International Journal of Language and Literary Studies

Journal Information
ISSN / EISSN : 27045528 / 27047156
Total articles ≅ 66

Latest articles in this journal

Katherine Akut
International Journal of Language and Literary Studies, Volume 2, pp 230-242; doi:10.36892/ijlls.v2i3.348

Developing 21st century reading competencies is one of the primary concerns of higher education institutions (HEIs). Initiatives have been undertaken to prepare the learners to function effectively in this technology-driven society. Hence, academic institutions integrate technology and the Internet in the teaching-learning processes. This study intends to determine the effectiveness of an instructional material on developing reading competencies using blended instruction. Dziuban, Hartman and Moskal, (2004) define blended instruction as a pedagogical approach that integrate the effectiveness and socialization opportunities of the classroom with the technologically enhanced active learning possibilities of the online environment. Six lessons were implemented in the English 107 – College Reading Skills classes. The learners were provided with hypertext reading activities, individual and collaborative tasks, online discussions, online surveys and other extension activities which provided them with the opportunity to communicate their ideas on the topics discussed in class. To determine the effectiveness of the lessons, a one-group pretest and post-test design was used. The pre-test and post-test scores were compared using the paired t-test. Findings reveal that the students performed better after the implementation of the lessons in developing reading competencies using blended instruction. Moreover, majority of the students said that the lessons are interesting, meaningful, useful and enjoyable. It can be concluded that blended instruction effectively develops the students’ reading competencies.
Chunying Wang
International Journal of Language and Literary Studies, Volume 2, pp 14-28; doi:10.36892/ijlls.v2i3.288

This study investigates why people identically understand both Mandarin expressions 請將手機開震動/qǐng jiāng shǒu jī kāi zhèn dòng and請將手機關震動/qǐng jiāng shǒu jī guān zhèn dòng, which both mean please set your phone to vibrate. Four perspectives can be employed to explain. Firstly, the embodiments or imageries of 開/kāi/open and關/guān/close function in the expressions. However, only examining both expressions via imageries is insufficient to explain all the aspects. Relevance theory and the figure and ground relationship influence people’s selection of the expressions because the focus is different. Finally, people may directly connect the two actions kāi and guān to a single action, 按/àn/press, because of the development of touchscreen technology. Therefore, kāi and guān become similar under the context of reminding people to change their mobile into silent or vibration mode because no matter which expression is heard, the only action people have to do is to press or touch a specific icon on their smartphones.
Ngoc Tien Tran, Thi Bao Trinh Tran, Thi Thanh Mai Bien
International Journal of Language and Literary Studies, Volume 2, pp 29-42; doi:10.36892/ijlls.v2i3.317

The implementation of English as a medium of instruction (EMI) has been found to bring numerous benefits to its learners. There has been a rising trend in introducing EMI at higher education institutions worldwide. However, challenges are ubiquitous and there is still prevalent hesitation in integrating content and language in many institutions. This study aimed to explore factors hindering students’ level of lesson comprehension in EMI classes through a mixed-method study carried out on 233 participants at Hoa Sen University, Vietnam. The findings showed that variables hampering students from lesson understanding were mainly associated with instructors’ teaching methods and students’ and instructors’ language competences. Results from standard multiple regression indicated that vocabulary range, writing skills and teaching methods were found to have significant contribution to the prediction of the level of lesson comprehension of the students. The findings of the study could be a considerable reference source for universities aiming at implementing EMI programmes.
Driss Benattabou
International Journal of Language and Literary Studies, Volume 2, pp 43-56; doi:10.36892/ijlls.v2i3.339

The goal of this paper is to consider alternative ways to incorporate an intercultural communication course as an integral part of the curriculum designed for Moroccan learners of EFL. Some aspects of what comes to be dubbed as ‘deep culture’ should find room in the contents of the EFL course so as to alert Moroccan learners about the potential intercultural barriers they are far more likely to face. It is proposed that for an effective intercultural communication to take place, the English course should help foreign language learners explicitly understand what target linguistic forms might be and how their meanings may differ across cultures. The analysis of some instances of intercultural misunderstandings may surely give more credence to the vital importance of implementing a multicultural approach to education. This paper offers some teaching strategies to assist Moroccan learners of EFL overcome these intercultural barriers.
Musibau O. Lawal
International Journal of Language and Literary Studies, Volume 2, pp 270-280; doi:10.36892/ijlls.v2i2.319

Indeed, gender and power discourses as ideological concessions have been investigated and reviewed from various perspectives by different scholars in the works of Chinua Achebe and Chimamanda Adichie. This paper offers a reappraisal of the views of the scholars essentially on the issues of gender and power in the selected works of Achebe and Adichie, viz: Achebe’s Anthills of the Savannah and There Was a Country and Adichie’s Purple Hibiscus and Half of a Yellow Sun. The work, therefore, gives a reappraisal of the thoughts of scholars and presents a coalescence of their views, offering a distillation and filtration of the ideas they proffer on the selected works and projecting a comparatively valid arbitration and settlement where the views of the scholars are going inordinately radical and amorphous.The paper views that the opinion of the scholars on the discourses of gender and power specifically on the selected works of Achebe and Adichie are incongruous and asymmetrical while some of the views are inordinately on the verge of radicalism. This work, however, proffers a comparatively balanced perspective on the diverse views of the scholars with a view to navigating an even horizon.
Gopal Prasad Pandey
International Journal of Language and Literary Studies, Volume 2, pp 257-269; doi:10.36892/ijlls.v2i2.275

The publisher has not yet granted permission to display this abstract.
Hessa Alkahlan, Afnan Al-Dossari, Leena Al-Qahtani
International Journal of Language and Literary Studies, Volume 2, pp 242-255; doi:10.36892/ijlls.v2i2.243

The paper tackles Earnest Hemingway’s theory “The Iceberg Theory”, with an emphasis on the omission technique, through which the tip of the Iceberg is seen; omitting what is underneath the surface, the undetected mass. The study examines the possible influence of Edgar Allan Poe, who is known to be conscious of the "Theory of Omission" before Hemingway. Sigmund Freud’s psychological perspective, as well, for he studied the different levels of the unconscious entity of his patients. The research concludes with an analysis of the life of A.A Milne and his tale “Winnie the Pooh”, its characters’ true nature, and a possibility of each one of them having underlying purposes unintentionally set by the author to represent different psychological disorders.
Abderrahim Mimouni, Youssef Tamer
International Journal of Language and Literary Studies, Volume 2, pp 210-220; doi:10.36892/ijlls.v2i2.303

Several studies have investigated students’ perceptions toward technologies that add game elements to gamify learning content in English as a Foreign Language (EFL) classroom. Yet, identifying what specific game elements in these technologies have a significant impact on students’ perceptions has not received much attention. This quasi-experimental study aimed at exploring the effect of Kahoot music on Moroccan students’ acceptance of Kahoot gamified quizzing in the EFL classroom. Two intact groups of secondary school students were recruited for this study. One group played Kahoot Gamified Quizzes without music, while the other group played the same quizzes with music. The results of the independent samples t-test showed that the students in both groups perceived Kahoot gamified quizzing positively and that music had no significant effect on their perceptions.
Juland Salayo, Arceli M. Amarles
International Journal of Language and Literary Studies, Volume 2, pp 191-209; doi:10.36892/ijlls.v2i2.237

This present study attempted to investigate the status of language anxiety and motivation orientation of the young Filipino learners of English and how these constructs are related to one another. To address these research goals, a quantitative approach was employed using Liu and Cheng’s (2014) Factor Loadings for three-Component Solution for the Anxiety and Jin, Jiang, Juan, Zhang, Liang and Xie’s (2013) motivation in language. Participated by 39 Grade 3 pupils from a premier basic education school in the province of Cavite, these instruments were simplified and translated to their first language (L1) to suit the understanding of the young learners of English. Results showed that the respondents are highly motivated in learning the second language, but the ‘general anxiety in English class’ is evident on one hand. These two significant factors showed strong correlation between anxiety and ‘negative evaluation’ and motivation. On the other hand, there is a significant negative correlation of both ‘anxiety in self-confidence in speaking English’ and ‘general anxiety about English class’ to language motivation. Among the components of motivation, only ‘learning situations’ is considered to be a predictor of students’ assessed anxiety. Findings suggest that motivation needs to be sustained in order to build positive second language learning; otherwise, anxiety may threaten the dynamics of learning processes which impedes their learning in English as a second language.
Charles Ogazie
International Journal of Language and Literary Studies, Volume 2, pp 220-230; doi:10.36892/ijlls.v2i2.259

It is very obvious that newspapers do not just report news, make known governmental policies or educate people on the happenings in societies among other things (Ogazie 2012). It however, serves as a watch dog in society. As the press beams its search light on the activities of government through its reportage, the public is made to participate in the process of governance and at the same time, aligns the governed to come to terms with the state of the nation. In a pluralistic nation like Nigeria where the heterogeneous populace is exposed to diverse media content, senders of information, especially those of the print media, convey socio-political, economic, educational coupled with religious messages in a unique, blunt, creative but satirical manner without naming names. This paper asserts that this unique function is best left at the door step of the editorial cartoonists who through their metaphorical codification sketches, drawings or impressions, tell a verisimilitude tale of the state of the nation. Through content analysis of selected cartoons in New Telegraph Newspaper, the paper concludes that editorial cartoons can be seen as a viable and powerful reflective medium via which national issues are raised in an imaginary court for public debate and as such erect a positive signpost towards reconstructing, developing and sustaining the polity for the betterment of all.
Back to Top Top