addressing the disconnect between current language policies and the multilingual realities of classrooms. Guided by the Mansueto–Temprosa Translanguaging Model, the research explores five critical domains: pedagogical practices, curriculum design, teacher training, assessment methods, and policy development. A quantitative approach was employed, incorporating pilot testing, descriptive statistics, and path analysis to evaluate school principals’ perspectives on translanguaging practices. The research instrument demonstrated excellent reliability, with a Cronbach’s alpha of 0.970. Relationships among variables were examined using path analysis, supported by the coefficient of determination (R²) to assess the strength of influence. Results show that blended learning strategies and appropriate instructional materials are the most significant predictors of effective pedagogy and curriculum outcomes. In the domain of teacher training, communicative and interactive skills yielded the strongest impact, while emerging methods such as virtual reality and microteaching remain underutilized. Performance-based assessment demonstrated the highest explanatory power in assessment outcomes, whereas adaptive and alternative assessments showed limited use and influence. Socio-cultural and economic factors emerged as the most powerful drivers of policy development but were among the least emphasized in practice. The study concludes that there is a critical gap between the most effective strategies and current ESL practices. It recommends that educational leaders and policymakers realign priorities by investing in blended learning, teacher collaboration, authentic assessments, and culturally responsive materials to create more inclusive and effective ESL learning environments in multilingual contexts.
Translanguaging, ESL education, Siquijor, Mansueto–Temprosa Translanguaging Model, blended learning, curriculum design, teacher training, performance-based assessment, language policy, multilingual education, path analysis, coefficient of determination, instructional materials, socio-cultural factors.
The Pragmatics of Humor in the English Sitcom Friends and its Arabic Subtitles: A Pragmatic Analysis of Humor Types and Transfer
Interlingual subtitling is a popular mode of audiovisual translation in the Arab world and a manifestation of linguistic and intercultural communication that yields a wide range of audiovisual products exchanged overseas, among which, sitcoms. Presumably, sitcoms are intended to be primarily humorous and entertaining for both the source audience and the target viewers, and usually it is the punch line, that is the last few words of a joke, that makes it funny to the audience. In case of television and radio comedy, a canned laughter under the form of a recorded laughter is systematically used after punch lines to accentuate the humor intention and trigger the laughter effect. However, subtitling humor from English into Arabic is polysemiotic and proves to be challenging due to some linguistic and pragmatic differences between both languages. This research investigates humor in one of the most outstanding American sitcoms, that is Friends. The aim of this research is to examine the pragmatics of humor by identifying the different humor types in English-Arabic subtitling of sitcoms and their corresponding pragmatic transfer type using an inductive qualitative research method. Based on the theoretical framework of Raphaelson-West (1989) that advocates three types of humor; namely cultural, universal and linguistic; the analysis has been conducted over 33 episodes of Friends to analyze the translation of punch lines in Arabic. Results have showcased that Raphaelson-West (1989) threefold taxonomy has unfolded 9 other subtypes of humor that correlated with either negative or positive pragmatic transfer, and revealed that universal and linguistic humor were successfully transferred to the target language except for the phonological humor type. Cultural humor involving idioms and cultural concepts, however, proved to challenging, literally translated and devoid of humor. Particularly, the transfer of taboo-based humor and inferred humor are conditioned by understanding and recognizing the pragmatics of punch lines. The findings would contribute to existing literature and research on interlingual subtitling and humor studies.
Arabic; English; Humor; Sitcom; subtitling; Transfer; Typology
Teaching Drama in Moroccan Higher Education: Examining the Disparity between Curriculum Intentions and Pedagogical Practices: The Case of Moulay Ismail University
The present study examined the significant disparity between curricular intentions and pedagogical practices in drama education at Moulay Ismail University in Morocco. This research uncovered a substantial gap between the designed curriculum and its practical implementation through a comprehensive analysis of official course descriptions and systematic classroom observation. The findings revealed that while course documents demonstrate thoughtfully articulated objectives and genre-specific considerations, actual classroom practices remain largely tied to traditional teaching methods, hampered by various infrastructural and pedagogical challenges. The research identified critical areas requiring intervention at different levels, especially curriculum design, resource allocation and teacher professional development, particularly in professional development. These findings contributed significantly to our understanding of implementation challenges in specialized educational programs and provided practical recommendations for improving drama education delivery in higher education. The study’s implications extended beyond Moulay Ismail University, offering valuable insights for other departments of English nationwide facing comparable challenges in drama education implementation.
Teaching Drama; Higher Education; curriculum; Pedagogy; Andragogy
The Impact of Literature on the English Language Teaching and Learning Process: A Comprehensive Study
The teaching of English via literature has garnered the attention of a significant number of English teachers all around the globe due to the multiple benefits that it offers to both teachers and students. Literature can effectively communicate language, social conventions, and cultural values. The purpose of this research is to investigate the advantageous aspects of teaching English via literature and to provide suggestions for the use of literature in educational settings. In addition to offering a variety of ways and methods for incorporating literature into the English language curriculum, this article underlines the potential advantages of literature in terms of encouraging critical thinking, cultural awareness, creativity, linguistic competence, and other abilities. This research explores how literature can be conducive to effective English language learning. The research findings indicate that teaching English through literature is an effective teaching technique that can enhance students' enthusiasm and interest in language and literature, ultimately leading to improved learning outcomes and increased language competence.
English language, communication, literature, critical analysis, imagination, intercultural consciousness, coursework, competence
Exploring EFL Teachers’ Perceptions Regarding ESP Instruction in Moroccan Vocational Institutes: OFPPT Midelt as a Case Study
The foundation for integrating English for Specific Purposes (ESP) in vocational institutes finds its root in the objective of enabling ESP learners to acquire the necessary skills related to the English language relevant to their professional fields. In this regard, this article boils down to the realm of ESP courses within Moroccan vocational training centres (OFPPT) focusing on the experiences, perceptions, and challenges faced by English instructors, with OFPPT Midelt serving as a case study. By adopting a case study research design, an investigation was designed to explore EFL teachers’ perceptions and challenges regarding their ESP instruction within Moroccan vocational institutes. Semi-structured interviews were used to collect data and were organized and analysed using NVivo software. The findings showed that Moroccan EFL teachers hold negative attitudes towards their ESP instruction for many reasons. The results also showed that the teachers’ reported challenges are caused by the acute shortage of ESP related training opportunities. Accordingly, the study recommended that more training on ESP courses is highly demanded for the sake of enhancing learners’ English proficiency and therefore facing the requirements and challenges related to the job market effectively.
English for Specific Purposes, English as a Foreign Language, Needs Analysis, Office of Professional Training and Employment Promotion (OFPPT), English for Business Purposes.
Digital Learning and Corrective Feedback: Analysing Moroccan In-service EFL Teachers’ Beliefs
The aim of this research is to investigate the beliefs and perceptions of in-service English as a Foreign Language (EFL) teachers in the Moroccan context with regard to digital learning. Corrective feedback is a key component of digital learning, applied linguistics, language pedagogy and language acquisition. In the past two decades, research on OCF has received a considerable and extensive attention to investigate the effectiveness and importance of CF in the context of digital foreign language learning. Most of these studies have shown that CF is beneficial and necessary for foreign language learners. The findings of the study shows that in-service EFL teachers have a general understanding of corrective feedback (CF) techniques, but there is a need for professional development in this area. Elicitation and implicit correction are the most commonly used CF techniques. Furthermore, teachers recognize the importance of CF for effective digital EFL instruction. However, a significant number of teachers do not use digital tools to provide CF due to technological limitations, training deficiencies, or resistance to change. Exploring 35 EFL Moroccan teachers’ beliefs concerning OCF types and importance can shed light on their instructional practices and provide insights into the effectiveness of feedback strategies employed in EFL classrooms. To address this, we adopt in this study the descriptive analytical approach as one of the scientific research methods.
Empowering Voices: Critical Pedagogy and Translanguaging in Student Interactions in Malibud NHS Senior High School
This study examines the integration of critical pedagogy and translanguaging in fostering student empowerment and equity in Malibud National High School Senior High School, a rural and linguistically diverse setting. Grounded in Freire’s (1970) critical pedagogy, which emphasizes education as a means of liberation through dialogue and critical reflection, the research explores how these principles address systemic inequalities in marginalized communities. Complementing this framework is García and Wei’s (2014) concept of translanguaging, which leverages students’ full linguistic repertoire to enhance comprehension and inclusivity. Using qualitative and participatory methodologies, the study investigates multilingual practices, the role of translanguaging in classroom instruction, and the challenges of implementing these approaches in hinterland schools. Findings highlight the transformative potential of these pedagogies in validating cultural identities, amplifying student voices, and improving educational outcomes. The research contributes to broader discourses on educational equity, offering insights for similar contexts globally.
Critical Pedagogy, Translanguaging, Student Interactions, Student Empowerment
Copyright (c) 2024 Frontiers in English Language and Linguistics
The Typology and Classification of Wh-Questions in Moroccan Arabic
This paper explores the typology and classification of wh-questions in natural languages like Moroccan Arabic. It aims at uncovering the principles and parameters that is only set by Moroccan Arabic. In other words, we seek to discover what are the common features and special characteristics that is only set in Moroccan Arabic, in hopes to find patterns that unify different languages in the world (especially Arabic dialects) and some differences between Moroccan Arabic and other languages. Our findings are as follows: wh-questions in natural languages, such as Moroccan Arabic, can be classified in different perspectives. These are positional, morphological, semantic, and historical classifications, among others. We also end the paper by looking at four strategies used in question formation. This paper essentially celebrates multilingualism, and that even dialects of an official language can possess linguistic characteristics that are peculiar to the official language itself.
Moroccan EFL Teachers' Perceptions of AI-Generated Content: Impact, Effectiveness, and Challenges in Language Learning
Over the last few decades, the education sector has seen various pedagogical changes as a result of rapid technological breakthroughs, giving students and teachers access to a wide range of web-based materials and digital tools. The development of artificial intelligence technology, such as AI-generated content, which makes education more easily accessible with the press of a button, has further increased this accessibility. This study aims to explore English as a foreign language teachers’ perceptions of the use of AI-generated content, investigating its potential impact on language learning outcomes and the overall learning experience. By delving into students' and educators' perspectives, this research also seeks to explore the effectiveness and challenges of integrating AI-generated content in language instruction. 40 English as a foreign language teachers took part in the study, including middle and high school teachers in Taourirt. A qualitative analysis was carried out to delve into EFL teachers’ insights regarding AI-generated content. The findings of the study showed that the majority of teachers had positive attitudes toward the use of AI-generated content technology. Learning about teachers’ attitudes toward AI implementation in the classroom will help pave the way for informed pedagogical practices and maximize the benefits of technological advancements in education.
Generated content, education, EFL, high school teachers, attitudes, AI
Copyright (c) 2024 https://creativecommons.org/licenses/by/4.0/
Developing Business English Learners’ Communication Skills through Project-Based Learning Method
Teaching English for specific purposes is a language teaching approach that targets students' needs. Its main objective is to provide learners with defined goals and language elements they need to function as professionals and communicate effectively in their fields of study, such as business, tourism, law, engineering, medicine, and aviation. This needs ESP teachers to use different teaching methods that encourage learners to practice the language in different authentic situations. Project-based learning, based on the review of the literature, is one of the student-centered learning methods that helps business English learners develop their communication skills. The main purpose of the present study is to explore business English students’ perceptions and openions about PBL in developing their communication skills. Eight business English participants conducted a project activity outside the classroom. The semi-structured interview was used to explore their perceptions and views about the impact of PBL on their communication skills. The findings indicate that PBL encourages business English learners to communicate in English. Therefore, it is recommended that ESP teachers should adopt PBL in their teaching practices to help learners communicate effectively in their field of study.
Teaching English for specific purposes, project-based learning, communication skills, and business English
From Unsettling Words to Empowering Spaces: How Filipino Students' Narratives Shape Peaceful English Classrooms
This study explores how Filipino students' narratives shape supportive and peaceful English classrooms, focusing on the impact of negative classroom experiences, the perceived helpfulness of teacher feedback, and students' suggestions for creating a positive learning environment. The research aims to (1) examine how negative experiences, such as teacher feedback and peer interactions, affect students' confidence in using English; (2) understand the types of teacher feedback perceived as constructive or discouraging; and (3) identify strategies students suggest for fostering a supportive environment. Using a qualitative approach, the study collected data through written responses from eight students in the Bachelor of Arts in English Language Studies (BAELS) program. The findings reveal that negative experiences, such as ridicule and strict teacher policies, significantly diminish students' confidence, often leading to anxiety and a reluctance to participate. Teacher feedback, especially when harsh or deficit-focused, exacerbates these issues, while positive and empathetic feedback enhances motivation and self-esteem. Students emphasized the need for encouragement over criticism, with suggestions including respectful correction methods and the importance of creating a psychologically safe classroom. Strategies for improving classroom dynamics, such as stronger anti-bullying policies, were also highlighted. These findings underscore the importance of creating inclusive, respectful learning environments where mistakes are embraced as part of the learning process. The study aligns with critical pedagogy and peace linguistics, advocating for the use of language as a tool for empowering students, promoting confidence, and cultivating a positive classroom atmosphere. By integrating these principles, teachers can support both the academic and emotional development of students, fostering an environment conducive to language learning and personal growth.
Filipino students, Teacher feedback, Classroom environment, Language learning, Critical pedagogy, Peace linguistics
Factors Influencing Students’ Adoption of Different Approaches to Learning
The current paper endeavors to search on factors that influence students’ adoption of different approaches to learning. It is underpinned by a review of two chapters: Price’s (2011) “Modelling Factors for Predicting Student Learning Outcomes” and Baeten, Kyndt, Struyven and Dochy’s (2010) “Using Student- centered Learning Environments to Stimulate a Deep Approach to Learning.” The chapters are chosen because they represent heuristic and representative models of factors affecting the students’ choice of learning approaches. Price’s model categorized the factors into two broad categories, presage factors and conception factors each of which falls into sub-categories. The former encompassed personological and situational factors, each of which deals with the context, and the latter is composed of the teachers’ conception of teaching and the students’ conception of learning. Baeten, Kyndt Struyven and Dochy’s model listed three categories, contextual, perceived contextual and student factors as promoters of and hinderers to student’s adoption of a particular learning approach.
Learning approaches; factors of learning; Students; teachers