This study examines how translators mediate Engagement resources when translating English self-help books into Malay, focusing on authorial positioning, dialogic stance, and the management of alternative viewpoints. Using Appraisal Theory, extended to include person deixis as an Engagement strategy, the research employs a qualitative approach to analyse three cognitive self-help books and their Malay translations to examine the distribution of Engagement resources, retention rates in translation, shift typology, person deixis patterns, and the factors motivating these strategies. A total of 245 textual segments containing critical points were identified as units of analysis. These units were manually coded and analysed for Engagement resources, with intra-rater reliability procedures to ensure consistency. Analysis reveals that translators maintain most Engagement resources at the category level with a modest shift towards monoglossic statements. Furthermore, substantial cultural mediation occurs through changes in person deixis. Translators systematically shift the second-person you to the first-person kita (inclusive ‘we’), reshaping interpersonal relationships from hierarchical to egalitarian positioning. This mitigates the direct and individualistic tone characteristic of the English self-help discourse, aligning with Malay preferences for a more inclusive and collective perspective. The study contributes theoretically by demonstrating the need for diverse approaches to highlight cultural mediation in translation analysis. Practically, the findings benefit three key groups: translators can refine their strategies for conveying persuasive language in culturally appropriate ways; publishers can provide better guidance to translators through detailed and genre-specific briefs that emphasize interpersonal positioning; and translation training programs can incorporate Appraisal Theory and person deixis as analytical frameworks into their curriculum, helping students develop systematic approaches to managing interpersonal resources in accordance with cultural norms.

This paper explores museum artifacts from the Timurid period as invaluable linguistic archives, moving beyond traditional historical and artistic interpretations to unveil hidden narratives about past societies. It argues that the linguistic data embedded in inscriptions, manuscripts, coins, and architectural texts offer profound insights into language use, communication practices, and cultural nuances of the Timurid Empire. This paper demonstrates, based on detailed linguistic analysis of a selection of artifacts, that they served as an active repository that both conveyed political power, religious beliefs, kinship systems, and social life. For instance, Persian inscriptions on jugs and ewers underscore artistic expression and imperial authority, while Arabic inscriptions on finger-ring seals and coins highlight religious piety and political legitimacy, blending Mongol traditions with Islamic values. Manuscripts and paintings further illustrate Persian as the dominant literary language and the mechanisms of intellectual and cultural exchange. The article also highlights some issues that can be challenging for linguists when collecting data from museum artefacts, such as text fragmentation and language opacity, particularly in a multilingual environment. To overcome these challenges, this review also proposes methodological approaches, including comparative linguistics, digital epigraphy, and contextual study, to address these challenges. With the robust technology and multidimensional approach, some challenges can be overcome and valuable resources can be provided for further linguistic analysis. This cross-disciplinary initiative transforms objects as vibrant forms of knowing through which one can access a fuller account of the workings of language as an intellectual technology in building and shaping lived experience, values, and power relations in Timurid society, providing productive insights into the ways in which language acts upon culture to advance or undermine social cohesion.

This study examines the role of metaphors in Karakalpak folk songs, with a specific focus on three traditional songs: Aqsúńgil, Yasha páriy, and Qız Minayım. Using a qualitative ethnolinguistic approach, the research explores how metaphors in these folk songs reflect and reinforce key cultural values, social structures, and norms within Karakalpak society. Metaphors are recognized as essential tools for conveying cultural beliefs about leadership, community responsibility, gender roles, and romantic relationships. The analysis categorizes metaphors based on Lakoff and Johnson’s typology, distinguishing between ontological, structural, and container metaphors. The findings highlight how metaphors like “settling the lands”, “driving herds of livestock”, and “choosing the finest youths” underscore the cultural importance of land, livelihood, and women’s roles as leaders and nurturers. Similarly, metaphors such as “multicolored dress” and “dawn breaking” reflect the deep connection between nature, beauty, and romantic love. These figurative expressions not only enrich the poetic quality of the songs but also embody fundamental aspects of Karakalpak worldview, where emotional connections and social unity are intertwined with the natural world’s rhythms. By examining the metaphors in these folk songs, this paper contributes to the ethnolinguistic understanding of how language and culture are intertwined, offering new insights into the cultural identity of the Karakalpak people. The study highlights the importance of metaphor in shaping social relationships, fostering community cohesion, and transmitting cultural knowledge across generations. The research also opens avenues for future studies on the role of metaphor in other forms of oral literature in Central Asia.

The aim of the study was to identify the possibilities of effective use of intelligent digital technologies in teaching the Bulgarian literature and analysing literary texts within the framework of philological education. The research involved a comprehensive study of the state of digitalisation of literary education in Bulgaria, as well as experimental testing of a number of digital tools in the learning environment of Sofia University. As a result, it was found that the most common digital solutions at the school level were adaptive educational platforms with the possibility of individualising the learning process and providing real-time feedback, while in higher education the spread of such technologies remained fragmented and mainly concentrated in technical specialities. The experimental implementation of language processing tools in teaching literature has shown a positive impact on the depth of students’ interpretive skills. There was an increase in the accuracy of the analysis of literary content, the ability to identify latent themes and semantic connections, and an increase in motivation to learn. According to the survey, 94% of students confirmed an improved understanding of the author’s ideas, 86% identified new themes and interpretive lines, 72% showed an increased interest in literature, and an expert assessment showed a 27% increase in the accuracy of students’ written interpretations. The study also revealed significant limitations, including technical inequality between regions of the country, insufficient support for the Bulgarian language from mainstream linguistic models, risks of losing transparency in assessment, and the lack of clear ethical regulations for the use of technology in education.

This study was undertaken to explore the ways EFL teachers used translanguaging between English and Vietnamese in their classes at a university context. Specifically, it aimed to document the alignment of translanguaging theory with classroom evidence in response to calls for research in this direction. A mixed methods design was adopted to conduct the study. Data were collected from two sources: recorded classroom observations in the natural EFL classes in Vietnam and stimulated recall interviews. The stimulated recall interviews with EFL teachers were carried out when the recording had been completed and extracts of the teachers’ translanguaging reviewed. The extracts indicate that during their English teaching, the EFL teachers employed translanguaging frequently to manage classroom activities, provide emotional support, and encourage students’ participation. Besides, the stimulated recall interviews reveal that the teachers translanguaged purposefully to scaffold students with English vocabulary and grammar. They also switched between the two languages to create humor and foster a friendly classroom environment to make students feel comfortable during learning. Their use of translanguaging was found to facilitate students’ metalinguistic awareness and learning new concepts in the English lessons. Overall, the findings from both sources complement each other, revealing the purposeful translanguaging of the teachers for both teaching and managing classes. The study’s findings contribute to supporting intentional translanguaging in context-sensitive language instruction. In addition, the results provide practical implications for EFL teachers to employ translanguaging to assist students in their English learning and more importantly to teach more effectively. The findings also suggest implications for policies embracing the use of L1 intentionally when needed by both EFL teachers and students.

The Malaysian Chinese Independent Secondary Schools (MCISS) strive to develop students proficient in three languages: Chinese, English, and Malay. Despite the national status of the Malay language, learners in these schools consistently demonstrate low proficiency in it. A key reason for this shortfall is the students’ limited interest in learning the language. This study explores the underlying factors contributing to this phenomenon, including students’ attitudes toward the language, motivation, instructional methods, learning strategies, family engagement, National Education Policy and UEC recognition. Employing a quantitative survey design, data were collected from 4,602 Senior II MCISS students through convenience sampling. Pearson correlation analysis indicated positive relationships between language learning interest and variables such as language attitude, motivation, instructional methods, learning strategies, family engagement, and National Education Policy and UEC recognition. Multiple regression analysis revealed that motivation, attitude, classroom learning, family engagement, the National Education Policy, and UEC recognition collectively accounted for 32.2% of the variance in students’ interest in learning Malay. The study’s implications extend to policymakers, educators, and curriculum designers, suggesting the integration of culturally relevant and engaging teaching strategies, stronger home–school partnerships, and policy adjustments to strengthen Malay language learning motivation among MCISS students.

Morocco’s sociolinguistic landscape has been shaped by enduring historical, political, and ideological forces that continue to structure public discourse on language policy. Moroccan language policy has fluctuated between the unassailable dominance of French in economic, educational and political domains and Arabisation initiatives to reinstate Arabic as the language of national identity. Recently, online campaigns, particularly on social media platforms like Twitter, called for the displacement of French in favour of English as the primary foreign language in the country. Drawing on a corpus of tweets posted between 1 September 2021 and March 2023, this paper uses corpus-assisted discourse studies to examine language ideologies articulated in Arabic, English, French, and Tamazight posts. Findings reveal that English, on one hand, is framed as a language of global opportunity, related to scientific advancement, professional mobility, and cultural modernity. On the other hand, French is portrayed as a colonial remnant, indicative of restricted economic horizons and historical inequality. Concurrently, Arabic and Tamazight emerge in the data not only as symbols of national identity but also as ideological anchors, invoked by some users to advocate for linguistic sovereignty. However, these official languages remain discursively marginal concerning science, technology, and international communication. This paper sheds light on the digital negotiation of Morocco’s linguistic future, where public discourse blurs the boundaries between language policy, colonial past, economic aspirations, and globalisation. By tracing these discursive struggles, this study adds substantially to the understanding of the evolving role of social media in shaping language planning and language ideologies.

There is a growing body of research in using AI for corrective feedback in foreign language teaching. However, few studies have specifically addressed the accuracy of AI analysis in learner corpus research. This study aims to create an AI-annotated corpus whose data were obtained from learners of Japanese as a Foreign Language (JFL) in Indonesia with human supervision; branded it as DICO-JALF v.1.0. The aim is to measure to what extent ChatGPT accurately annotates errors. A task was first administered to collect corpus data and metadata to build the corpus. The corpus was error-annotated using ChatGPT 4.0. Human annotators manually supervised the accuracy of AI-generated annotations. Regarding errors committed by learners, it is observed that incorrect lexical choices and forms dominate the cause of errors, while underuse and overuse are minimal. It can be concluded that ChatGPT demonstrated an average accuracy of 70% correct identification of errors. Regarding error rate, the verb is the category where errors are most frequent, which maybe driven by its conjugation, a feature absent in Indonesian, the L1 of the students. This suggests that Indonesian learners' acquisition of Japanese verbs needs greater emphasis. As compared to other similar studies, this is relatively low. However, it can be argued that one factor determining the accuracy of ChatGPT annotations, or any other LLM-based tool, is the complexity of the annotation scheme they adhere to. The corpus have been made available for download. The annotations shall be readable by a corpus query system that reads XML tags. This corpus serves as a foundational resource for future research on AI-assisted error analysis in JFL learning contexts in Indonesia.

Globalization has ushered English language teaching (ELT) to a radical shift which results in the incorporation of post-humanist paradigm in ELT. Ironically, however, this paradigm has not been thoroughly considered in ELT in periphery contexts where sociocultural-semiotic symbols as language materiality abound. In this article we consider language materiality as part of cultural materiality and social life which highlights transmodal elements a key concept in parallel localization within communities. The present study examines how the indigenous Dayak community in Kalimantan, Indonesia, utilizes materiality and transmodal production in EFL classrooms to facilitate knowledge construction through interactions with diverse objects, symbols, and resources. An instant ethnography was employed to capture transmodal moments, such as from writing to speaking, video to text, or speech to action, which result in dynamic transformations and expansions of meaning in the multimodal discourses classroom to students who have not previously learned English in their primary school. Multimodal Conversation Analysis (MCA) was used to analyze the data, which revealed that materiality is a transmodal production that encourages students to create meaning via their own lenses. As the students immersed themselves in the phase-by-phase engagement with semiotic symbols related to their English classes, the result shows that they improved their communication skills, comprehension, and access to knowledge. Based on their understanding of English, the knowledge they gain provides them with the opportunities to think critically. Furthermore, transmodal through materials can be applied as sources for students to make meaning.

This study examines the impact of gender and academic levels on using both traditional and AI-integrated learning strategies among EFL Omani students. This quantitative study utilized a questionnaire with a five-point Likert scale based on Oxford’s Strategy Inventory for Language Learning (SILL) and other AI-related items adapted from current studies, including 152 students from a public Omani university. The research instrument was expert-reviewed, followed by a pilot study, and the main data were analyzed using SPSS, namely t-tests and ANOVA. Out of 35 question items related to traditional learning strategies, Omani female learners outperformed male students in 26 items, significantly in writing new words (F= 4.00, M= 3.63), online English classes (F= 3.36, M= 2.99), practice grammar (F= 3.56, M= 3.01), and learn pronunciation (F= 4.44, M= 3.78). Similarly, Omani female learners outperformed male learners in all nine AI-based strategies, namely AI tools to enhance speaking (F= 3.44, M= 3.15), learn pronunciation (F= 3.54, M= 3.19), and improve writing (F= 3.43, M= 3.25). Students’ academic levels also affected some strategies like listening, speaking, and pronunciation; higher-level students preferred interactive approaches related to AI compared with lower-level students. However, AI tools for learning grammar and writing were less commonly used. These findings suggest that integrating traditional and AI-assisted strategies could support learning foreign languages. Consequently, educators should encourage active engagement in AI-based learning while addressing students’ dependence on traditional strategies.