Language Institute Research Articles

Construction and validation of a Computerized Formative Assessment Literacy (CFAL) questionnaire for language teachers: an exploratory sequential mixed-methods investigation

The contributions of Computerized Formative Assessment (CFA) to teachers’ instructional practices and students’ learning outcomes necessitate the development of valid and reliable instruments for measuring teachers’ literacy. To address this necessity, this study adopted an exploratory sequential mixed-methods design via drawing on a dual deductive–inductive approach to develop and validate a Computerized Formative Assessment Literacy (CFAL) questionnaire for language teachers. The participants comprised 489 Iranian male and female English as a Foreign Language (EFL) teachers teaching from elementary to advanced levels at different language institutes in eight big cities across the country. The results of Exploratory Factor Analysis (EFA) revealed that CFAL consisted of six factors including practical, theoretical, socio-affective, critical, identity-related, and developmental. The results of Cronbach’s alpha demonstrated that the questionnaire and its six components had satisfactory levels of reliability. The findings are discussed and implications for developing professional programs aiming at determining and promoting teachers’ CFAL are presented.

The attitudes of Arabic language learners towards learning Arabic for specific purposes, Kanar 1 course, Language Institute, International University of Africa (IUA), Sudan

Many educational institutions have introduced Arabic language for specific purpose courses in order to help learners master the terminologies and language patterns used in specific fields. This study aims to identify the attitudes and needs of Arabic language learners who will enroll in Arabic language course for the first stage organized by Language Institute, International University of Africa (IUA), Sudan. This study relied on the descriptive and inductive approaches to find out the attitudes and needs of Arabic language the participants in this course 2023/2024. It is known that many learners have an attachment to the Arabic language that goes beyond religious purposes to professional ones such as economics and culture. For all this, it is necessary to design curriculum that pay attention to these directions and the objectives that will be demonstrated by the participants of this course. On the other hand the study aims to find out how to improve the effectiveness of Arabic for specific purpose to help learners gain academic and career advantages in the long run.

Building linguistic bridges: Pakistan's forward-thinking strategy for foreign language learning

ABSTRACT This article provides insight into Pakistan's proactive strategy for developing linguistic ties by improving proficiency in Chinese as a foreign language. Interpretive phenomenological analysis (IPA) is used to closely examine the participants’ lived experiences. A purposive sampling technique is adopted to choose the samples for this research. Semi-structured interviews of sixteen professionals are done to gather the primary information needed to comprehend the participants’ viewpoints on learning Chinese. The study focuses on the objectives and challenges associated with acquiring the Chinese language from the perspective of individuals in Pakistan and has provided valuable insights into individuals’ attitudes and behaviours about the acquisition of the Chinese language, hence contributing to developing a systematic framework for Chinese language learning. The findings aregrouped under three sections according to the conceptual framework (motivations, amenities, and challenges) of Chinese language acquisition and highlight the need for creative approaches, specialised teacher preparation, and suitable materials to promote efficient Chinese language acquisition and get beyond linguistic and cultural barriers. The findings of this study will aid language institutions and policymakers in planning strategies for foreign language learning and acquisition.

The Role and Place of Translation in The French Department: The Case of 3rd Year Students At University of Oran 2

Pedagogical translation is a specific type of translation employed in language education to enhance students' literacy skills. It is recognized that didactic translation involves transferring meaning between languages with the aim of improving language proficiency. This case study was conducted to emphasis the role of translation within the French Language Department at the University of Oran 2. The researcher aimed to explore the benefits of translation in teaching French and preparing students for careers as French language educators at both primary and secondary educational levels. The study focused on students and teachers within the French Language Department, who are pivotal in the teaching-learning environment. Established in 2014, the French Language Department at the University of Oran 2 was formerly part of the Foreign Languages Institute. This investigation took place during the second semester of the academic year 2022-2023 and employed a mixed-method approach, combining quantitative and qualitative data collection methods to provide a comprehensive understanding of the subject. The study systematically addressed the issue from various scientific and practical perspectives. Data collection involved student questionnaires, teacher interviews, and observations to ensure the reliability and validity of the findings. Participants included third-year students at the University of Oran 2 (Algeria). The findings indicated that didactic translation significantly enhanced students' reading comprehension and written expression, particularly at grammatical, syntactic, and semantic levels. The study also proposed strategies to assist future French teachers in overcoming challenges and limitations in their careers. It recommended integrating translation as a core module across all academic levels to ensure thorough mastery of the French language.

Reviewer Acknowledgements for World Journal of English Language, Vol. 14, No. 5

World Journal of English Language wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.World Journal of English Language is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please contact us for the application form at: wjel@sciedupress.comReviewers for Volume 14, Number 5Abderrazak Zaafour, Almería University, SpainAbdul Syahid, Institut Agama Islam Negeri Palangka Raya, IndonesiaAbdulfattah Omar, The Australian National University, AustraliaAby John, RUDN University, IndiaAcep Unang Rahayu, Poltekpar NHI Bandung, IndonesiaAli Hussein Hazem, University of Patras, GreeceAna Maria Costa Lopes, Higher School of Education of the Polytechnic Institute of Viseu, PortugalAnna Maria Kuzio, University of Zielona Gora, PolandAntonio Piga, University of Cagliari, ItalyAravind B R, Kalasalingam Academy of Research and Education, IndiaAshraf Mansour, Jerash Private University, JordanAtyaf Hasan Ibrahim, Al Iraqia University, IraqAyman Khafaga, Suez Canal University, EgyptBadri Abdulhakim Mudhsh, University of Technology and Applied Sciences, OmanBeibei Ren, University of South Florida, USABerhane Gerencheal, Aksum University, EthiopiaChristian Jay Olandria Syting, University of Mindanao, PhilippinesDon Anton Balida, International College of Engineering and Management, OmanElsadig Hussein Fadlalla Ali, King Khalid University, Saudi ArabiaGhazwan Mohammed Saeed Mohammed, University of Bisha, Saudi ArabiaHerman, Universitas HKBP Nommensen Pematangsiantar, IndonesiaHiyam Al-Badareen, Al al-Bayt University , JordanHossein Salarian, University of Tehran, IranHouaria Chaal, Hassiba Ben Bouali University of Chlef, AlgeriaHussain Hamid Ali Ghazzaly, Al-Azhar University, EgyptInayatullah Kakepoto, Quaid-e-Awam University of Engineering Science & Technology, Nawabshah, PakistanJânderson Coswosk, Instituto Federal do Espírito Santo, BrazilJergen Jel A. Cinco- Labaria, Western Philippines University, PhilippinesKristiawan Indriyanto, Universitas Prima Indonesia, IndonesiaL. Santhosh Kumar, Kristu Jayanti College (Autonomous), IndiaLeila Lomashvili, Shawnee State University, USALihong Ding, Lanzhou University of Arts and Sciences, ChinaMaroua Benhamlaoui, University of Fréres Mentouri- Constantine 1 , AlgeriaMelania Terrazas Gallego, University of La Rioja, SpainMohamad Amin Shirkhani, University of sistan and baluchestan, IranMohamad Fadhili bin Yahaya, Universiti Teknologi Mara Perlis Branch, MalaysiaMounir Jilani Ben Zid, Sultan Qaboos University, OmanMozhgan Ghassemiazghandi, Universiti Sains Malaysia, MalaysiaMuhammed Ibrahim Hamood, University of Mosul, IraqNitin Malhotra, Amity University Madhya Pradesh, IndiaNuriadi Nuriadi, University of Mataram, IndonesiaOlena Andrushenko, Universität Augsburg, GermanyOmsalma Ahmed, University of Hail, Saudi ArabiaÖzkanal, Ümit, Eskisehir Osmangazi University, TurkeyP. Jayakumar, St. Joseph’s College of Engineering, IndiaPatsawut Sukserm, Chulalongkorn University Language Institute (CULI), ThailandPrincess H. Policarpio, Angeles University Foundation , PhilippinesRamesh Manickkam, Vel Tech Rangarajan Dr. Sagunthala R&D Institute of Science and Technology, IndiaS. Priya, Subbalakshmi Lakshmipathy College of Science, IndiaS. Sakthivel, B.S. Abdur Rahman Crescent Institute of Science and Technology, IndiaS. V. Dhanawade, Vivekanand College(Autonomous) Kolhapur, IndiaSafi Eldeen Alzi’abi, Jerash University, JordanSaif Ali Abbas Jumaah, University of Mosul, IraqSantri Djahimo, Nusa Cendana University, IndonesiaSara Mansouri, Islamic Azad University-Najafabad branch, IranŞenel, Müfit, 19 Mayıs University, TurkeyServais Dieu-Donné Yédia DADJO, University of Abomey-Calavi, BeninShalini Yadav, Compucom Institute of Technology and Management, IndiaShangrela Genon-Sieras, Mindanao State University, Main Campus, PhilippinesSohaib Alam, College of Sciences and Humanities, Prince Sattam Bin Abdulaziz University, Alkharj, Saudi ArabiaSonthaya Rattanasak, Rajamangala University of Technology Suvarnabhumi, ThailandTelal Mirghani Khalid, Ministry of Education and Higher Education, QatarWahaj Unnisa Warda, Prince Sattam Bin Abdulaziz University, Saudi ArabiaZijun SHEN, Sichuan University of Media and Communications, China

Digital literacy and EFL teachers’ anxiety with teaching online via a virtual classroom software

This study employed qualitative analysis to investigate the technology anxiety experienced by Iranian EFL teachers conducting online classes, taking into account their digital literacy levels. A digital literacy questionnaire was administered to a group of EFL teachers teaching English online at two branches of a language institute in Iran using the virtual classroom software BigBlueButton. Based on the questionnaire responses, 12 teachers were categorized as high (N=6) and low (N=6) digital literates. Through semi-structured interviews and reflective journals, the study delved into teachers’ anxiety regarding online teaching, identifying three primary types of anxiety: pedagogical anxiety, technological anxiety, and social anxiety. The findings revealed that pedagogical anxiety stemmed from disruptions in teaching and learning processes, technological anxiety arose from challenges such as internet disconnections, and social anxiety related to judgments based on technological proficiency. While effective language instruction was a shared concern among high and low digital literate teachers, their approaches to managing anxiety varied significantly. High digital literate teachers demonstrated greater resilience in addressing online teaching challenges, whereas low digital literate teachers experienced reduced confidence and struggled with virtual classroom management. The study emphasizes the importance of addressing technology-related anxiety among language teachers in online education to enhance teaching efficacy and student outcomes. It suggests integrating digital literacy courses and providing expert support to alleviate teaching and technology-related anxiety and stress among EFL teachers, leading to more effective teaching practices.

The influence of using instagram on EFL learners’ critical thinking in language institutes

This study examined the influence of using Instagram on EFL learners’ critical thinking in language institutes. The participants were 98 students (40 males and 58 females) studying English at three branches of a language institute in Iran who were 20–24 years old and shared the same L1 which was Persian. They were selected through purposive sampling. Their proficiency in English was checked by administering DIALANG. Based on their scores on DIALANG, two equal groups were formed as experimental and control. As the pretest, California Critical Thinking Skills Test and California Critical Thinking Disposition Inventory were utilised. Afterward, the experimental group were taught in class and via Instagram, while the control group were taught only in class without using Instagram. The treatment lasted for 12 weeks each week for two sessions each session for 2 h. Then the posttest, which included administering California Critical Thinking Skills Test and California Critical Thinking Disposition Inventory was administered. The two groups got nearly the same scores on the pretest which showed their same proficiency level, but, their performances on the posttest were significantly different and the experimental group performed much better than the control group. This study may have implications for teacher trainers, supervisors, teachers, and textbook writers.

On the journey from cognizance toward thriving: Iranian EFL teachers’ engagement in reflective practice and professional development: the mediating effect of teacher mindfulness

ABSTRACT This study investigated the crucial role of teaching in society and the inquiry into effective teaching qualities. It underscored the prominence of mindfulness in teaching, as well as the ongoing process of reflective practice within the realm of EFL educators. The research aimed to create a model illuminating the relationships between EFL teachers’ reflective practice, teacher mindfulness, and professional development. It also delved into the mediating role of teacher mindfulness in this context. To attain this research objective, a convenience sampling method was utilized, leading to the selection of 150 EFL teachers from private language institutions across different provinces in Iran. Employing a quantitative methodology three distinct questionnaires were utilized to gather data. Subsequently, the information was examined through the application of Partial Least Squares Structural Equation Modeling (PLS-SEM). The structural model evaluation indicated significant path coefficients reinforcing all research hypotheses, with mindfulness functioning as a significant mediator between reflective practice and professional development. It is implied that there is a conspicuous emphasis on integrating mindfulness and reflective practices into educational policies and curricula to cultivate continuous growth and development among teachers.

Improving Modern Pondok Students' Arabic Language Skills in Indonesia: Language Institutions as Language Improvement Central

Islamic boarding schools, or pesantrens, have long played a significant role in the educational landscape of Indonesia, particularly in fostering religious and linguistic knowledge. This research focuses on three modern Islamic boarding schools in Indonesia: Al-Junaidiyah Biru in Bone Regency, IMMIM Putra Makassar in South Sulawesi, and Darussalam Gontor in Ponorogo. Central to the study is the role of the Language Improvement Centre (LIC) at these institutions, which demonstrates crucial innovations in Arabic language learning. The research employs a qualitative method. Data were gathered through interviews with educators, observations of classroom practices, and analysis of curriculum documents. This methodology provided a comprehensive understanding of the LICs' impact on Arabic language education. The study identifies several key functions of the LICs: a) designing Arabic language learning programs that align with the skills students are expected to master; b) conducting regular and organized assessments of students' Arabic language proficiency; and c) developing new teaching approaches based on these assessments. These roles collectively contribute to a robust enhancement of Arabic language learning within the pesantrens. The findings highlight the LICs' effectiveness in fostering a rich and innovative Arabic language learning environment. This research underscores the importance of these centers in the broader context of Islamic education in Indonesia. Future research could explore further innovations introduced by LICs and assess their long-term impacts on students' proficiency and engagement with the Arabic language.

외국인 중급 유학생의 한국어 음소 인식 및 철자 능력 분석 연구

This study aimed to explored the relationship between basic Korean literacy skills and Korean language proficiency among international students who are learning Korean in a university language institute. Participants’ basic Korean literacy skills were measured by a set of tests including phonemic awareness and spelling. One hundred and eight international students who attended intermediate level Korean language classes participated in this study. The results showed that there was a significant correlation between their basic Korean literacy and Korean language proficiency. In particular, notable correlations with Korean language procificency were observed for basic vowels and the diphthongs ㅑ (ya) and ㅘ (wa), which are integral components of phonemic awareness and spelling tests conducted in a one-syllable (CV) structure. Furthermore, participants’ average accuracy in phonemic awareness test was only 59.92% and the average accuracy in spelling test was 72.48%. Considering that the test items were constructed with basic phonetic features of Korean language and orthography, their Korean literacy skills were found to be pretty limited, which were comparable to the native first-graders in Korea. Authors also compared the basic Korean literacy test scores between two groups who passes language course and who failed the course. The findings revealed that the basic literacy skills of the failed group was significantly lower than that of the passed group, indicating that phonemic awaeness and spelling abilities may affect Korean language proficiency and academic achievements. Authors discussed that Korean literacy of the foreign Korean language students are in needs of atttention among educators and researchers

A Study of English Language Learning Anxiety and Teaching Strategies: The Context of Saudi Arabia

This study aims to explore learning anxiety related to the English language and review specific coping strategies to develop and propose certain teaching strategies for the students in the preparatory year at the English Language Institute (ELI) studying at the University of Jeddah, Saudi Arabia. This study also looks into the most dominating causes of Anxiety encountered by students and perceived by experienced English instructors in Saudi Arabia. The research questions are: What are the factors affecting the level of Anxiety among the target learners, and how can teachers cope with them to a great extent? An interview schedule was utilized for teachers to address the research questions. In addition, Self-rating questionnaires adapted and modified from the Foreign Language Classroom Anxiety Scale (FLCAS), which Horwitz and Cope (1986) developed, were used as the instruments of the study. Based on the mixed method of analysis, it is revealed that a lot of students faced considerable levels of English language learning anxiety, corresponding to the fear of negative feedback/response and evaluation by many stakeholders. Appropriate coping strategies can accordingly be suggested to make teaching fruitful.

Predictors of EFL Teacher Effectiveness in their Online Classes

Introduction: Online education has been used more widely after COVID-19. This calls for teachers’ familiarity with technological tools and pushes them toward gaining computer literacy to improve their efficacy. Moreover, there is a growing recognition of the need to redefine professional identities in this context. This study was an attempt to investigate the relationships between EFL teachers’ professional identity and computer self-efficacy with their effectiveness in online classes. Methodology: To conduct the study, 100 EFL teachers from English language Institutes and schools in Bojnourd, Iran, participated in the study. They completed three questionnaires, namely, professional identity, computer self-efficacy, and online EFL teacher effectiveness. The obtained data were analyzed using two Spearman correlation coefficients and one regression analysis. Results: The findings indicated significant relationships between professional identity and computer self-efficacy with teacher effectiveness in online classes. Moreover, it was found that computer self-efficacy was a better predictor of online EFL teacher effectiveness. Conclusion: The findings indicated that teaching effectiveness is a crucial aspect of professional development in online education. This highlights the importance of educators possessing strong computer skills and actively reshaping their professional identities. By doing so, teachers can significantly enhance the success and practicality of their online classes, benefiting both students and the educational system as a whole.

EFL Teachers’ Professional Identity: Insights and Experiences in FYP in a Saudi Context

There has been significant increase in research on exploring and understanding EFL teachers’ professional identities in various contexts. The EFL teachers play an important role in developing Saudi EFL learners’ English language skills to facilitate in their academic endeavors. The current study aimed to explore EFL teachers’ professional identity construction and negotiation process. Also, it intended to investigate how contextual factors influence this process. To this end, five experienced EFL teachers were chosen through purposive sampling from English Language Institute (ELI) teaching at a public-university in Saudi Arabia. The data were collected through in depth standardized open-ended interviews. The data were analyzed thematically (Braun & Clarke, 2006) by reading and reading the interview transcripts, and developing codes, categories and themes. The findings revealed that the participants found a few factors quite motivating for them to sustain their professional identity. However, there were many contextual factors that caused conflict in their construction and negotiations process of their identities and resulted in significantly contributed to their weaker professional identities. The findings can have pedagogical implications for EFL teachers, and they can prepare themselves better to deal with contextual dilemmas to perform better in the current settings. For policy makers, it can be implied that they can provide conducive environment to teachers for developing their strong professional identities.

СЛУЖЕНИЕ НАУКЕ «ИСТОРИЯ»

The article is devoted to the life and scientific work of the famous scientist historian Vladimir Petrovich Ivankov, who worked for many years at the Institute of History, Language and Literature of the Bashkir Branch of the USSR Academy of Sciences (now the UFIC RAS) as the head of the sector of the history of Soviet society, who will turn 105 years old on May 27, 2024. He lived a difficult life, but full of important and turning points in his life. The article draws on unique sources deposited in the scientist’s personal collection in the Scientific Archive of the Ufa Federal Research Center of the Russian Academy of Sciences. First of all, these are his personal files, which contain documents relating to his work at the institute. Of no small importance are the published prospectuses of generalizing collective works preparing for scientific development, where V.P. Ivankov is listed as a member of the team of authors as a scientific supervisor or executive editor. Some documents from the personal fund of the famous scientist R.G. were used. Kuzeev in the Scientific Archive of the UFIC RAS, which contained information about the preparation of a collective work on the history of the BASSR, which was subsequently entrusted to V.P. Ivankova. Vladimir Petrovich Ivankov receives a historical education at the Udmurt Pedagogical Institute. He begins his career in schools in Izhevsk. After graduating from the Higher Party School under the Central Committee of the All-Union Communist Party of Bolsheviks, he worked in the party bodies of Udmurtia. In the early 1950s. studies at the Academy of Social Sciences, where he defends his Ph.D. thesis. In 1957 he was transferred to Bashkiria, where he worked at the regional party school as head of the department of history of the CPSU, then at BSU. Despite his busy schedule, he devoted a lot of time to scientific work, an interest in which began in his student years, and continued at the Academy while preparing his dissertation. While still in Udmurtia, he participated in the development of the history of the local party organization and the preparation of documentary collections. In Bashkiria, he was involved in writing general works on regional history. From September 1963 to November 1983 all further life and scientific activity of V.P. Ivankova was associated with the Institute of History, Language and Literature of the Bashkir Branch of the USSR Academy of Sciences. Having headed the sector of the history of Soviet society, he took on the difficult tasks of writing the third volume of a collective work on the history of the BASSR, the history of the party organization of the republic. The tasks set by the executive editor were completed in a timely manner and successfully, summarizing works were published, which became an important result of the research activities of the scientist and the institute itself.

Assessing pronunciation using dictation tools

Abstract Language institutions need efficient and reliable placement tests to ensure students are placed in appropriate classes. This can be achieved by automating the scoring of pronunciation tests via the use of speech recognition, as its reliability has been shown to be comparable to that of human raters. However, this technology can be costly as it requires development and maintenance, placing it beyond the means of many institutions. This study investigates the feasibility of assessing English second language pronunciation in placement tests through the use of a free automatic speech recognition tool, Google Voice Typing (GVT). We compared human-rated and GVT-rated scores of 56 pronunciation placement tests. Our results indicate a strong correlation between scores for the final rating and for each criterion on the rubric used by human raters. We conclude that leveraging this free speech technology could increase the test usefulness of language placement tests.

METHODOLOGY OF DEVELOPMENT OF SPEAKING SKILL IN TEACHING TECHNICAL HIGHER EDUCATION STUDENTS AND THE IMPORTANCE OF WIKI-TECHNOLOGIES IN IT

This article recommends the methods of developing English as a foreign language, one of the main language skills -speaking skills using wiki technologies for students of technical universities. It is based on scientific facts that this method is equally useful for students of technical higher education institution and pedagogues of English language. In the process of writing the article, the author approaches mainly from the perspective of a teacher-pedagogue, and gives instructions on how and for what purpose to use wiki-technologies in the course of the lesson. In order to make the text of the article more understandable, emphasis is placed on what wiki technology actually is and how important its role is in the field of education. It also provides a brief overview of English-speaking skills and their level of difficulty, the benefits of teaching speaking skills to students, and how this skill is taught effectively. In the article, special attention is given and explained to what the pedagogue should emphasize more in the process of teaching, the importance of time, the primary and secondary factors in the process of teaching speaking skills. Some of the wiki-technologies that develop speaking skills are named in the article and their function is explained separately.

The effect of concept checking questions on Iranian EFL learners’ vocabulary, grammar, and motivation

Employing the technique known as Concept Checking Question, teachers of English as a foreign language can identify those individuals who face difficulties with the material and ascertain whether or not supplementary practice is required. Nevertheless, the full extent of CCQ's impact on various language skills and systems remains to be fully explored, particularly in the context of Iran. Consequently, the present study aims to examine the impact of CCQ implementation on the vocabulary, grammar, and motivation of intermediate Iranian EFL learners. To achieve this, 36 intermediate EFL learners were recruited from a private language institute in Kerman, Iran. Employing a quasi-experimental design, the participants were divided into an experimental class of 17 and a control class of 19. Data were collected through the application of the Oxford Placement Test, a lexis test, a grammar test, and a motivation questionnaire. The results of independent samples t-tests suggest that the CCQ class demonstrated significantly better performance in terms of lexis and grammar improvement when compared to the control class. Furthermore, a chi-square test revealed a significant association between CCQ implementation and the motivation of intermediate EFL learners. The results of this study may be beneficial for educators and other stakeholders who wish to incorporate CCQs into language classes as a means of enhancing grammar, lexis, and motivation. Keywords: Concept checking questions; EFL Learners; grammar; lexis; motivation

Phonetic Characteristics and Morphological Features of the Uzbek Dialect in Eshkamesh, Afghanistan

This study aimed to analyze the dialect employed by Uzbek Turks residing in the Eshkamesh district of Takhar province, located in the northeastern region of Afghanistan. The study investigated the phonetics of the Uzbek dialect spoken in the Eshkamesh district of Takhar province, with a particular emphasis on compilations from that area. Research on the dialects of the Turkish language focuses on several aspects such as vocabulary, phonetics, morphology, and the origins of both historical and contemporary dialects. It has the ability to provide perceptive solutions for certain issues pertaining to the subject matter. Consequently, this study holds great significance for the Turkish language. Furthermore, it is an undeniable reality that the dialects employed in this area are slowly vanishing as a result of technical advancements and the impact of established regional languages. Hence, it is crucial to promptly conduct thorough investigation and documentation of the Turkish dialects spoken in Afghanistan using scientific methodologies. The amalgamated sound recordings were transcribed utilizing a collection of symbols devised by the Turkish Language Institution, which accurately represents the phonetic characteristics of the sounds. Subsequently, we conducted an analysis of the phonetics and morphology of the written texts. The study employed the approach of simultaneous grammar.

Exploring EFL Teachers' Perceptions of Action Research in Two Public Universities in Saudi Arabia

This study aimed to examine the knowledge, practice, and obstacles of action research (AR) among English as a foreign language (EFL) teachers at two public universities in Saudi Arabia. To achieve this aim, the study employed a quantitative research design using an online questionnaire. The data was collected from 96 EFL teachers working at English language institutes of two public universities in Saudi Arabia. The findings of the study revealed that most EFL teachers were familiar with AR, and the knowledge of AR was widespread among the participants. On the other hand, the findings showed deficiency in the practice of AR among EFL teachers. The findings also revealed that time and lack of training in AR were the most significant obstacles that hindered EFL teachers from conducting AR. Based on these findings, the study offered practical implications and recommendations for promoting the practice of AR among EFL teachers.

Motivations for Learning Arabic for Non-native Speakers in Sudan and their Justifications: A Field Study of Students at the Arabic Language Institute at the Arab States University in Sudan, and Students at the Arabic Language Institute for Non-Native Speakers at the Sudan Open University

Motivations for Learning Arabic for Non-native Speakers in Sudan and their Justifications: A Field Study of Students at the Arabic Language Institute at the Arab States University in Sudan, and Students at the Arabic Language Institute for Non-Native Speakers at the Sudan Open University