This study questions the long-held assumption that medical English represents a uniform and self-contained discourse. Drawing on a triangulated corpus that includes medical textbooks (2.5 million words), clinical case reports (1.8 million words), and doctor–patient consultations (about 500,000 words), it explores how medical professionals shift between technical and accessible registers a practice referred to here as linguistic code-meshing. A mixed-methods approach, combining quantitative corpus evidence with qualitative discourse analysis, is used to trace how such register blending operates across different communicative settings. The analysis identifies five recurrent strategies: terminological scaffolding, register-meshing syntax, strategic metaphor use, authority-accessibility markers, and layered discourse organization. These strategies enable practitioners to maintain technical accuracy while making information more comprehensible to patients and colleagues. Statistical comparisons show notable variation across contexts, with diagnostic and specialist consultations exhibiting the most intricate forms of integration. Qualitative findings further illustrate how these strategies promote understanding without undermining professional identity or institutional authority. Theoretically, the study positions medical discourse as flexible and stratified rather than strictly hierarchical, thereby extending work on register theory and professional communication. Practically, it points to implications for medical training and intercultural clinical communication, suggesting that code-meshing should be regarded as a key professional skill in today’s multilingual healthcare settings.

This study investigates how Scholastique Mukasonga’s fiction articulates gendered trauma not merely as a psychological or historical condition but as a multifaceted narrative of survival, resistance, and cultural resilience. The purpose of the research is to explore the representation of gendered trauma in her works, focusing on how women, as central characters, endure and respond to the devastation of violence, forced displacement, and profound personal loss. Through a feminist trauma lens, the study employs Judith Herman’s theory of trauma and Marianne Hirsch’s notion of postmemory to analyze how the narratives embody both personal and collective memory. Methodologically, the research offers a close textual analysis of Mukasonga’s selected works, with attention to the ways in which silence, memory, rituals, and the mother-child bond are employed as coping strategies by female characters. It further investigates how oral tradition, cultural memory, and inherited rituals become tools of both resistance and recovery. The findings reveal that Mukasonga’s narrative strategies reclaim women’s agency and voice in the aftermath of historical atrocities, portraying them not solely as victims but as active participants in cultural preservation and healing. This study contributes to trauma studies by expanding its scope through a postcolonial and gendered perspective, highlighting how literature serves as a space to record, transmit, and transform collective trauma. Ultimately, Mukasonga’s fiction becomes a powerful literary intervention that safeguards erased histories and affirms the resilience embedded in Rwandan women’s lived experiences.

This study investigates the types of English metaphors that Alexa can accurately interpret and compares her metaphor comprehension processes to those of humans. The study involved eighteen English language students from the University of Jordan, all with Academic IELTS band score of 6.5 or above. Data were collected through a metaphor interpretation test administered to human participants and the Alexa virtual assistant. The test consisted of fifteen metaphors divided into three categories which are as follows: five orientational, five ontological, and five structural metaphors. The results revealed that Alexa surpassed the human participants in interpreting metaphors, achieving an accuracy rate of 93.3%, compared to 64.8% for the students. Although Alexa achieved a higher metaphor interpretation rate, she exhibited difficulty with structural metaphors, which involve abstract concepts. Similarly, human participants managed a success rate of 74%, which was the lowest among the three categories. This study indicates that structural metaphors are challenging for both AI and humans. The findings highlight the complexities of interpreting structural metaphors and the limitations shared by humans and AI. These insights contribute to the broader discourse on AI’s ability to process figurative language and offer valuable implications for advancements in NLP and human-computer interaction.

Several studies have investigated the impact of students’ peer assessment and feedback on learners’ progress in EFL writing classes. However, few have explored students’ perceptions of it. This paper addresses this gap by exploring student peer assessment and feedback using rubrics to enhance classroom writing practices. The study employed action research to explore students' attitudes and practices towards the process-oriented approach to writing, examine the role of the Zone of Proximal Development (ZPD) in the learning process, students' attitudes toward peer feedback, and the challenges associated with peer assessment and feedback in EFL writing classes. A qualitative research design was adopted in this study utilizing a writing rubric and a classroom observation checklist. Additional data were gathered using structured interviews and students’ reflective reports. In the findings, the participants often avoided applying the process-oriented approach due to time constraints. However, applying the Zone of Proximal Development supported meaningful learning experiences and deepened peer-to-peer engagement although most students appreciated peer review and feedback; they faced difficulties due to limited background knowledge, low confidence, and limited understanding of how to evaluate peers' work. The findings identify a need for further support and scaffolding to enhance peer-to-peer assessment in EFL writing classes.

This study investigates the Vietnamese undergraduates’ attitudes towards digitally mediated reading assessments and understands the underlying reasons. A mixed- method study was utilized to fulfill these objectives. All participants are undergraduates in Vietnam who have undergone English as a foreign language (EFL) courses and experienced digitally mediated reading tests. First, a 5-point Likert scale questionnaire was delivered to students through their emails. In the second stage, the researchers randomly selected volunteer participants to join the interview. Vietnamese students hold positive attitudes toward digitally mediated reading assessments. The three aspects of attitudes, namely cognitive, affective, and behavioral positively influence each other. When discussing the embedded reasons for their responses, thematic coding reveals notable themes, such as technical issues, cheating issues, support availability, grading and feedback, testing platform interface, and further engagement. Undergraduates’ attitudes reflect enthusiasm and concerns about the shift to digitally mediated reading practices in Vietnam. The findings highlight areas for teachers and policymakers to further enhance digitally mediated assessment practices.

This study explores the intersections of gender, economic marginalization, and postcolonial identity in Batool Al-Khudairi’s novel Absent using Amartya Sen’s economic theory as a critical lens. The research adopts a qualitative literary analysis based on feminist and postcolonial frameworks. It applies Sen’s capabilities approach to interpret how socio-economic constraints shape women’s agency and experiences in post-war Iraq. The analysis reveals that the female characters in Absent suffer from structural inequalities, restricted choices, and cultural alienation, which limit their ability to function fully in society. Sen’s theory effectively illustrates how economic deprivation intersects with gender oppression, amplifying the marginalization of women in postcolonial settings. Absent critiques of both patriarchal and political systems by portraying women not only as victims of war and tradition but also as figures negotiating identity and survival. The study affirms that literary narratives can expose nuanced dimensions of economic and gender-based injustice.

The current study looks into the key factors behind trepidation or anxiety among English-speaking Iraqi and Yemeni college students. The quantitative approach has been adopted focusing on two factors: fear of communication apprehension and negative evaluation. Twelve items were adapted from the Foreign Language Classroom Anxiety Scale (FLCAS) and administered to 110 Iraqi and 198 Yemeni students comprising both male and female students. Data analysis revealed that communication anxiety is a shared issue for college students in both Iraq and Yemen with females exhibiting significantly higher anxiety levels than males. The findings underscore that negative evaluation and communication anxiety are critical psychological barriers affecting language performance and participation. Additionally, the study highlights that a lack of sufficient language input and limited opportunities for speaking practice in English classes contribute to heightened anxiety levels. The study proposes the integration of Artificial Intelligence (AI) powered tools into language learning environments as this will provide an innovative, supportive, and non-judgmental environment. In contrast to traditional classroom settings, where students may fear negative evaluation or embarrassment, AI can help reduce anxiety and foster a positive learning atmosphere by simulating real-life communication and providing instant supportive feedback. The study recommends that teachers utilize AI and supportive teaching strategies to create a safe space for language development.