Morphological Behavior of the Prefix 'In-' and Its Assimilated Forms in English Negation

This study sought to determine the level of anxiety towards English language learning of the students of Isabela State University, Ilagan Campus. The researchers used the descriptive design since the aim was to describe the level of the students’ anxiety towards English language learning. The standardized questionnaire for anxiety developed by Horwitz et al. (1986) was used           in this study. The findings revealed that the respondents’ level on the different areas of anxiety in learning the English language namely: communication anxiety, oral test anxiety, fear of negative evaluation, anxiety of English classes is moderate. Further, the results showed that sex is a variable that does not affect the students’ level of anxiety in learning the English language in terms of their anxiety in communication and in their English classes. However, in terms of their fear of negative evaluation and oral test anxiety; their sex has significant effect and it is prevalent to those who are female students. The level of anxiety of the students in English Language does not significantly influence the academic performance of the students. References Ali, T. T., & Fei, W. F. (2016). Foreign language classroom anxiety among Iraqi students and its relation with gender and achievement. International Journal of Applied Linguistics and English Literature, 6(1), 305-310. Amiri, M., & Ghonsooly, B. (2015). The relationship between English learning anxiety and the students' achievement on examinations. Journal of Language Teaching and Research, 6(4), 855. Andualem Desta, M. (2019). An investigation into English foreign language learning anxiety and English language performance test result: Ethiopian University students in focus. International Journal of Research in English Education, 4(4), 83-100. Akpur, U. (2017). Predictive and explanatory relationship model between procrastination, motivation, anxiety and academic achievement. Eurasian Journal of Educational Research, 17(69), 221-21. Budin, M. (2014). Investigating the relationship between English language anxiety and the achievement of school based oral English test among Malaysian Form Four students. International Journal of Learning, Teaching and Educational Research, 2(1). Clement, A., & Murugavel, T. (2018). English for the workplace: The importance of English language skills for effective performance. The English Classroom, 20(1), 1-15. Debreli, E., & Demirkan, S. (2015). Sources and levels of foreign language speaking anxiety of English as a foreign language university students with regard to language proficiency and gender. International Journal of English Language Education, 4(1), 49-62. Gerencheal, B. (2016). Gender Differences in Foreign Language Anxiety at an Ethiopian University: Mizan-Tepi University Third Year English Major Students in Focus. Online Submission, 1(1), 1-16. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132. Jugo, R. R. (2020). Language anxiety in focus: The case of Filipino undergraduate teacher education learners. Education Research International, 2020. Khan, S. (2015). Influence of speech anxiety on oral communication skills among ESL/EFL learners. Department of Applied            Advances in Language and Literary Studies. ISSN: 2203-4714, Vol. 6 No. 6; Australian International Academic Centre, Australia. Retrieved July 22, 2021. Retrieved from http://files.eric.ed.gov/fulltext/EJ1127504.pdf Knell, E., & Chi, Y. (2012). The roles of motivation, affective attitudes, and willingness to communicate among Chinese students in early English immersion programs. International Education, 41(2), 5. Krashen, S. (1998). Comprehensible output?. System, 26(2), 175-182. Liu, D. (2015). A critical review of Krashen’s input hypothesis: Three major arguments. Journal of Education and Human Development, 4(4), 139-146. MacIntyre, D.,  &  R.C.  Gardner.  (1991a).  Language  anxiety:  Its    relationship  to  other  anxieties  and  to  processing  in  native  and  second  languages.  Language Learning 41: 85-117. Marcos-Llins, M., & Garau, J., M. (2009). Effects of Language Anxiety on Three Proficiency-Lvel Courses of Spanish as a Foreign Language. Foreign Language Annals, 42(1), 94-111. http://dx.doi.org/10.1111/j.1944-9720.2009.01010.x Özer, S. (2020). The predictiveness of students’ attitude and motivation on their achievement in ESP classes: The mediating role of anxiety. Raju, N., & Joshith, V. P. (2018). Krashen’s theory of second language acquisition: A practical approach for English language classrooms. International Journal of Innovative Knowledge Concepts, 6(12), 179-184. Razak, N. A., Yassin, A. A., & Maasum, T. N. R. B. T. (2017). Effect of Foreign Language Anxiety on Gender and Academic Achievement among Yemeni University EFL Students. English Language Teaching, 10(2), 73-85. Rezazadeh, M., & Tavakoli, M. (2009). Investigating the Relationship among Test Anxiety, Gender, Academic Achievement and Years of Study: A Case of Iranian EFL University Students. English Language Teaching, 2(4), 68-74. Sadiq, J. M. (2017). Anxiety in English Language Learning: A Case Study of English Language Learners in Saudi Arabia. English Language Teaching, 10(7), 1-7. Said, M. M., & Weda, S. (2018). English language anxiety and its impacts on students’ oral communication among Indonesian students: a case study at Tadulako University and Universitas Negeri Makassar. TESOL International Journal, 13(3), 21-30. Sheen, Y. (2008). Recasts, language anxiety, modified output, and L2 learning. Language learning, 58(4), 835-874. Schütz, R. (2007). Stephen Krashen’s theory of second language acquisition. English made in Brazil, 2(2), 2007. Soriano, R. M. (2017). SILENCE SPEAKS A THOUSAND WORDS: STUDENTS’PERSPECTIVE ON CLASSROOM LANGUAGE ANXIETY. QSU Research Journal, 6(1), 1-1. Tanveer, M. (2007). Investigation of the factors that cause language anxiety for ESL/EFL learners in learning speaking skills and the influence it casts on communication in the target language. University of Glasgow, Scotland. Tosun, B. (2018). The title of your paper: Oh no! Not ready to speak! An investigation on the major factors of foreign language classroom anxiety and the relationship between anxiety and age. 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The aim of the paper is gathering evidence of the series of benefits of technology integration in English language teaching and learning, if there are so, what obstacles and challenges emerge and how they are overcome. This study investigates series of experiences, benefits of integrating technology in English Language learning in Indonesia. Moreover, this work explains what challenges that need to be overcome in integrating technology in language learning. Data is obtained through interview technique. This study employs qualitative analysis in order to obtain information about what experiences, benefits and challenges in using technology in language learning. This study involves seven participants. The results show that some benefits of integrating technology in English language learning are learners can do some coding, practice online quizzes or tests, improve speed of answering questions, improve scores in English tests, learn another foreign language, do some collaborative learning, encourage independent learning, have opportunities to write, speak, listen, and read in English, do online learning, get online references, use of multiple computer application, obtain the latest information, translate, have opportunities to use multi-media presentation as well as demonstrate new method of teaching. Some challenges in technology integration are type of technology used, the rapid changes of technology development, the number of classes taught, class size, cost, time, age, lecturers' workload, ability to use.

The aim of the paper is gathering evidence of the series of benefits of technology integration in English language teaching and learning, if there are so, what obstacles and challenges emerge and how they are overcome. This study investigates series of experiences, benefits of integrating technology in English Language learning in Indonesia. Moreover, this work explains what challenges that need to be overcome in integrating technology in language learning. Data is obtained through interview technique. This study employs qualitative analysis in order to obtain information about what experiences, benefits and challenges in using technology in language learning. This study involves seven participants. The results show that some benefits of integrating technology in English language learning are learners can do some coding, practice online quizzes or tests, improve speed of answering questions, improve scores in English tests, learn another foreign language, do some collaborative learning, encourage independent learning, have opportunities to write, speak, listen, and read in English, do online learning, get online references, use of multiple computer application, obtain the latest information, translate, have opportunities to use multi-media presentation as well as demonstrate new method of teaching. Some challenges in technology integration are type of technology used, the rapid changes of technology development, the number of classes taught, class size, cost, time, age, lecturers’ workload, ability to use technology as well as availability the technology to use.

Technology has brought much improvement in English teaching and learning since its inception years ago. Undoubtedly, technology has changed the traditional English teaching and learning method, in-class, and out-of-class, with the teachers making the most of the multipurpose-functions that technology offers, especially, in this new norm era. However, as many as advantages the technology brings in English language classrooms, its drawbacks need to be addressed as well. Thus, this study aims to determine the drawbacks of technology in English language teaching and learning as perceived by university students in Malaysia. This study employed a quantitative research method using a survey design. The instrument used for this study was a set of questionnaires that was randomly distributed to students from different universities via google forms. The questionnaire consisted of 30 items which covered four sections: demographic profiles, cost of technology, language teaching using technology and language learning using technology. 85 students responded to the questionnaire and became the participants of the study. The findings revealed that university students in Malaysia perceived using technology in English language learning as the major drawback. The second drawback was the cost of technology, and finally, English language teaching using technology. The findings also revealed the students’ gender and fields of study had no influence on the drawbacks of technology in all three aspects. It can be concluded that the paradigm shift of using technology in the English language teaching and learning has also had its downside, especially in the students’ learning process.

Artificial Intelligence (AI) has developed significantly over the past few years and is widely applied in language learning. Through complex algorithms, AI supports learners in all four English language skills including listening, speaking, reading and writing. This study investigates English majors' perceptions of AI and its tools in English language learning and examines how they utilize AI in their learning process and provides recommendations for better application of AI in English language learning. A descriptive quantitative research design was applied, with data collected through a survey questionnaire conducted via Google Forms. A total of 200 university students took part in the study during the second semester of the 2024–2025 academic year. The findings indicate that students mostly have positive perceptions of using AI in English language learning. In terms of how students' use of AI tools in English language learning, the findings present that students frequently use popular AI tools such as ChatGPT and QuillBot AI to enhance their English skills. Additionally, AI tools are not only used for improving language skills but also for translation, summarization, and generating suggestions. Although AI technologies have been integrated into education, students tend to use these tools more often at home, possibly because of limited technology use and traditional teaching methods. Notably, despite their frequent use of AI, students do not fully trust the results it generates. The findings serve as a valuable reference for teachers and educators, contributing to the advancement of English language teaching and learning in the Industry 4.0 era within the evolving educational landscape of Vietnam.

The English language enjoys a high status in Nigeria. In the school system, English is a compulsory subject from the upper primary school level onwards. However, it has been observed that students perform poorly in the subject. Several reasons have been adduced for this. While previous studies have focused on several learner factors, a few empirical studies exist on students’ attitude to learning English Language, students’ home background and students’ possession of recommended English Language textbooks. Against this background, this study investigated students’ text possession, attitude to English Language learning and home background as factors affecting the learning of English Language. The study adopted the descriptive survey research design. The sample comprised 333 senior secondary school students in Benin City. Three research questions were raised. Data were collected using an instrument titled ‘Text Possession, Attitude and Home Background Questionnaire’ (TPAHQ, r= .74). Results revealed that students have positive attitudes toward the learning of English Language and an enabling home background for the effective learning of English Language. In addition, students do not possess the recommended English Language textbooks. It is recommended that teachers should use engaging teaching methods to sustain the positive attitudes students have towards learning English Language. Similarly, parents should continue to ensure that their homes are conducive to effective learning. Finally, textbooks should be made available for students. Keywords: Text possession, Attitude to English Language, Home background, English Language learning DOI: 10.7176/JEP/12-24-11 Publication date: August 31 st 2021

Reviewed by: 'The Structure of Complex Words' and Related Writings by William Empson David Greenham 'The Structure of Complex Words' and Related Writings. By William Empson. Ed. by Helen Thaventhiran and Stefan Collini. (The Critical Works of William Empson) Oxford: Oxford University Press. 2020. lii+614 pp. £95. ISBN 978–0–19–871343–2. All literary scholars should welcome Oxford University Press's critical editions of the works of William Empson, that most subtle arbiter of linguistic and literary ambiguity. Of all the volumes in the series, perhaps the most likely to remain unread, though first to be released, is his 1951 work The Structure of Complex Words. This probable neglect is for a very good reason: Empson's so-called 'little bits of machinery' (p. 25). Indeed, '3b+=1a—.1£1' was hardly likely to catch on as a way of expressing a particular nuance of the eighteenth-century term 'wit' as applied to persons. That said, Empson really could, in his prose, capture that elusive shade of meaning in Pope: 'As a true poet myself, I regard the critics as types; they have an itching to deride and judge by fashion' (p. 87). The machinery, it thankfully appears, is more superstructural than essential—it may have helped Empson believe in his interpretations, but it does not offer the same level of help to his reader. Empson almost admits as much when he tells us that many of the readings he provides were [End Page 496] put together before the theoretical work was undertaken. Furthermore, in one of the supplementary letters appended to this edition, Empson refers to his own method as 'malignantly stiff' (p. 417). For this reason, the author himself advised the less thorough reader to skip the first two long chapters, and the last half-dozen shorter ones, and focus on the middle section, in which the plainer literary criticism lies and the malignant machinery plays second fiddle to the extended analysis of the selected complex words (p. 14). These complex words are few, and their order in The Structure of Complex Words runs as follows: wit, all, fool, dog, honest, sense, sensible, and sensibility. What Empson means by a 'complex word' is extremely valuable. A complex word is one that contains a 'compacted doctrine', that is, one that encompasses 'a general background of ideas' (p. 142) from any given period. To interpret that word is to interpret an entire social and political context; to establish a particular usage is to determine a relationship between author and reader. Indeed, Empson heartily rejects the New Critical focus on the text to the exclusion of the author's intention, which for him is a key part of any word's complexity. There is also a mistrustful political side to this view of language in The Structure of Complex Words. In his 1977 'Preface', Empson recalls working on propaganda in the Second World War (he worked alongside Orwell at the BBC). Empson's readings, then, are fundamentally socio-historical and a way of enlivening a critical perception of the complexity (duplicity even) of language and rhetoric. Empson's idea of history in The Structure of Complex Words derives in large part from his use of The Oxford English Dictionary, still called the New English Dictionary in the 1930s when he was drawing on it for the earliest of the essays. In his typical adversarial and occasionally crotchety style, Empson critiques the OED/NED while acknowledging that his book could not have been written without it. In the literary-critical terms of the middle sections of the book, the purpose of a complex word is that it acts as a 'keyword' that unlocks a text. The many different meanings (or 'equations', to return to the machinery) of any given complex word as it recurs across a text illuminate its key themes. The most sustained examples in The Structure of Complex Words are 'fool' in King Lear, 'honest' in Othello, and 'sense' in Austen and Wordsworth (while Empson focuses on Renaissance and Restoration texts, he does make it as far as the Romantics). At the back of Empson's book is an argument with his...

The use of Information and Communication Technologies (henceforth, ICT) in foreign language learning and, to be more specific, in English language learning has increased quite considerably since the commencement of the 21st century and, particularly, in the second decade of the 21st century with the introduction of mobile learning (m-learning, henceforth) at our daily lives. Our aim, at this current paper, is to confirm whether use of the Twitter social network via a mobile device helps Spanish learners of English as a foreign language (henceforth, EFL) improve their quality of EFL written expression and, especially, their summarizing skill in the English language. We conducted a classroom experiment with students in Year 4 of compulsory secondary education at the time of the experiment. The participating students were level B1 according to the Common European Framework of Reference for Languages (henceforth, CEFR). Two research questions were established. Based on these, the following preliminary hypothesis was formulated: Use of the mobile version of Twitter has a positive impact on improving written expression and, to be more concrete, the summarizing skill in EFL. The research model, which we selected, was action research, in accordance with which quantitative data were analysed to justify the outcomes of this empirical research. The data were satisfactory since learners improved significantly at the end of this current classroom experiment. This research on the use of Twitter in its mobile version could imply a starting point to conduct further empirical studies in this respect on English language teaching and learning in non-university education, such as primary education, compulsory secondary education and Baccaulerette.

Learning a language is not merely learning its grammar. There are some other factors which should be covered in language learning, e.g. language in use, or meaning and communication. In other words, L2 learners of English not only need to reach grammar competence, but also pragmatic competence. Unfortunately, pragmatic competence is rather neglected as language learning and teaching, most of the time, puts emphasis on grammar competence. Hence, in this paper, I would like to discuss the importance of integrating pragmatic competence, in this case, conversational implicature, in English language teaching and learning materials. A previous study, conducted by Manowong (2011), reported that non-native speakers of English have difficulty in interpreting conversational implicature. Thus, teachers should make great efforts to help the learners raise their conversational implicature awareness. One of the most effective ways to raise learners’ awareness on conversational implicature is by making use of authentic materials. Movies could be great sources to help learners raise their conversational implicature awareness. Therefore, in this paper, I would like to propose a model of materials which integrate some scenes of a movie that might be useful for teachers and learners in English language learning and teaching. Keywords: Raising pragmatics awareness, conversational implicature, movies

The continuous claim about the unsatisfactory performance of Malaysian graduates during interviews and at workplace in relation to their communication skills in English is alarming. This raises questions about the extent to which future workforce is prepared for this globalised world which requires them to interact and collaborate with individuals not only from their own country but also from other countries. At higher learning institutions, many English language educators face challenges in creating language learning environment that supports intercultural communication. In preparing future workforce for international communication, English language teaching and learning needs to go beyond the four walls of a classroom, over to other regions. An alternative to provide such language learning environment is by designing e-collaborative learning that provides opportunities for language learners to learn the language with students from other countries in a meaningful way. This paper showcases the impacts of e-collaborative English language learning conducted between engineering students of one technical university in Malaysia and one higher learning institution in Bordeaux, France for about one semester. At the end of the semester, the students from both countries wrote a reflection of their experience. The data from the reflective writing were analysed using thematic analysis to highlight the impacts of the e-collaborative learning on students' intercultural communicative competence. This study highlights key considerations to structure e-collaborative language teaching and learning among students of different regions.

An investigation into teachers’ pedagogical skills and students’ learning of English Language in public secondary schools in Oruk Anam Local Government Area of Akwa Ibom State was carried out. Three major variables namely; teachers’ classroom management skill, teachers’ lesson delivery skill, and teachers’ level of communication, were studied to show how it relates with students’ learning of English Language. Three research questions and three research hypotheses were raised. The research adopted a descriptive survey approach using a researchers’ designed questionnaire titled teachers’ Pedagogical Skills and Students’ Learning of English Language Questionnaire (TPSSLELQ) with reliability coefficient of 0.857 to collect data from 130 respondents from 10 secondary schools in Oruk Anam Local Government Area of Akwa Ibom State. Pearson Product Moment Correlation (PPMC) was used to test all the hypotheses at 0.05 level of significance. The result of the study revealed that teachers’ classroom management skill, teachers’ lesson delivery skills, and teachers’ level of communication, have a significant relationship on students’ learning of English Language. The study recommended among others that teachers should evaluate their lessons at every point as it provides feedback so that students’ misconceptions may be clarified. Also, educational stakeholders should take the training and retraining of teachers seriously to boast their competence and managerial skills as it is shown to have a positive relationship on students’ learning of English Language.

CHAPTER 12 - How to Trace Literary Information. V

This paper reports on part of the first phase of a longitudinal project investigating the development of academic language in English as the Language of Teaching and Learning (LoLT) by Foundation phase learners in two different educational contexts. In the first context, the learners were all English additional language (EAL) learners taught by EAL teachers. In the second context EAL and English first language (L1) learners were taught by L1 teachers in integrated classes. The three groups of Grade 1 learners were assessed on the semantic subtests of the Diagnostic Evaluation of Language Variation Criterion, Referenced Edition, which evaluate the psycholinguistic processing skills underlying lexical acquisition and organization. Vocabulary learning is central to the development of academic language and literacy. There were statistically significant differences between the three groups on all measures. The EAL learners in the first context had significantly lower scores than the EAL and L1 learners in the second context, and the EAL learners in the second context had significantly lower scores than their L1 peers. Pre-school exposure to English and gender did not have significant effects, except on the subtest assessing fast mapping of novel verbs. The results provide information on what can reasonably be expected from EAL learners in Grade 1, suggest language skills that can be addressed to support the learners, and have implications for language in education practices with EAL learners in different educational contexts. Keywords : educational contexts; English Additional Language learners; vocabulary acquisition

<em>The aim of this research is to describe and identify the translation techniques, and morphological processes used, by translators in subtitle conversations of characters in web-series that translators use in subtitle conversations of main characters in films.</em><em> </em><em>This research focuses on translation and is qualitative in nature.</em><em> </em><em>Statements that have morphological elements and are the results of conversations with informants are the type of data used in this research.</em><em> </em><em>Utilizing the Morphology process by Yule (1996), data analysis is carried out simultaneously with the data collection process.</em><em> </em><em>The researcher concluded that translation techniques by Molina & Albir (2002) were used in the process of transforming the Source Language into the Target Language;</em><em> </em><em>In total, there are five morphological processes and 16 of the 18 translation techniques are used. Among the translation techniques, Linguistic Amplification is 16.46%, Literal Translation is 11.39%, for Borrowing (Pure and Naturalization), followed by Equivalence Determination, Generalization, and</em><em> </em><em>Variation with the same amount, namely 10.13%, Substitution 6.33%, Amplification followed by Linguistic Compression, and Particularization 5.06%, Compensation and Transposition also have the same results with 2.53%, Adaptation followed by Description, Discursive Creation, and Modulation with 1.27%.</em><em> </em><em>Affixation, there is a Suffix of 35.71%, and a Prefix of 7.14%.</em><em> </em><em>Non-Affixation includes Compounding 28.57%, Borrowing 14.29%, Acronyms 7.14%, and Clipping 7.14% all of which are morphological processes.</em><em> </em><em>Translation techniques and the Morphology process are appropriate strategies to be used as the first choice in analyzing the results of this research because they can produce significant contributions in a practical context. Based on the research findings, several practical implications can be identified, including the results of this research can help develop an understanding of the phenomenon under study.</em><em> </em><em>for a translator or related parties, providing guidance and recommendations to a translator in developing policy strategies or best practices in relevant fields.</em><em> </em><em>The researcher also concluded that translation techniques and morphological processes can be interrelated with the meaning conveyed.</em>

We speak of vowel harmony when there is a general condition that demands that all vowels within a certain domain, usually the word, must agree in one or more than one phonological property. This condition is manifested in the facts that vowels within morphemes display agreement and that, when morphemes are combined into complex words, all vowels of these various morphemes will agree. In the most typical case, the vowels of affixes vary in the relevant phonological property or properties depending on the base with which they are combined. This means that the bases (roots, stems) are invariant and control the harmony. Vowel harmony can be understood as an unbounded form of phonological assimilation or agreement, and as such it forms a subclass of a broader phenomenon that also includes unbounded harmony among consonants or among consonants and vowels as well as forms of assimilation that are limited to adjacent segments. This bibliography only covers the subclass of vowel harmony.