This study is aimed at investigating the capability of Artificial Intelligence (AI) in understanding the context on text, based on the users' experience. The research question is formulated: to what extent can AI understand and incorporate contextual context when generating text, through the experiences of participants. The methodology for this study follows a qualitative case study design, as outlined by Baxter and Jack (2008), which allows for an in-depth exploration of the phenomenon—AI's capability in understanding context, through participants' experiences. Data collection is conducted using two primary techniques: questionnaires, to gather quantitative data on participants' perceptions of AI's contextual understanding, and interviews, to obtain deeper qualitative insights. The data from the questionnaires will be analyzed using content analysis, which will categorize and quantify participants' responses. The results of the interviews revealed patterns and meanings related to how AI processes and understands context. The findings have practical consequences for developers and users of AI text-generation software.

The theme of alienation is explored in Mary Shelley’s 'Frankenstein' as this study investigates how the narrative mirror the various intricacies of human relations and demands on society in the Victorian times. In the study, the psychological and social dimensions of alienation in Victor Frankenstein, and his creation are analysed qualitatively, using a text analysis. What the findings show is that alienation is not a matter of personal struggle but rather reflects broader moral and social struggles, including the aftermath of the Industrial Revolution and attempts to construct identity in a changing world. By providing insights into the messy nature of alienation as multifaceted phenomenon, crossing time, this study contributes to the discussion of individuality and societal dissociation, which have become topics of discussion in contemporary literature. This study therefore also has the implications that literature can contribute to the enduring human concern, and should continue to become explored in terms of alienation in historical and modern contexts.

Informative speaking involves delivering speeches to disseminate knowledge and improve the audience's understanding of specific topics. Therefore, this study aims to explore the use of informative speaking strategies in the English Hour programme at RRI PRO 2 Banjarmasin, focusing on how broadcasters implement these strategies and the challenges they face. The case study method was used to obtain data using in-depth interviews, observation, and analysis of documentation in the broadcast process. Two broadcasters who handle the English Hour programme were involved as research participants. The results of data collection were processed using data analysis techniques such as data condensation, data display and conclusion drawing. The results identified that broadcasters used several strategies, such as topic selection, in-depth research, organised structure, clear language, relevant examples, and an engaging delivery style. In addition, the barriers they faced were delivering complex topics, translating terms, and maintaining the flow of the conversation during live broadcasts. In addition, further research is highly recommended to dig deeper into the effectiveness of this strategy and explore additional methods to improve informative speaking in radio broadcasts.

In an era characterized by global migration and multicultural interactions, this study delves into the linguistic dimensions of cultural identity among Bangladeshi international students in China. The study employs a 20-question survey to examine the role of code-switching, bilingualism, and linguistic choices in identity formation and expression. The dataset includes 65 students from 34 disciplines. One of the major conclusions is that people are ambivalent, particularly about the sense of cultural identity mediated through multilingualism, although there was a strong correlation between cultural expression and use of the mother tongue. The huge proportion of these participants admitted the use of certain linguistic features in different sociolinguistic situations, nevertheless, the importance of English and Mandarin used in the educational contexts emphasized the global and local linguistic dynamics. In order to overcome the drawbacks of this study, future studies must aim to explore the longitudinal impact of settling down in unfamiliar language territories on people’s cultural orientation. Furthermore, this study recommends to take note of the growing need for engaging in acceptable linguistic behavior for the protection and promotion of cultural identity and appreciation among different societies.

A cross-cultural pragmatics exploration, particularly in multicultural and multilingual settings like Indonesia, is important for understanding language used within a cultural framework. In the comparative study, Banjarese and Javanese languages are particularly underrepresented. Thus, the research investigates and compares complaint strategies that the Banjarese and Javanese use. The current study used a qualitative approach and the Discourse Completion Task (DCT), consisting of eight scenarios, to gather the data. The study consists of 50 participants, 25 Banjarese and 25 Javanese participants, ranging in age from 18 to 60 years old. The findings of the study found that Banjarese and Javanese participants utilise mostly the same strategy, namely dissatisfaction (DS) and request for repair (RR), and prefer to avoid conflict with the interlocutors. However, Banjarese participants typically prioritise immediate resolution, whereas Javanese participants prioritise expressing their dissatisfaction first. The research highlights the significant influence that cultural context has on complaint strategies and communication.

This study explores the educational values embedded in Banjarese and Buginese folklore through a qualitative descriptive comparison, focusing on the local wisdom and language use present in these cultural narratives. By examining a selection of folk tales from both ethnic groups, the research identifies key themes and moral lessons that reflect the unique socio-cultural contexts of the Banjarese and Buginese communities. Through detailed content analysis, the study reveals how these traditional stories convey ethical teachings, social norms, and cultural heritage, while also illustrating the practical use of language in educational settings. The findings highlight the potential of integrating folklore into modern educational curricula, particularly for language teaching, to foster cultural awareness, moral development, and community values among students. The comparative analysis underscores both the commonalities and unique elements of local wisdom in Banjarese and Buginese folklore, providing educators with valuable insights on utilizing these narratives to enhance language learning and cultural competence. This research contributes to the broader discourse on the role of indigenous knowledge in education, advocating for the preservation and application of folklore to enrich educational content, promote effective language use, and support cultural diversity.

This study investigates the intersection between teachers’ stated beliefs regarding grammar instruction and their actual classroom practices, focusing on two experienced English teachers in Yogyakarta, Indonesia. While prior research underscores the influential role of teachers' beliefs in shaping instructional approaches, discrepancies between these beliefs and classroom implementation are frequently observed. This qualitative case study involved two English teachers from a junior high school in Yogyakarta who have completed their undergraduate degrees in English education and have over ten years of teaching experience. Data were collected through semi-structured interviews, classroom observations, and document analysis to explore how teachers' beliefs about teaching grammar align or diverge from their practices. The findings reveal inconsistencies, demonstrating that while both teachers express a preference for implicit, communicative approaches, practical challenges such as large class sizes, curriculum demands, and varied student proficiency often necessitate the use of explicit instruction methods. These results support existing literature that highlights contextual factors as mediators between beliefs and practices. The study emphasizes the need for reflective practices and tailored professional development programs that help teachers align their instructional strategies with their beliefs. This alignment can enhance instructional effectiveness and foster a more cohesive learning environment. Future research should further investigate how professional development and reflective practices can support teachers in bridging the gap between their beliefs and classroom methodologies.

This study investigates the perceived English proficiency and teaching practices of non-native and native English-speaking teachers (NNESTs and NESTs) in Chinese universities, utilizing a multi-method approach including surveys, classroom observations, interviews, and focus groups. Data were collected from 118 students, four NNESTs, four NESTs, and two administrators to assess proficiency in English for general purposes (EGP) and English for teaching purposes (ETP). Qualitative and quantitative analyses indicate that NNESTs rate their ETP proficiency higher than their EGP, while NESTs perceive their EGP and ETP proficiencies to be superior to those of NNESTs. Administrators affirm NNESTs' ETP proficiency but raise concerns about NESTs' writing skills for ETP. Although a majority of students (n=65) showed no preference, focus groups suggest their preferences are context-dependent. The findings contribute to the understanding of ETP versus EGP proficiency and highlight the need for professional development in teaching competencies for both NESTs and NNESTs.

In a world inundated with diverse media narratives, the Russia-Ukraine conflict emerges as a focal point of contention, revealing a complex interplay of linguistic strategies and discursive tactics. This study aims to unravel the intricacies of lexical choices, and discursive techniques employed by Sputnik, BBC, and Fox News in their coverage of the Russia-Ukraine conflict through corpus-assisted discourse studies techniques. Three corpora were created comprising 5,347 articles with 5,829,747 tokens, sampled from February 2022 to February 2023. Moreover, Sputnik’s diction strategically employs the phrase “military operation” while eschewing “war”, portraying the conflict as a defensive, legitimate endeavour, thus reinforcing a Russian geopolitical narrative that recasts Ukraine not as a victim but as an active participant with extremist factions. BBC, in contrast, adopts a pro-Western stance, framing Ukraine as a victim and Russia as an aggressor. Fox News calls Russia’s action as an invasion, and highlights the individual roles of political leaders in shaping the conflict. However, to address the limitations of this study, future studies can expand the scope, sources, languages, and genres for analysis. Furthermore, media consumers need to practice media literacy, cross-checking, and critical analysis in the era of overloaded information in order to form well-rounded opinions on complex geopolitical events.

Teaching English as Foreign Language to Indonesian students encourages teachers to motivate them in their language study by getting them to engage in successful writing and speaking skills. It can be early learning as relevant as possible to their language use needs. Based on a qualitative design, this study investigated the way an English teacher of eleventh-grade students used an integrated skills approach to teaching writing and speaking in the classroom. The research was conducted at one of the senior high schools in West Java, Indonesia with a qualitative method to explore deep information about the strategies and challenges encountered by the English teacher when she was teaching. The specific strategy revealed that the teacher organized activities and encouraged the students through Communicative Language Teaching (CLT) including other strategies to overcome the challenges such as providing consultation and providing learning at night as an extra class. This study is expected to chronicle the need for this approach to be incorporated by English teachers in secondary schools to improve English teaching strategy today and future.