International Journal of English Language Studies

Journal Information
EISSN : 2707-7578
Current Publisher: Al-Kindi Center for Research and Development (10.32996)
Total articles ≅ 32

Latest articles in this journal

Chiatoh Agha-Ah Blasius,
International Journal of English Language Studies, Volume 3, pp 01-08; doi:10.32996/ijels.2021.3.4.1

This paper attempts a sociopragmatic analysis of selected menstrual euphemisms that girls/women in Cameroon employ when making reference to menstruation in public conversations. In the paper, we argue that, within national and international legal frameworks, the linguistic taboos imposed on public menstrual discourse by some cultures in the Cameroonian society constitute a serious threat to the freedom of expression as a fundamental human right. Data were collected through questionnaires administered to 127 female students at the University of Buea and Biaka University Institute of Buea. Data collected were analysed thematically, and the study was guided by Brown and Levinson’s (1987) Politeness Theory. Findings from our analysis of data collected reveal that the euphemistic expressions employed by girls/women in public conversations on menstruation evoke different themes that carry both positive and negative connotations. However, a large majority of the euphemistic expressions identified in this study carry positive connotations. This implies that girls/women who employ such usages in menstrual discourse have a positive perception of and attitude toward menstruation, unlike others who see it as a nuisance, as seen in menstrual euphemisms that carry negative connotations. In the light of these findings, we recommend that children (both males and females) be properly educated on menstruation in their pre-puberty years in order to help eliminate erroneous beliefs and myths about menstruation. Such education can contribute to eradicating unfair linguistic taboos imposed on public menstrual discourse.
Lloyd Vincent O. Sasil, , Marcial Chiu, Sunny R. Fernandez
International Journal of English Language Studies, Volume 3, pp 67-78; doi:10.32996/ijels.2021.3.3.6

The main objective of the study was to determine the effectiveness of formula poems for enriching writing in the English classroom at the University of Cebu- Main Campus. A quasi-experimental design was used. The experimental group was treated with the use of creative formulae, while the control group was taught to use freewriting. The experts utilized the researcher-made rubric to measure the students' writing performance in both groups. The writing performances of the free writing group had fair rating and there were students got ratings that were also poor. The writing performances of the formula writing group had a very good rating and good ratings which shows that they were better in poetry writing compared to the free writing group. There is a significant difference in the performances of the free writing and formula writing groups. The engagements of the subjects with the formula poems have proved that it is much effective compared to freewriting in assessing the outputs of the subjects. The study concluded that the writing strategy of the students of the formula writing group using formula poems is effective. Furthermore, student writing guided by poetic formulas contributes to more engaged learning and provides a strong framework for creative thinking.
Farooq Ahmad, Muhammad Ali Shahid, Gulshan Naz, Muhammad Shaffaqat, Rana Muhammad Basharat Saee
International Journal of English Language Studies, Volume 3, pp 09-14; doi:10.32996/ijels.2021.3.4.2

This paper aims to reconnoitre multifaceted aspects of Fairclough’s three-faceted Critical Discourse Analysis model with its application on Misbah’s Virgin press edict when he was appointed Chief Selector-cum-Head Coach of Cricket Team of Pakistan-by-Pakistan Cricket Board, PCB (DAWN, Press Release December 05, 019). This paper snapshots the cogent and logical subterfuges of newly appointed Selector-cum-Head Coach Misbah’s’ public speaking enshrined in the inaugural press edict in Dan News. It also pronounces the camouflage agenda of the speech to be revealed critically. It dawns upon the people how language manipulation works wonders and influences the people's minds in society.
Prences Mae M. Langga, Kithamae N. Sabandal, Roseniya T. Datu-Ulama, Wardah D. Guimba, Adelyn N. Sialana-Nalla,
International Journal of English Language Studies, Volume 3, pp 89-99; doi:10.32996/ijels.2021.3.4.8

English as a second language (ESL) learning among hearing-impaired individuals is a unique area that has not been widely investigated in Southern Philippines, where Special Education (SPED) Program is still emerging. To fill in this gap, this qualitative study dealt with the communication approaches of hearing-impaired students to learn English. The participants were six students and one SPED teacher. Semi-structured interviews and non-participant observation were employed to determine the participants’ communication approaches and challenges in expressing themselves using the target language. Findings disclosed that all participants used sign language based on Manually Coded System and fingerspelling while only the teacher communicated with the aid of speech and visuals. Students’ and teacher’s challenges in English learning and teaching, respectively, were students’ problematic retention, apprehensive behavior during class evaluations, and slow comprehension. This paper has its limitation for other variables that could make the study more relevant were not focused such as the hearing-impaired students’ medical backgrounds, writing skills, and communicative resources available at home. Hence, it is imperative that further studies be done to shed better light on hearing-impaired students’ English language learning.
Dalvinder Kaur A/p Koldip Singh, Azlina Abdul Aziz
International Journal of English Language Studies, Volume 3, pp 15-38; doi:10.32996/ijels.2021.3.4.3

English speaking skill is one of the most challenging skills that has to be taught by teachers, and there are many factors affecting students' low speaking proficiency. Hence, charades are implemented in this study. The purpose of this research is to study the improvement of English-speaking skills among college students through implementing Charades in the classroom. This study consists of two objectives. The first objective is to determine the effectiveness of charades in improving learners’ speaking skills, and the second objective is to investigate learners’ perception of charades. This study involves 18 students from Chenderoh Community College. Charades were implemented in their speaking lessons. This is single-group quasi-experimental research. Data was collected through pre and post-test and questionnaire. Speaking scores were analyzed through paired T-test. After the data analysis, there is a significant difference between pre and post-test. Students showed a positive perception of charades.
, Samah Benzerroug
International Journal of English Language Studies, Volume 3, pp 79-88; doi:10.32996/ijels.2021.3.3.7

Academic dishonesty has been a perennial issue in higher education for hundreds of years. The advent of technological devices has spurred much more concern regarding the so-called inappropriate use of these tools and their impact on the ethical behaviour of the students. The main aim of this study was to demonstrate to educators that cheating on exams is most of the time a justifiable and smart behaviour. To support this assumption, the study investigated (a) the reasons that often push students to resort to cheating and (b) the role of exam anxiety in engaging students’ survival intelligence to respond to examinations threat with whatever the means. The results, based on a sample of one 100 students from the English language department indicate that 90% of the students think that the way the examinations are designed constitutes the main cause of cheating: questions test memory rather than comprehension. Teachers themselves trigger cheating on exams because the content of their exams does not take into account students’ Multiple Intelligences, and preferred channels of learning. Consequently, students’ survival intelligence, feeling a threat causing exam anxiety, engages itself and automatically sets the learner to cheat ‘without actively thinking about it.’ The current results might be applicable to students in other academic disciplines.
, Mark Pike, Martin Lamb
International Journal of English Language Studies, Volume 3, pp 52-66; doi:10.32996/ijels.2021.3.4.5

This study investigated the beliefs and practices of primary school English language teachers in eastern Malaysia with regards to the country’s School-Based Assessment (SBA) reform. The study also investigated the contextual factors affecting the teachers’ beliefs and practices, aiming to understand the effects of these beliefs on their practice of SBA in order to extend our understanding of teachers’ interpretations of SBA, the challenges influencing these interpretations and thus, what affects the implementation process. After preliminary interviews with seven teachers, the study selected three who had an understanding of and knowledge about SBA and examined their claims to be implementing it. The study conducted classroom observations and then, using post-observation interviews, explored the reasons behind the teachers’ practices. The teachers interpreted and implemented SBA using their pedagogical knowledge and beliefs and incorporating existing teaching–learning practices, and they showed awareness of the goals and aims of the SBA initiatives. However, contextual factors affected their implementation process, and thus, their practices deviated from some of the underlying principles and objectives of the SBA policy. The study pointed to a limited uptake of the SBA policy and provided evidence of the importance of studying both the teachers’ prior or existing beliefs about assessment and the contextual factors, to understand the motives behind the teachers’ actual assessment practices and their attitudes towards assessment reforms.
Muhammad Ali Shahid, Farooq Ahamd, Muhammad Shaffaqat, Rana Muhammad Basharat Saeed, Gulshan Naz
International Journal of English Language Studies, Volume 3, pp 39-51; doi:10.32996/ijels.2021.3.4.4

The present study aims to investigate “Beseeching Verbosity used by Street Beggars” in Sargodha Division in Punjab, Pakistan. It is a Pragmatic Study. Beggary is a universal phenomenon. It has many blasphemous blotches on its name as a social evil, a social taboo, a social problem, a social curse. The objectives of the study were developed from the socio-pragmatic perspective. In this qualitative and theoretical study, data was collected by observation by informants. Geoffrey Leech’s Politeness Principle (1983) and Austin’s (1955) Felicity Conditions were utilized to scrutinize the beseeching language use by street beggars. The application of these theoretical frameworks will reveal the allusions and references that appeal to religious and socio-economic ideologies exploited by the street beggars by beguiling verbosity on the naïve and devoted people of the Sargodha Division. The people, knowingly or unknowingly, are tricked by the beguiling entrapment. This study revealed the tactics used by the beggar in order to blackmail and grab money from the naïve and devoted people. The research carves out a map for the government to assess the Socio-pragmatic perspective of the beggars.
International Journal of English Language Studies, Volume 3, pp 01-06; doi:10.32996/ijels.2021.3.3.1

The Semantic Field Theory (SFT) has been widely used in teaching English as a second Language to preschool children in Kenya. In the SFT approach, the grammars of two or more languages are in contact. The grammar of languages involved in the SFT approach may be similar or different. However, studies have indicated that where the grammar of two languages in contact differ, syntactic mismatches are likely to result. It was against this background that the investigation was undertaken to establish the potential syntactic mismatches between English and Lukabarasi when using the SMT approach and the possible grammatical implications to English language development lessons. Contrastive Analysis (CA) by Lado (1967) was used in the comparison of the structures of Lukabarasi and English in order to identify syntactic similarities and differences in The First Language (L1) and The Second Language (L2). A sample of 10 key informants teaching English as a second language in rural pre-schools were purposively sampled to help collect the songs. Two songs were purposively sampled for collecting the relevant data. Content analysis guided the data analysis to identify the parts of the songs that were relevant to the achievement of the research objective. The findings indicated that teachers used Lukabarasi songs during English development lessons to enhance vocabulary acquisition using the SFT approach. Further, rules of the two languages were not observed and finally, there were syntactic mismatches during the teaching of English lessons. The findings revealed that extensive use the SMT approach and failure to follow rules of languages during L2 lessons may affect second language development. The findings recommend use of SFT approach when necessary in teaching English and adherence to rules of the two languages during English lessons to reduce negative transfer and to enhance L2 development.
Saddam H.M. Issa, Shyamala K.C
International Journal of English Language Studies, Volume 3, pp 26-34; doi:10.32996/ijels.2021.3.3.4

The relationship between lexical activation in L1 and L2 was investigated using a backward and forward translation task. Bilingual Arabic-English speakers first translated forward from L1 to L2, then backward from L2 to L1. Two groups of participants were established (high and low proficient bilinguals). The translation task included words that were being translated in both L1 and L2. The goal of the study was to see how strong the relation between L1 and L2 translation is. The findings of the study revealed that bilingual memory relations are asymmetric: translation from L1 to L2 is conceptually mediated, but the translation from L2 to L1 is lexically mediated.
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