Language Program Research Articles

Translating Traditional Folk Poetry: The Perception of Translators and Translation Students and the Reality in Saudi Society

Despite the massive presence and influence of traditional folk poetry (TFP) within Saudi society, the efforts to translate such works remain very limited. While many authors and researchers have examined the impact of this literary genre and illustrated its prominence, academic investigations into the difficulties of translating TFP works are almost nonexistent. This is also true about studies that focus on the overarching sentiment regarding these efforts among those who are associated with the field of language and translation and among members of the general public. This paper thus aims at examining these perspectives and outlining the challenges translation trainees face when performing tasks in this field. The data for this study was collected through the dissemination of a questionnaire and the analysis of a translation task assigned to university students in an academic program for English language and translation. The qualitative and quantitative analysis of the data shows that the level of acceptance of TFP translation efforts is strongly connected to the degree of association with the field of languages and translation, with individuals from outside these circles being less supportive of initiatives in this domain. Additionally, the paper identified several obstacles and challenges encountered by translation students working on TFP texts. The paper concludes with a number of recommendations and suggestions that can, hopefully, contribute to the efforts to raise awareness about translating TFP and to the process of improving the current state of translation within this field.

Use of Technology in EFL Classroom: A Study to Evaluate the Training Needs of Teachers in Line with Saudi Vision 2030

This research study attempts to investigate and evaluate the training needs of teachers in the EFL context while using technology to meet the desired learning outcomes. This is an exciting area to investigate as it would provide an insight into the psyche of the EFL instructors. The primary objective of this research work is to review the challenges encountered by the university faculties while using technology and to determine methods that can contribute to resolving these problems. The study is thoroughly based on a few premises, such as language teachers needing to be trained more to deal with the rapid development of technology and still relying on traditional teaching methods with little or no use of technology in and outside the classrooms. These challenges can be attributed to various factors, such as a lack of proper training modules for language teachers and a lack of motivation to learn and incorporate technology in their teaching methodology. Furthermore, the current research shall enhance the technological competence of EFL instructors to meet the desired learning outcomes of English language programs in line with Saudi Vision 2030. A mixed-methods strategy was used in the study to collect data on the demands of EFL teachers in Saudi Arabian higher education, integrating quantitative and qualitative techniques. The results indicate a strong interest in learning new technologies to enhance classroom engagement and show a dire need to develop a training module for the instructors to enhance the technological competence of EFL instructors.

Teaching Methods and Tools in Professional Translation in Higher Education

The main objective of this study is to show how translation is a necessary act in literary and cultural exchanges. In literary communication between readers of different cultures, translation is no longer only a process of interpretation where people understand each other although they speak different languages, but an act that requires prior knowledge of culture, literature, art, faith, customs, characteristics and the place of others in society. In this context, Albanian culture, literature and language are often prejudiced and not included in translation programs or in higher education programs that offer studies on Balkan languages, literature and cultures ; although, with difficulty, large university centers began to offer advanced studies in Albanology in the beginning of the 20th century. Geographically, the largest number of universities that opened their doors to Albanian culture belongs to Europe and, if the data from last year is counted, also to the United States of America, since the Albanian language was added to the foreign language programs at Harvard University. Compared to the first few decades of the 20th century, where Albanian centers were constantly under foreign rule and suffering the fallout of the Second World War, preventing the full promotion of Albanian literature and culture in Europe, Albanian literature is now well-represented in European languages, especially in the last three decades. After the change in the political situation, in the beginning of the 90s in Albania and at the end of the 90s in Kosovo, the doors were opened and the possibilities for the penetration of Albanian literature in Europe increased. Publishing houses, universities, but also freelance translators were committed to make it known to the European reader. In this paper, we present the experience of the greatest translators of Albanian literature in the last five decades. The results of our analysis were generated with qualitative and comparative methods by conducting open and semi-open interviews with these translators, naturally relying on translation theories.

Towards developing an MTB-MLE language program

Towards developing an MTB-MLE language program

ПРОФЕССОР ҚҰДАЙБЕРГЕН ҚУАНҰЛЫ ЖҰБАНОВ

The article tells about the life path, scientific and pedagogical works of the famous scientist in the applied field of Kazakh linguistics Kudaibergen Zhubanov. The article analyzes the scientific contribution of Professor K. Zhubanov to the formation and development of the Kazakh language: the conversion of the Kazakh alphabet and spelling rules, the transition of the Kazakh alphabet to Latin, the formation of Kazakh terminology, the compilation of the first Kazakh scientific textbooks, etc. Various aspects of the Kazakh language were considered by the scientist from a scientific point of view. In order to identify and reflect the natural laws of the Kazakh language, K. Zhubanov conducted an in-depth analysis of the grammatical, phonetic and lexical features of Kazakh words, as well as the laws of their historical development. In this article, various scientific works of the Professor, devoted to the issues of Kazakh linguistics, have been studied in detail: "Lecture courses on the Kazakh language", "Textbook on the Kazakh language grammar", "Kazakh language program", "New grammar", "Spelling and grammar rules of the Kazakh language”, “From the history of the Slavic language in the Kazakh language”, “Booklet on a book and a folded book”, “Formation of the Kazakh book language”, “The form of the booklet in the Kazakh language”.

The implementation of English and Arabic practices at an Islamic bilingual boarding school

The study aims to identify challenges teachers and students face in this process at an Islamic bilingual middle boarding school in Aceh, Indonesia. The participants included 27 boarding school students, one English teacher, and one Arabic teacher. The collected data underwent analysis using the interactive analysis model, which involves data reduction, display, and verification. The analysis focuses on specific activities within five categories: (1) mufradat (vocabulary), (2) controlling language use, (3) muhadasah (conversational activities), (4) competition, and (5) cooperation. The findings revealed that not all specified activities were consistently carried out, with each category featuring three implemented activities: daily vocabulary memorization, language festivals, and the application of punishments. The interviews brought forth challenges such as teachers’ language proficiency limitations, students’ low motivation, and a tendency to use the Indonesian language when unsupervised. These insights provide valuable guidance for similar boarding institutions that implement comparable language programs.

Multilingual learners’ literacy identities: ideology and local enactment of a language-restrictive alternative instructional program

This article reports a case study of the local enactment of a supportive mainstream language program in two elementary classrooms in a school district with an increasing number of linguistically and culturally diverse students. The study explores how teachers and multilingual learners (MLs) in this context navigate the school’s supportive mainstream language program, a type of alternative instructional program, that pulls MLs out of their mainstream classrooms for English language development instruction. Most US language education policies currently outline alternative instructional language programs, such as supportive mainstream and sheltered instruction programs, as options for districts and schools. To understand MLs’ literacy development opportunities in such programs, the study examines literacy identity construction through the interaction of participants’ language ideologies and literacy practices as they enact the language program. Drawing on the theory of heteroglossia and works on literacy communities, the article unpacks the nuances of language-restrictive programs that position MLs in deficit light. The findings highlight the dissonance between participants’ ideologies and literacy practices used negotiate their subjectivities, and constructed deficit identities within the school’s dominant hegemonic literacy community. The findings are discussed considering their implications for building authentic literacy communities and incorporating an equity perspective into language policies.

AVAILABILITY OF CHINESE LANGUAGE AS AN ACADEMIC DISCIPLINE IN UKRAINE

This article explores the increasing interest among Ukrainian citizens, particularly students, in learning the Chinese language. This trend is influenced by several key factors: China’s significant achievements on the global stage, its open-door policy, the expansion of Confucius Institutes, and the strategic partnership between Ukraine and the People’s Republic of China (PRC). The article discusses various dimensions of collaboration in higher education, including the development of academic exchange programs and joint educational initiatives aimed at enhancing mutual understanding and cooperation.The study highlights the critical importance of establishing favorable conditions for teaching Chinese in Ukrainian universities. It identifies several challenges that educational institutions face, such as a shortage of qualified Chinese language instructors, inadequate teaching resources, and limited opportunities for student engagement with native speakers. Additionally, the article emphasizes the need for improved infrastructure and institutional support to facilitate effective language instruction.The findings suggest that while there is a growing demand for Chinese language education in Ukraine, many higher education institutions currently lack the necessary organizational and economic resources to meet this demand. The article calls for further research to investigate the barriers to implementing Chinese language programs and to explore potential solutions, including increased international collaboration and support from Chinese organizations.

Uncovering the impacts of technology literacies and acceptance on emotion regulation, resilience, willingness to communicate, and enjoyment in Intelligent Computer-Assisted Language Assessment (ICALA): an experimental study

Acquiring technological literacy and acceptance has a significant influence on academic emotion regulation (AER), academic resilience (AR), willingness to communicate (WTC), and academic enjoyment (AE), which are crucial for the success of university students. However, this area has not been adequately explored in research, particularly in the context of Intelligent Computer-Assisted Language Assessment (ICALA). This study aimed to bridge the existing information gap by examining the impact of technology literacies and acceptance on the AER, AR, WTC, and AE levels among Uzbek university students enrolled in virtual English as a foreign language (EFL) programs with online evaluation. Quasi-experimental research was carried out with 67 university students pursuing a degree in Applied linguistics to assess the potential underlying connections. Throughout the semester, students in the experimental group were provided with instructional feedback to foster technology literacies and acceptance through a private group on Telegram. This feedback assisted them in acquiring pertinent information to improve the application of technology in language learning and assessment. Based on the results, students in EG fared better than their counterparts in the control group in terms of AER, AR, WTC, and AE in ICALA. The data indicates that in the ICALA setting, EFL learners experience unpleasant emotions, a lack of resilience, unenjoyment, and an unwillingness to communicate due to a lack of knowledge in the application of technology. The implications of the study are examined in further detail.

Teaching Secondary Meaning in Korean -ess-eya ha- Constructions

ABSTRACT This article investigates the degree to which second language (L2) learners whose first language (L1) is English access the nonactualization inference that arises at the semantic-pragmatic interface in Korean. As in English, when the modal -eya ha- “should, must” interacts with the past tense, a secondary interpretation that the complement does not hold becomes salient. The results from 12 native speakers of Korean and 16 L2 learners of varying study durations suggested that L2 learners do not compute the secondary inferences in the same way native speakers do, regardless of their study duration. A survey of textbooks frequently adopted in Korean teaching programs across the United States and in South Korea suggests that this nonactualization inference resulting from the interaction of modal and tense is not included as part of the lessons across different levels. The current study argues that this inference should be taught explicitly as part of the language program for the learners, given the frequency of this structure. The study also proposes how and when such secondary meaning should be introduced in language classrooms.

Exploring ChatGPT's Role in English Learning for EFL Students: Insights and Experiences

The incorporation of technology into language education has gained considerable importance, with tools such as ChatGPT playing a pivotal role in facilitating language acquisition. This research specifically examines the effects of ChatGPT on English language learning among students studying English as a Foreign Language (EFL), with the objective of addressing a gap in the existing literature regarding its efficacy in educational contexts. The study utilizes a cross-sectional survey methodology to collect data from EFL students enrolled in English language programs in Khaf city. The primary emphasis is on assessing students' perceptions of ChatGPT's impact on their overall language proficiency and the degree to which it contributes to the development of various language skills. The findings reveal that the introduction of artificial intelligence technologies, particularly ChatGPT, has significantly altered language learning approaches. The model exhibits proficiency in processing information and effectively assists learners in improving their listening, reading, speaking, and writing abilities. The study concludes that ChatGPT has a beneficial effect on language acquisition, particularly in enhancing learners' vocabulary and overall language competencies.

Lau v. Nichols revisited: unveiling dual language program disparities in California for Asian students and marginalized communities

AbstractCalifornia has witnessed substantial growth in multilingual programs over the past half-century since the foundational Lau v. Nichols decision, with one in seven public schools statewide offering such programs for students. Likewise, the rapid rise in California’s Asian population, as well as the increase in both overall racial diversity and socioeconomic disparities across the state, have influenced dual language bilingual education discussions. Commemorating the fiftieth anniversary of the Lau decision, this study examines the impact of school and community characteristics on the availability of dual language programs in California public schools, with particular focus on the state’s Asian student population. Employing logistic regression analysis to delve into the American Community Survey and California Department of Education datasets, the study specifically examines how student demographics and school characteristics (e.g., grade level, charter, and magnet status), as well as community features (e.g., the share of foreign-born populations and median household income), are associated with the offering of dual language programs in California schools. Despite the considerable growth of the state’s Asian American population, the study could not find a meaningful connection between Asian representation and the provision of dual language programs. In addition, the results reveal severe equity concerns regarding low-income students’ access to dual language programs. Charter schools also tend to underutilize dual language programs compared to their non-charter counterparts. Based on the study’s findings, we raise concerns regarding why the presence of Asian students cannot be better leveraged as a driving force for implementing dual language programs in California’s public schools and highlight the persistent disparities faced by economically disadvantaged students.

The Influence of English Language Exposure on Language Attitudes and Identity among Chinese Youth

This research aims to examine the influence of exposure to the English language on the linguistic attitudes and identity of Chinese students. The analysis examines the characteristics of respondents according to their gender, academic program, and socio-economic background. It evaluates their level of English exposure via formal education, media consumption, digital communication, literature, social interactions, travel experiences, self-study, and familial influences. Although English exposure is typically considered reasonably beneficial, the research reveals significant disparities depending on gender and socio-economic level. The impact of English exposure on emotional components of language attitudes is moderate, whereas its influence on cognitive, evaluative, social, perceptual, and contextual elements is relatively modest. The research also demonstrates that English exposure substantially impacts students' identity, namely in terms of historical and cultural background, language preference, and regional identification. Furthermore, a modest but favorable association exists between exposure to English and the general sense of self among Chinese students. At the same time, formal schooling and social contacts have a more significant impact. Based on these results, the research proposes customized language programs, immersive experiences, and various learning resources to improve English acquisition and its influence on students' identities.

Current Situation and Countermeasures for the Development of Chinese Language Programmes in Universities

The purpose of this paper is to discuss the current situation and development countermeasures of Chinese language majors in universities in China. Firstly, the paper briefly introduces the importance of Chinese language major in universities, and the background and significance of studying the status and problems of the major. Secondly, by analysing the current development status of Chinese language major in universities in terms of curriculum, faculty, academic research and students' employment, the paper reveals the challenges and problems faced by the major in its development. Once again, this paper puts forward targeted countermeasures and suggestions in terms of curriculum reform, faculty construction, expansion of academic research fields and student employment guidance. Finally, this paper summarises the whole article and points out that in the future development process, Chinese language majors in universities should adapt to social changes, constantly adjust and improve the training objectives and the quality of teaching in order to meet the needs of the development of the times.

Challenges in mastering academic writing: a case study of English language learners at the university for business and technology

This research investigates the problems students of the English Language Faculty at the University for Business and Technology face and proposes certain remedies for academic writing. The paper will try to identify the areas in academic writing that are problematic and detect whether the current strategies of instruction are workable or not and, thus, whether specific improvements are needed. It tries to analyze, namely, the issues EFL students encounter with the writing process, language proficiency, and integration of critical thinking and research during three academic years. In this light, a combination of two methods has been applied for a comprehensive assessment. Data collection is done through the administration of questionnaires to 60 students in their first, second, and third-year levels in the English Language Program. The questionnaire probes into information on the experiences and perceptions of the students concerning their difficulties in academic writing. It also consists of the collection of qualitative data by interviewing six professors of the English Language at UBT about their perceptions of teaching difficulties and the efficiency of currently applied pedagogical approaches. Geographically, the scope of the study is UBT; it will exclusively consider the English Language Program and its related teaching methodologies. Preliminary findings reveal that academic writing does pose numerous problems: in language proficiency, integration of critical thinking, and efficiency through current teaching methodology. The students point to their difficulty in the development of academic writing competencies, while professors emphasize weaknesses in instructional strategies that impede the student's progress. This study, therefore, recommends corrective development in teaching methods and support structures to impact the academic writing competence of EFL students at UBT. Areas have been identified in which current practice is failing, together with recommendations of ways in which instructional methods might be refined. These findings from the research provide the necessary insight for educators here at UBT in terms of teaching methodology and support mechanisms. Addressing identified issues and incorporating proposed improvements will go a long way toward enhancing EFL students' overall academic writing skills for improving their academic standing and enhancing their learning experiences.

How important is studying languages for undergraduate students and why (not) study languages?

AbstractThis study examines the value undergraduate students (n = 4458) place on proficiency in languages other than English (LOTEs) in terms of their personal interests, major(s), and career plans. Combining quantitative and qualitative analyses of large‐scale survey data, the study further explores the reasons students outline for (not) enrolling in LOTE courses and what would motivate them to enroll in language courses in the future. Results indicate that students attached most value in relation to personal interests, followed by career plans and major. In addition, students' demographics and prior experience with language can also impact their future enrollment decisions. The results suggest that not only should institutions lead the way by emphasizing the importance of learning languages, but also that language programs need to listen to students' voices and help them establish clear links between their academic majors, their future career and study plans as well as their personal interests.

Post-migration social adaptation and normalisation: educational needs of Syrian women in Türkiye

Türkiye, a pivotal junction in global migration, has undertaken the responsibility of hosting a significant number of Syrian refugees since 2011. The ability of these asylum-seekers to benefit from education services effectively is of utmost importance for their post-migration adaptation and normalisation processes. This research focuses on the educational needs of Syrian women, who a dually disadvantaged group due to being women refugees, and who still carry important traumatic experiences such as war and migration in their memories. Adhering to the qualitative paradigm, this study employs a descriptive case study method and explores the experiences and perspectives of eight Syrian women actively participating in various training programs at the Zonguldak Fatih Public Education Centre through semi-structured interviews. Revealing that language acquisition and vocational training stand as the primary drivers for these women attending Public Education Centres, the findings underscore an urgent demand for expanded vocational courses, enhanced Turkish language programmes, interpreter services in public institutions, and counselling support.

Arabic as a Compulsory Language in Pesantren

This study aims to explain Arabic language learning as a compulsory communication language in pesantren. Arabic has a central role in daily activities in pesantren, both in the learning process and in social interactions between students. This research uses a qualitative approach with a case study type, which involves observation and interviews. The object in this research is intensive female students of University of Al-Amien Prenduan. The results showed that University of Al-Amien Prenduan campus is a campus that creates a foreign language environment. Arabic language learning does not only occur formally but also occurs non-formally through language programs. In addition, the support of a conducive environment and intensive language practice also accelerate the mastery of Arabic by the students. Thus, Arabic becomes an essential communication tool in shaping the character and increasing the scientific competence of santri in pesantren. This study concludes that learning Arabic as a compulsory communication language in pesantren is very effective in improving the language skills and religious understanding of santri.

IMPLEMENTATION OF THE MUBASYAROH METHOD FOR THE ARABIC LANGUAGE CLASS PROGRAM IN INCREASING VOCABULARY AT THE ELEMENTARY SCHOOL OF THE FUTURE ISLAMIC SCHOOL PEKANBARU

Abstract The Mubasyarah method is an alternative to improve students' mastery or memorization of Arabic vocabulary. The deliberation method is also applied at the elementary school of the future Islamic School Pekanbaru in the Arabic class program every Tuesday morning. This study aims to determine the implementation of the deliberation method in Arabic language class programs for increasing vocabulary. The method used by researchers is a descriptive analysis method with a qualitative approach. The data collection techniques used are observation, interviews, and documentation. The results of the interviews show that the purpose of using the deliberation method in the language class program at the elementary school of the future Islamic school Pekanbaru is so that students can master and be motivated again to know simple Arabic vocabulary. In practice, the teacher prepares vocabulary related to the material, then reads the text followed by students repeatedly, and the teacher justifies that the students' pronunciation is still wrong. Evaluation of the Arabic class program with the Mubasyarah Method is carried out by giving individual students an assessment in the form of an oral test. Constraints in the Arabic language class program with the deliberation method that students feel are that they have difficulty memorizing the many, long, and difficult words. Meanwhile, the constraints felt by the teacher were that she felt difficulty maintaining order, consistent enthusiasm, and different backgrounds and EQs among students. Keywords: Language Program, Deliberation Method, Vocabulary.

Studi eksplorasi nilai-nilai Serat Wulang Putri Nyi Adisara: respon pembaca perempuan jawa masa kini

Serat Wulang Putri Nyi Adisara is a classic text that provides guidance on becoming an ideal Javanese woman. This study examines contemporary Javanese women's perceptions of the traditional values outlined in Serat Wulang Putri Nyi Adisara. The method used is a descriptive qualitative survey and a literary reception approach towards the views of female readers of the Javanese Literature Study Program and Javanese Language and Literature Education Study Program, FBS Unnes. Through a literary reception approach to the reader's view of Serat Wulang Putri Nyi Adisara, the interaction between traditional hopes and the reader's modern aspirations is explained. The findings in this research reveal an understanding of the values of Serat Wulang Putri Nyi Adisara among contemporary Javanese women. In Serat Wulang Putri Nyi Adisara women are taught to be patient, sincere, and obedient. This study contributes to a broader understanding of how these texts shape roles and how these roles evolve over time in response to social and cultural change. Keywords: Serat Piwulang, Nyi Adisara, woman, reception, literature