English Concept Research Articles

Potential Benefits of Metaverse Concept Implementation in English for Tourism Course: A Case Study in Indonesian Higher Education Contexts

This study described the potential benefits of implementation of the Metaverse concept in English for Tourism course revealing views from the students’ perception. This research used a qualitative descriptive case study to investigate the phenomenon of the use of metaverse at higher educational levels in the Indonesia context. During data collection, an interview was conducted to gather the student's perspective on the notion of metaverse in English for the Tourism course, and the document served as secondary data as the artifact utilized in the subject's classroom activity. Thematic analysis was used to interpret the data. Based on the findings, there are two benefits of implementing metaverse concepts in English for tourism course. The study implemented two metaverse platforms namely spatial.io and readyplayerme. The study showed that the students showed their positive perception towards the use of these platforms. Integrating a virtual environment in a metaverse concept gives prospects for immersive and interactive learning enhancing the students’ learning engagement. In addition, since the students need to have the capability to use the platform, their digital literacy was also developed.

An Introduction to Global Englishes

The rationale for the recently established JALT Global Englishes SIG may be unclear and require explanation. To that end, some key relevant areas of debate are introduced that indicate the relevance and importance of the SIG’s interests to teaching: English as a Native Language; English as a Foreign Language; World Englishes; Standard English; English as a (Multi) Lingua Franca; and Teaching English as an International Language. These introductions are provided to show how and why there has been a shift away from English as a Native Language and Standard English towards alternative conceptions of English. Lastly, some of the implications of these debates for teaching are introduced.

Кодовая паремиологическая когнитивная модель концепта МИЛОСЕРДИЕ в английском и русском языках

The research aims to determine the characteristics of constructing code-based paremiological cognitive models of the MERCY concept in the non-cognate language formats of English and Russian worldviews. The scientific novelty lies in identifying the architecture of code-based paremiological cognitive models representing the culturally marked spectrum of the nominative field of the MERCY concept in English and Russian, in constructing classifications of code-based cognitive models in the paremiological stocks of non-cognate languages, in determining the differences in the functioning of code-based paremiological cognitive models of the MERCY concept in the formats of English and Russian linguistic worldviews, and in enriching the scientific thesaurus of cognitive linguistics with such concepts as “a code-based paremiological cognitive model”, “the paremiological polarization of the code format of a cognitive model”. As a result, it has been proved that the functioning of code-based paremiological cognitive models in English and Russian linguistic worldviews occurs along similar and different lines. The similarity is manifested in the presence of models such as “mercy – God”, “mercy – help”, “mercy – truth”, while the difference is seen in the frequency of nominations of code models. Among the latter, the models “mercy – cruelty”, “mercy – forgiveness”, and “mercy – truth” prevail in the English paremiological stock. At the same time, the models “mercy – God”, “mercy – soul/heart”, “mercy – good” predominate in the Russian paremiological stock. The development and introduction of a new approach to interpreting the paremiological stock through the construction of code-based paremiological cognitive models enriches the theoretical and methodological basis of modern cognitive linguistics.

Family Concept Representation in English and Chinese Media: A Cognitive Matrix Modelling Approach

This article examines the representation of the FAMILY concept in English and Chinese newspapers. The research material was gathered from ten information sources and included 200 news articles, selected through continuous sampling using the keyword FAMILY / 家庭. The articles were analyzed to identify relevant issues and categorized based on their thematic content. In each article, key content elements—words and phrases that carry significant semantic meaning—were identified and used for cognitive matrix modeling. The findings reveal cognitive asymmetry in how the FAMILY concept is portrayed in English and Chinese media. In English-language media, the concept is centered on fundamental semantic components that form the cognitive core of the FAMILY concept, such as family members and their relationships. The representation also extends to areas like family activities, children, finances, employment, family pets, and legal issues. In contrast, Chinese media emphasizes the government’s role in educating the younger generation on family behavior, fostering a new generation of families that adhere to the country’s ethical norms, traditional cultural values, and moral standards. The central aspect of the FAMILY concept in Chinese media is the significant governmental support and societal focus on family needs and moral education, with family being viewed within the broader context of societal relations. The observed asymmetry is attributed to cultural, economic, social, and political differences. In capital-oriented social systems, the family is seen as an independent unit capable of self-sufficiency without substantial government intervention. This study is particularly relevant for understanding the role of professional discourse in shaping public perceptions of family across different cultures, highlighting how media narratives reflect and influence broader societal values and professional communication practices.

Family Concept Representation in English and Chinese Media: A Cognitive Matrix Modelling Approach

This article examines the representation of the FAMILY concept in English and Chinese newspapers. The research material was gathered from ten information sources and included 200 news articles, selected through continuous sampling using the keyword FAMILY / 家庭. The articles were analyzed to identify relevant issues and categorized based on their thematic content. In each article, key content elements—words and phrases that carry significant semantic meaning—were identified and used for cognitive matrix modeling. The findings reveal cognitive asymmetry in how the FAMILY concept is portrayed in English and Chinese media. In English-language media, the concept is centered on fundamental semantic components that form the cognitive core of the FAMILY concept, such as family members and their relationships. The representation also extends to areas like family activities, children, finances, employment, family pets, and legal issues. In contrast, Chinese media emphasizes the government’s role in educating the younger generation on family behavior, fostering a new generation of families that adhere to the country’s ethical norms, traditional cultural values, and moral standards. The central aspect of the FAMILY concept in Chinese media is the significant governmental support and societal focus on family needs and moral education, with family being viewed within the broader context of societal relations. The observed asymmetry is attributed to cultural, economic, social, and political differences. In capital-oriented social systems, the family is seen as an independent unit capable of self-sufficiency without substantial government intervention. This study is particularly relevant for understanding the role of professional discourse in shaping public perceptions of family across different cultures, highlighting how media narratives reflect and influence broader societal values and professional communication practices.

Decolonising intercultural theology and research: What role for cultural outsiders?

This article addresses some reasons and requirements for intercultural theologising as boundary-crossing interaction to be decolonised and hold decolonising potential itself. Decolonialism being concerned with both those in ‘marginalised’ and in ‘privileged’ positions, this article focusses on some of the latter’s challenges, responsibilities and opportunities. Grounding the argument in writings of scholars from disciplines like linguistics, cultural anthropology, decolonial studies and various strands of theology both from the Global South and the Global West, epistemological motivators for a decolonising theology will be sketched in the first step. The second step involves a consideration of an appropriate methodology called ‘chosen vulnerability’. Central to it would be the learning and using of vernacular languages in order to move towards cross-cultural understanding from emic perspectives. In step three, an attempt at implementing such will be portrayed that was a core component of a recently completed interdisciplinary PhD project. Based on contextual learning of isiXhosa, several church-related concepts in English and isiXhosa were investigated and compared in a subsidiary study. The findings are used to illustrate how chosen vulnerability can enable humble contributions to decolonising theologies. This is achieved through emic approaches and perspectivism.Intradisciplinary and/or interdisciplinary implications: This article raises awareness for sometimes hidden epistemic inequalities and suggests ways in which those in relative cultural-linguistic power can reduce the imbalance. This is of relevance primarily to intercultural theology. In turn, such insights from intercultural theology can benefit academic research in cross-cultural contexts in general.

Building a Strong English Civil Engineering Vocabulary

Vocabulary acquisition means the process of learning and acquiring new words and their meanings. Building a strong vocabulary is essential for effective communication, reading comprehension, and overall language proficiency. Civil engineering involves designing, constructing, and maintaining infrastructure projects like roads, bridges, and buildings. To be successful in this field, it is important to have a good understanding of technical terms and concepts in English, which is the universal language of communication. Building a robust civil engineering English vocabulary is crucial for effectively communicating with colleagues, clients, and stakeholders, as well as understanding complex engineering principles and procedures. One way to improve the civil engineering vocabulary is to familiarize with key technical terms and definitions. Another important aspect of building a strong civil engineering vocabulary is to study the different types of materials, tools, and techniques used in the industry. In addition to technical terminology and materials, it is also important to learn common abbreviations and acronyms, suffixes and prefixes used in civil engineering. Word formation is also a key aspect in enhancing civil engineering vocabulary. One effective way to expand the civil engineering vocabulary is to read industry publications, technical manuals, and research papers. Lastly, practice and repetition are key to building a strong civil engineering vocabulary. The present article deals with all these essential points in building a strong civil engineering English vocabulary.

“I THINK TEACHERS MUST SPEAK ONLY ENGLISH”: EXPLORING LECTURERS' PROFESSIONAL ATTRIBUTES AND PRACTICES TO FACILITATE EMI PROVISION IN HIGHER EDUCATION

This study aims to investigate the students’ and teachers’ perceptions regarding English as a Medium of Instruction (EMI) lecturers’ attributes and practices that facilitate EMI provision at higher education institutions in Kazakhstan. By adopting the “Good-enough-to-teach” model of the EMI lecturer by Lavelle, the research explores the adequacy of qualified EMI lecturers and their practices in delivering EMI classes. The data is derived from surveys administered to 1506 students and 157 teachers. Key findings highlight the importance of lecturers' knowledge of the subject matter and English, sensitivity to students' needs and culture, and the ability to explain concepts in English clearly. These findings have significant implications for implementing and improving EMI programs in Kazakhstani higher education as well as in other non-Anglophone contexts, particularly in understanding the key attributes of qualified EMI lecturers. Specifically, it is believed that the results would help in developing clear guidelines and policies for universities to recruit qualified staff who can effectively achieve the goals and objectives of English-taught educational programs. The study also would raise the awareness of the educational stakeholders regarding the desired qualities of skilled EMI lecturers.

Integrasi Culturally Responsive Teaching dalam Pembelajaran Bahasa Inggris berbasis T-PACK

The aim of this study is to integrate CRT (Culturally Responsive Teaching) and TPACK in English language learning and develop 21st Century skills with a culturally responsive approach. The research was conducted using a qualitative descriptive approach, which looked at each student and background holistically. Research is done using a variety of learning methods such as Think pair share, internships, discussions, direct instruction and debates. The CRT research associates the concept of learning English with the cultural background as well as the characteristics of the student. Practical Implementation of this method includes technological mastery, pedagogic knowledge and learning content. Data analysis techniques use the techniques presented by Miles and Huberman, namely data reduction, data presentation, and verification and conclusion withdrawal. The results of this study are demonstrating the application of TPACK's integrated CRT in developing 21st century skills for students, this can be seen from the development of learning in understanding the concepts of text material that are based on local intelligence. Increased because of the ongoing learning in addition to conveying theory there are also practices without expressions that directly involve the culture of students. A culturally responsive integrated approach to learning is an approach that unifies the culture of students and is associated with English text so that students can understand what teachers are telling and learning seems meaningful.

PENDAMPINGAN BELAJAR BAHASA INGGRIS BAGI REMAJA MESJID AL-MUSTAFA DI ERA GLOBALISASI

English is a comprehensive global language used by the world community whose role is very important as a means of communication to convey ideas, feelings, and ideas in international activities to prepare for the global era. We also interpret English as a foreign language that is used for academic, professional, and work purposes. Demanding learners to master language skills namely speaking skills, reading skills, listening skills, and writing skills, this ability is known as macro skills, while micro skills in English are vocabulary, grammar, and pronunciation. For learners, the most basic thing is to master basic vocabulary (vocabulary skills) this is the main key to mastering the scope of other skills. The target of this PKM activity is the millennial generation (adolescents) who are productive age who have the opportunity and ability to learn foreign languages, namely English. As for some of the problems faced by mosque youth in recognizing and learning English as a global language including; learning English and the limitations on the knowledge of adolescents themselves. b. lack of interest and motivation in learning Islam and English. c. inappropriate delivery strategy. To answer all the above problems, what is done is to provide learning assistance that attracts teenagers' enthusiasm by using audio visuals, namely the animated video I Am the Best Muslim. The purpose of the implementation of this PKM is to provide services to the community, especially adolescents, to attract their interest in recognizing the concept of Islam in English, as well as increasing the limited knowledge of adolescents, as well as to increase interest and motivation to learn, then show that there are many ways to convey knowledge to adolescents. The implementation method in this PKM is by delivery, discussion (question and answer), and evaluation of PKM activities' success. From the results of the implementation of this service, the PKM team can conclude that youth English learning assistance with audiovisuals can attract teenagers' interest and motivation to learn in recognize the concepts of Islam and English. and can be seen from the feedback response to the discussion session and watching the English animation presented.

VERBAL REPRESENTATIONS OF WEAPONS: A UNIVERSALIA-ORIENTED ANALYSIS

This paper explores the verbal representations of the WEAPON concept in Old English and Old Icelandic texts, examining how irrational knowledge structures, or "nano-myths," are embedded within the inner form of the concept's names through etymological analysis and interdisciplinary comparisons. These "nano-myths" serve as interpretational and categorizational filters, providing insight into the conceptual underpinnings of these language units. The study emphasizes the role of cognitive models as the basis for these conceptual verbalizations. The analytical approach used in this research is rooted in the theory of myth-oriented semiosis, which forms a key component of the interdisciplinary methodology known as "M-logic." This approach involves reconstructing the cognitive premises underlying these language units and mapping them against a universal model of an open system to identify patterns and variations. The identified models are then compared to ascertain the differences and similarities in conceptual representation between Old English and Old Icelandic. The paper's synthetic interpretations suggest that the set of conceptualized semantic features, organized within the hierarchical plane of the universal model, helps define the allomorphic contours of the respective semantic spaces in the two worldviews. The instrumental component of the isomorphic frame-type structure, which reflects the synergetic dynamics of these semantic spaces, is extended in distinct ways in the Old English and Old Icelandic contexts. This differentiation contributes to the allomorphic structure observed in these worldviews, indicating a unique approach to the concept of weapons in each linguistic tradition.

Extramural English as an individual difference variable in L2 research: Methodology matters

Abstract In light of findings from research on informal foreign/second language (L2) learning, with a focus on English as a target language and using the concept of extramural English (EE), this position paper argues that learners’ engagement in EE (through activities such as watching television or films or playing digital games) constitutes an important individual difference (ID) variable that needs to be included in studies that aim to measure L2 English proficiency or development. In addition, it is suggested that if EE as an ID variable is left out in such studies in the future, the rationale for exclusion should be clearly stated. This position paper also discusses research instruments and methods used in this area of research, the benefits and drawbacks of different methods, and identifies research gaps and under-researched learner groups. Further, it is argued that in some contexts, EE has replaced classroom activities as the starting point for and foundation of learning English.

Metaphorical perceptions of undergraduate tourism students towards the concepts of English and Professional English: the case of Türkiye-Spain

The primary purpose of this research is to determine the metaphorical perceptions of the student’s tourism in Türkiye and Spain regarding the concepts of English and professional English and to compare these perceptions. The phenomenology technique was adopted and used in this research. The data were collected in person using a two-question questionnaire. A purposeful sampling technique was used for this research. Data were collected from May 24 to May 28, 2022. The content analysis method was applied in the analysis of the research data. The results show that students' metaphorical perceptions of English and Professional English concepts are positive and different. The research findings show that English and professional English learning interact with the inner worlds of the students.

Handling Syntactic Complex Predicates of Maithili in English Classes

This article attempts to explore the causativized syntactic complex predicates in the southern Saptarian Maithili analysing them within Lexical Functional Grammar (LFG) and also pinpoint show English teachers/learners with Maithili background are facing difficulties for expressing such concepts in English. The data were mostly based on the researcher's own PhD work, his own intuition and experiences and also from the secondary level students/teachers, and presented them using Leipzing glossing rules analyzing under the four interacting structures of LFG. It is found that this variety uses the predicative item lǝga 'cause/force' with another predicative polar to form the causative syntactic complex predicates and such a construction is causing problems for the students learning English. Thus, English teachers in particular area to be conscious about the students' difficulties in learning English, especially while dealing with the concepts of Maithili complex predicates.

Conception vs practice: an exploration of select teachers of English conception and use of assessment in Jamaican secondary schools

ABSTRACT The potential of assessment to improve teaching and learning depends on teachers’ conception and use of assessment. Therefore, it is important for researchers and policymakers to conduct research in these areas. This qualitative study interviewed and observed 32 teachers of English in four types of secondary schools in Jamaica to ascertain their conception of assessment and determine the level of congruence between their reported conception and observed uses of assessment. The findings revealed that teachers predominantly have improvement and accountability conceptions of assessment while demonstrating predominantly behaviour management and improvement uses. There was also an overwhelming grading culture that forced teachers and students to focus on the grading more than the learning function of assessment because of mandated tests and quotas of grades from school and national administrators. The findings indicate that policy changes are needed at the national and school levels to support the formative use of assessment even while focus is placed on the formative use of summative and traditional assessment.

A Review of Interlanguage Fossilization in English Learning

The phenomenon of interlanguage fossilization, which is commonly observed during the process of acquiring a foreign language, signifies a barrier to further progress in language proficiency. This paper presents a comprehensive review and analysis of the phenomenon of interlanguage fossilization in the context of second language acquisition. Interlanguage fossilization refers to the stagnation of language learning progress, hindering further linguistic development in foreign language acquisition. The paper explores the defining characteristics, various types, and current research status related to interlanguage fossilization. It investigates the specific causes and manifestations of this phenomenon in second language acquisition, focusing on English language learning. The study further proposes practical measures to address interlanguage fossilization and enhance learners' proficiency. These measures include continual upgrading of teachers' knowledge base in fundamental English concepts, communicative skills, linguistic understanding, and knowledge of Anglo-American cultural backgrounds. Additionally, learners are encouraged to adopt a correct mindset, recognizing language learning as a long-term, continuous process requiring consistency and systematicity. The paper emphasizes the importance of vocabulary memorization, progressive learning approaches, repetition, and extensive practice to internalize the language and achieve effective and accurate language output. By implementing these strategies, learners can overcome interlanguage fossilization and make significant progress in their English language proficiency.

MULTILINGUAL CODE-SWITCHING IN THE CLASSROOM: AN ANALYSIS FROM THE TEACHER’S NARRATIVE

Code switching, the practice of alternating between languages in conversations, was of interest to researchers in sociolinguistics, especially in multicultural classrooms. This qualitative research utilized narrative interviews to explore code switching in the classroom, focusing on the teacher's narrative. Interviews were audio-recorded and supplemented with field notes. Data analysis involved narrative blocks. The research findings emphasized the effectiveness of multilingual code-switching and individualized instruction in enhancing students' English language learning. Embracing linguistic diversity, valuing students' native languages, and using creative learning approaches created a positive and inclusive environment, fostering comprehension, vocabulary retention, and cultural appreciation while motivating students. In conclusion, multilingual code-switching enhanced English learning by integrating native languages with instruction. Tailored teaching methods supported individual proficiency and learning styles, while creative code-switching boosted engagement and comprehension by linking English concepts to native languages.

The Effectiveness of Teacher’s Classroom Assessment Practices on Predicting Pupils Learning of English Concept in Public Primary Schools

This paper aimed at assessing the effectiveness of teachers’ classroom assessment practices on predicting pupils’ learning English concept. The main objectives were to assess teacher’s classroom assessment practices in teaching English concept and predicting the pupils’ English performance using the classroom assessment. The study used mixed design approach and data were collected through questionnaires and classroom observations. The study found that the common assessment methods used by English teachers are traditional methods of assessment which based on paper and pencil while modern assessment methods such as portfolio, peer and self-assessment, oral presentation were less used in public primary schools. However, the study found that purpose of assessment was highly perceived by English teachers to be usefulness in classroom assessment practices, while source of test items perceived to be less usefulness. It was also revealed that there was strong positive relationship between excise, test and examination in predicting pupils’ English performance.

Idiomatic space of the concept MOTHERLAND in the English and Ukrainian languages

The article presents the study of the verbalization of the concept motherland in the Ukrainian and English languages. In today’s world, the question of importance of the concept motherland is more pressing than ever. In view of the tragic events in Ukraine and the sociopolitical situation in Britain, theconcept motherland acquires a special resonance, which determined the relevance of this study. The research establishes the theoretical basis for examining the concept motherland, unveiling its essence in philosophical and theoretical contexts. The concept is analyzed in the studied languages, considering both diachronic and synchronic perspectives. The study reveals that in Ukrainian ethnic consciousness, the concept motherland is associated with home, family and evokes warm feelings, although the illusions of the ideal are no longer present. The English concept motherland is slightly different, as the country’s rich history inspires a sense of pride, but often grappling with issues such as a lack of unity. Common basic cognitive-invariant archetypal constants of both peoples as descendants of Indo-Europeans include benevolence, patriotism, hospitality and success. However, in the process of historical and cultural development, each ethnic group acquired distinct variant profiles. Rational kindness is characteristic of the British, while openness and sincerity are typical of Ukrainians. The British exhibit abstractness in expressing feelings towards their native country, whereas Ukrainians demonstrate a close-intimate attitude towards their homeland. Stereotypically, the British may possess a sense of national superiority over other peoples, while Ukrainians harbor an interested attitude towards foreigners. Although researchers refer to the linguistic and cultural concept motherland as abstract and universal, as its deeper reconstruction shows, it has a clearly expressed ethno-cultural marking.

Assessment of Educational Digital Game-Based Learning and Academic Performance of Grade Six Pupils

Digital games have surpassed the movie box office and are making their way to revolutionize the contemporary teaching methods of today’s classrooms. Educators, parents, and policymakers are debating its effect on the students, and more researchers are offshooting to prove its effectiveness and suitability for the recent digital natives. This study, therefore, found empirical evidence underpinning the efficacy of Educational Digital Game Learning on the learners’ academic performance, specifically in English concepts, using a quasi-experimental control group and descriptive design. Two classes of grade VI students were involved and labeled as the control and experimental group. During the study, the researcher used a validated test instrument. The researcher also filmed how EDGBL was conducted in the classroom and recorded interviews with experienced students. Frequency counts, percentages, weighted mean, and t-tests for independent samples were used to investigate the aims and establish the results. The findings revealed that students who underwent Educational Digital Game-Based Learning had improved their academic performance in learning English concepts. It was also found that those students who were exposed to EDGBL developed more positive habits in learning English. In contrast, those exposed to the traditional method tended to misbehave and have a monotonous learning environment. Moreover, conducting EDGBL as a method requires teachers to have practical facilitating skills to maintain solid work coordination throughout the implementation of EDGBL.