Research Journal in Translation, Literature, Linguistics, and Education
The Research Journal in Translation, Literature, Linguistics, and Education (RJTLLE) is a leading multidisciplinary, peer-reviewed, open-access journal dedicated to publishing high-quality research across the humanities. As part of the Scientific-Board LLC, the journal aims to make research and knowledge accessible to everyone—authors gain high visibility and readership for their work. RJTLLE provides a platform for scholars, researchers, and practitioners to share their insights and findings in four main areas: Translation: The journal covers theoretical and applied research in translation studies, translation technology, and intercultural communication. It seeks to explore the latest developments and challenges in translating texts across languages and cultures. Literature: RJTLLE publishes articles on literary theory, comparative literature, literary criticism, and cultural studies. It aims to foster a deeper understanding of literary works and their impact on society and culture. Linguistics: The journal includes research in theoretical and applied linguistics, sociolinguistics, psycholinguistics, and language acquisition. It aims to advance the understanding of language structures, functions, and usage in various contexts. Education: RJTLLE focuses on educational theory, pedagogy, curriculum studies, educational technology, and policy studies. It aims to contribute to the improvement of educational practices and policies worldwide. The journal operates under the expert guidance of a team of Senior Editors, supported by an international Editorial Board composed of leading scholars in the respective fields. RJTLLE employs a rigorous double-blind peer-review process, ensuring that each submission is evaluated based on its scholarly merit and research integrity. The journal is committed to maintaining the highest standards of publication ethics, including authorship criteria, conflict of interest disclosures, and policies against plagiarism. As an open-access journal, RJTLLE provides free and immediate access to its content, enhancing the visibility and impact of the research it publishes. Articles are made available online as soon as they are ready through an Online First publication model, with quarterly issues compiled throughout the year. The journal also offers article-level metrics to track citations and online engagement, allowing the research to speak for itself. RJTLLE is dedicated to making research and knowledge accessible to all, providing authors with high visibility and readership for their work. By fostering interdisciplinary research and dialogue, the journal aims to contribute to the advancement of knowledge and understanding across the humanities. For submissions, queries, and further information, authors can contact the editorial office via email at editor@scientific-board.com or visit the journal's website at www.scientific-board.com/
The impact of shadowing practice on improving speaking skills
English-speaking skills are definitely crucial for learners in the context of global integration and the development of digital technology. Teaching speaking skills – one of the productive skills to students, however, has always been a challenging task for all teachers. This study examined the impact of shadowing practice on enhancing English speaking skills among English-major students at Nha Trang University. The study’s primary objective is to assess the effects of the shadowing practice approach on language learners’ pronunciation, intonation, fluency, vocabulary, and confidence. 100 second-year English-major students participated in the study. The research methodology follows a quasi-experimental research approach, incorporating both a pre-test and a post-test, as well as interviews. The findings showed significant improvements in several elements of speaking performance. These results showed that this method not only improved English-speaking skills but also developed a base of positive psychological aspects, which can be considered an essential boost for effective communication. The study offers practical pedagogical implications for language instructors to enhance students’ communication skills and for language learners.
language instructors, language learners, shadowing practice, speaking skills
Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-sa/4.0
Educational leadership and technology-driven reforms; Engaging linguistics lecturers on policy translation into classroom practices in EFL curricula
This paper focused on how educational leadership, reforms based on technology and policy affect the way linguistics lecturers teach EFL in universities from Arabic-speaking countries. The paper looked at the roles of school leadership and technology preparedness in improving new programs in the curriculum. As part of the research process, 139 linguistics lecturers were surveyed online and data from each context were grouped for analysis. Analyses such as Pearson correlation and multiple regression were carried out, after thoroughly checking for normality, linearity and multicollinearity of our data. It can be seen that being an effective leader and accepting new technological tools help a reform to be successful, since lecturers think digital tools are useful, but they are not as ready to use them due to limitations in their autonomy and some problems in the institution. Despite a solid grasp of policy intentions (M = 3.88), lecturers reported limited alignment between institutional reforms and the everyday demands of EFL classrooms (M = 3.23). The perceived disconnect between policy and practice (M = 4.12) is particularly striking and reinforces prior empirical findings that underscore systemic fragmentation. The researchers argued that for educational technology to succeed in EFL, both leaders and reform proposals should be inclusive and value culture. The recommended that teachers lead by involving others, that support be given for faculty growth and that systems are created where plenty of feedback can impact education in each region.
Educational Leadership, Technology-Driven Reform, EFL Curriculum Implementation, Technology Acceptance Model (TAM), Transformational Leadership Theory
Developing pragmatic competence using digital tools: Exploring performance-based approach to teaching speech acts and politeness in foreign language learning
One primary task often overlooked in language teaching is helping learners know when and how to use speech acts and politeness strategies in a foreign language. This study was structured to test if a technologically supported way of teaching helps foreign language learners develop their pragmatic skills. A mixed-methods quasi-experimental study was implemented and 144 university students at intermediate-to-advanced levels of English formed the experimental and control groups. Learners in the experimental group did activities online through Zoom role-plays, used VR-based simulations and responded to Flipgrid assignments, but those in the control group used traditional textbooks and exercises. Quantitative data from learners was gathered using two types of tasks (Discourse Completion Tasks and Pragmatic Judgement Tests), speech production tasks and a survey that asked about their attitudes. ANCOVA was conducted to adjust for initial differences, MANOVA was used to see changes in appropriateness, politeness and fluency and multivariate regression helped explore whether digital engagement and previous proficiency could predict results. Consistent and accurate results were seen with a Cronbach’s Alpha (≥ .86) and a Cohen’s Kappa of .81. Students in the experimental group made more progress on the post-test (F = 28.09, p < .001) since the differences were large (Cohen’s d = 0.87 for total scores) and digital engagement was the biggest factor linked to better pragmatics. Using NVivo, semi-structured interview data from 20 participants were organised under key themes like strategies learners use, differences in cultural awareness and digital difficulties. Participants in the study unveiled that they began to pay more attention to how what they do fits with society’s expectations. Together, the results provided evidence that tasks designed for performance in digital environments can greatly enhance a person’s pragmatic skills by offering authentic, personal and cultural opportunities to use language appropriately in context.
Pragmatic competence Digital language learning Speech acts, Politeness strategies, Virtual reality (VR), Mixed-methods research, Technology-enhanced language teaching
Formulaic language in high-stake research writing: Investigating the semantic implications of collocations and fixed expressions in postgraduate dissertation
The use of formulaic sequences and consistent combinations of words proves valuable in enhancing the sophistication, organisation, and connection to a specific field of academic writing. The goal of this study was to look into the semantic value, distribution, and ways of understanding formulaic sequences in postgraduate dissertations in Linguistics and Education by blending document analysis with the results of a questionnaire survey. Our approach included studying 113 postgraduate dissertations to find, classify, and examine formulaic patterns in different dissertation sections, as well as surveying 113 post graduate (PD) students to know their level of awareness, frequency, perceived challenges, and interpretations, which were then analysed using varying statistical and testing approaches. There were many instances of formulaic sequences found in the literature review (30.5%) and discussion (19.3%) sections, as well as a lot of vague and improper use of these formulaic structures, mostly in parts of the text that are meant to be argumentative or evaluative. This result was supported in the survey, where participants reported having a moderate understanding (M = 3.08) and facing difficulties when choosing the right order of actions (71.7%) and making precise language choices (68.1%) in the use of formulaic sequence. Additional analysis showed that students in Master’s programmes were more aware than those in Doctoral programmes, while there were also major variations in how the fixed expressions were used, depending on the discipline (p < 0.05). By examining these data sets together, it was clear that researchers’ awareness of pragmatic uses of language lagged behind their actual practises, requiring attention in language classes to specific formulaic language uses. The study concluded by suggesting that targeted phraseological practise, scaffolded guidance, and genre-targeted academic writing support should be part of postgraduate education. Furthermore, the paper recommended more in-depth research to learn more about the processes involved in using formulaic language in academic writing.
Formulaic sequences, words proves, sophistication, organisation, academic writing
A linguistic analysis of threat tone as a strategy of pressure in president Trump's negotiations
Threatening tone can be used as a strategic tool to apply pressure and sway results in political negotiations, where language is a powerful tool. With an emphasis on how threat serves as a purposeful rhetorical device, this study conducts a qualitative linguistic and pragmatic analysis of President Donald Trump's negotiation style. Four main themes emerge from the research, which is based on discourse analysis of a few chosen negotiation speeches and statements: explicit performative threats that assert authority and force action; conditional framing that balances accountability and coercion to prevent face-threatening acts; emotional appeals combined with hyperbolic intensification intended to heighten psychological pressure and evoke fear; and strategic ambiguity combined with audience-specific adaptation that maximizes rhetorical effectiveness across various interlocutors. The results show how these related language techniques work together to influence negotiation dynamics, maintaining power imbalances while regulating interpersonal interactions. This research adds to the general knowledge of political communication and negotiating strategies by clarifying the intricate function of threat tone as a multidimensional instrument in diplomatic situations with significant stakes.
Threat tone, political negotiation, pragmatic analysis, discourse analysis, performative speech acts, rhetorical strategies
Project-based learning and digital literacy integration: Investigating task design and student collaboration in developing academic writing and thesis skills in EFL classrooms
With the increased emphasis on teaching advanced writing skills to foreign learners of English, this study looked at how project-based learning, university students’ collaboration in writing and digital knowledge can assist in developing academic writing proficiency. The main purpose was to analyse how using a PBL method, with digital support, influences writing for EFL students and what role digital tools play in the process. An experimental pre-test/post-test design was applied in the study. A total of 94 undergraduate students participated in the study, segmented into two groups: the experimental group (EG) and the control group (CG). Evaluation of data was performed using standardised writing exams, a DLCQ and a CLPS which showed good validity via CFA and reliable results (Cronbach’s α greater than .85). With ANCOVA, we found the EG achieved significantly higher post-test writing scores F(1,91) = 21.394, p < .001, η² = 0.190). MANOVA also confirmed that there were significant interactions between the instructional group and digital literacy on each writing subskill. It was shown through Structural Equation Modelling that digital tools played a major role (β = 0.37, p < .001) by boosting the impact of PBL on academic writing skills. These results are in line with constructivist and TAM theories, pointing out that writing is both a social and technology-related practice. It is concluded that achieving advanced writing in EFL settings needs combining genuine project design, teamwork and digital methods and three main actions are put forward by the study for this purpose: systemic curriculum reform, boosting teachers’ competence and more suitable digital tools.
Implementing Read Along as a digital reading media for Grade VII students of SMP IT Cendekia Pematangsiantar
This community service program was carried out at SMP IT Cendekia Pematangsiantar, aiming to improve Grade VII students’ reading skills through the use of an interactive digital media called Read Along. The media was chosen for its features, including real-time pronunciation feedback, illustrated stories, a virtual assistant named Diya, and mini quizzes that support students’ comprehension of English texts. The method used in this activity involved hands-on learning, demonstration, and discussion. The program was conducted independently by the implementer through an educational and interactive approach. The results indicated that students were highly interested in the media and were motivated to continue using it outside the classroom. One challenge encountered was the noisy classroom environment, which made it difficult for the app to accurately detect students’ voices. This activity is expected to serve as a reference for teachers in developing media-based learning and enhancing students’ reading literacy in line with 21st-century competencies.
Copyright (c) 2025 herman (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
The impact of e-learning mathematics in higher education, Israel
The main aim of study is to examine the implementation of e-learning in mathematics education programs. Qualitative and non-random data were collected from high school, college and university students in Israel using survey methods. There are two types of evidence, the outcomes of learning mathematics and the student’s response using an online questionnaire. The survey was used to determine their answer. It is a qualitative case study, supported by a web-based survey. Data gathered through an online survey with 15 questions. The survey was conducted with various age groups of pupils perusing in different schools, colleges, or Universities in this lockdown period due to the COVID-19 disaster to evaluate the challenges in e-learning who exist in the Israel. Based on the survey of a variety of websites, the profits and difficulties linked with using websites in learning math are outlined.
Copyright (c) 2025 Nader Hilf, Yasir Abu Rass (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
The impact of self-regulated learning of prospective teachers on academic achievements at university level
Sustainable development views lifelong learning as a key skill and attitude. Prospective teachers are expected to demonstrate the attitude of lifelong learning. The purpose of this study was to investigate the impact of self -regulated learning on academic achievements at university level. It has proven to be a determinant of student learning towards achievement. Research has shown that student’s perceptions of self-regulated learning were strongly related to student’s academic achievement. The research compared the relationship among prospective teachers and self-regulated learning. This correlational study addressed five self-regulatory behaviors: self-planning, self -monitoring, self-evaluation, self-instruction, and self-reaction and investigated their relationship with academic achievement and student’s self- regulated learning. Prospective teachers in all public universities considered the population of the study. The sample of 500 students were selected from three public universities by using random sampling technique. Descriptive statistical techniques were used to obtain information and the results were generalized to the whole population. Items were supposed to assess the Self-regulated learning of prospective teachers and its effect on their academic performance. The main purpose of the study was to examine the “impact of self-regulation on academic achievement of prospective teachers at different public universities. Data were collected from prospective teachers of three universities of District Lahore. The findings of the study showed that there was a strong positive relationship among students self-regulated learning behaviors and academic achievements of prospective teachers at university level.
Copyright (c) 2025 Dr. Namirah (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Insight into the strategies for undergraduates’ practical translation proficiency: A quantitative analysis
The emphasis on the exploration of the practical strategies for translation proficiency spurs from the need to produce well-trained translators who are equipped with the current demands in the translation industry. The current study explores relevant strategies which have proven effective in improving undergraduates’ practical translation proficiency. With the integration of the use of quantitative research, prominent insights were gained from opinions of three-hundred and forty-one (341) research participants in regards to the research topic. Meanwhile, these research participants include two-hundred and sixteen (216) undergraduates studying translation and one hundred and twenty-five (125) educators who are currently teaching translation in various tertiary institutions. More so, these participants were randomly selected from various public and private universities. Nevertheless, these participants shared their respective views on some relevant strategies such as feedback mechanism, integration of technological tools, and continuous learning among others. Although, majority of the research participants emphasized more on the practical aspect of translation strategies. With the use of the quantitative methodology, relevant data were extracted from the opinions shared by the research participants. These data were further analyzed using descriptive statistics method. This method placed practical experience, feedback mechanism and technology integration, as very effective strategies. Nevertheless, the study concludes that the identified strategies only yield positive result based on the shared efforts of both translation educators and translation students.
Translation Education, Translation Proficiency, Translation Proficiency Strategies
Copyright (c) 2025 Malak Alrousan (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
The correlation between foreign language undergraduates’ usage of social media short videos as digital assistant tutors and increase in their reading and writing proficiency
Nowadays, acquisition of language skills is no longer limited to the physical classroom learning. Online videos have provided learners exciting platforms to develop and improve their various language skills without constantly depending on their classroom teachers. However, this research focused on analyzing the relationship between the use of these online videos from different social media platforms as digital assistant tutors and increase in the reading and writing proficiency of undergraduates. Although, there are different online videos from different social media platforms, this research specifically focuses on short video platforms such as TikTok, YouTube shorts and Facebook reels. Nevertheless, a quasi-experimental method was adopted by this research. This research method involves the inclusion of randomly allocating the research participants into experimental and control groups. The essence for the adoption of this research is to investigate the potentials of social media short videos in undergraduates’ reading and writing language proficiency. Additionally, the use of some selected short videos was used as an independent variable, whereas the assessment of undergraduates’ reading and writing skills constitute the dependent variable. From the thirty-two (32) research participants who are foreign language undergraduates, 15 of them were used as the experimental group, while the remaining 17 were used as the control group. Meanwhile, the result of the paired T-test carried out in this research provided significant evidence that the experimental group showed a greater level of improvement in their reading and writing proficiency compared to the control group. This is seen from the significance (two-tailed) value; which is below the threshold of 0.05. While the pretest score of the experimental group was 19.02, the score of the control group was 18.59. Conversely, the post-test score of the experimental group was 23.82, and that of the control group was 18.60. These findings suggest that the reading and writing proficiencies of undergraduates tends to increase when they are highly exposed to social media short videos that teach about language learning.
foreign language learning, reading and writing proficiency, social media short videos, technology
Copyright (c) 2025 Tahira Kalsoom, Abdul Haseeb Mujahid, Afifa Khanam (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
How lecturers in foreign languages can utilize the innovativeness of AI models to improve students’ performance through personalized assessment and customized learning systems
Various artificial intelligence models have found their way into various aspects of life as a whole. It is worthy to note that various scholars have studied the impacts of AI- models in different aspects of life, making foreign language education a constant area of research for scholars. This study focused on the ways foreign language lecturers can take advantage of these innovations that come with AI models to improve students’ performance through personalised assessment and customised learning systems. Furthermore, explorations were made to determine how AI models facilitate the efficient performance of foreign language students through personalised assessment and customised learning systems. In order to achieve this, this study engaged selected group of participants, which is made up of 230 undergraduate foreign language students from different universities in different locations, as well as 23 lecturers also from different locations. We randomly selected these 253 participants to ensure the authenticity of the study’s information and its practical application in various locations. The study utilized an online questionnaire in the form of Google Forms to collect responses from the participants. The data was collated in order to make the required inferences using the required measures for statistical analysis. The responses recorded by this study showed the acceptance and utilisation of AI models by both students and lecturers, as the majority of these respondents affirmed the claims made by this study. The results obtained demonstrate high levels of impact of AI models in foreign language education as well as ways lecturers can utilise these features and innovations to improve students’ performance. After the analysis and discussion, insights gotten from this study stand to encourage the proper implementation of AI models in foreign language education, as the advantages submitted in this study are worth exploration.
Keywords: AI-Models, Foreign Language Education, Personalized Assessment, Customized Learning Systems
Copyright (c) 2025 Rani Siti Fitriani Arifin, A. Adang Supriyadi, Dheni Harmaen, Asbullah Muslim (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Using Generative Artificial Intelligence Models (GAIM) as digital assistants for enhancing motivation and retention proficiency of mathematics undergraduates
Artificial intelligence has significantly revolutionized academic activities, offering learners varying systems that help them overcome the limitations of traditional teaching and learning methods. In this paper, the focus was to critically analyse how the consistent use of GenAI chatbots may increase motivation and increase the retention capacity of undergraduates in Mathematics. Self-determination theory was applied to explore how students go through motivation processes and how GenAI chatbots can increase their motivation. Also, Intelligent Tutoring Systems (ITSs) were applied as a conceptual approach to explore how GenAI chatbots can impact the cognitive and mental processes of the students to increase their retention ability in Mathematics learning. In the paper, a quantitative approach was adopted, and data was collected from 93 undergraduates through digitally designed survey questionnaires. The analysis was conducted using relevant statistical measures, including descriptive statistics, CFA, and Pearson correlation. We measured 14 items, which were referred to as indicators derived from previous studies. The results of the statistical analysis and the Pearson correlation tests indicated that GenAI chatbots directly enhance undergraduates’ motivation and retention ability, which invariably impact their academic performance. The overall mean score was high, indicating regular usage of AI chatbots (mean = 4.18) and also that it played a crucial role in solving academic problems (mean = 4.05). Moreover, participants reported better understanding of the course materials (mean = 4.27) and quicker recall of information when compared to non-chatbot methods (mean = 4.02). The three hypotheses were accepted, suggesting that consistent use of GenAI chatbots increases undergraduates’ motivation levels, enhances their retention ability, and increases their academic performance. Thus, we conclude that the transformation of AI chatbots into useful tools for undergraduates’ academic growth has increased their motivation levels, enhanced their retention ability, and improved their academic performance.
Generative Artificial Intelligence Models (GAIM), mathematics, motivation, retention proficiency
Copyright (c) 2025 Yousef Abd Algani , Mohanad Ahmad Shini (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
From classroom to crisis: Interrogating stakeholders on the correlation between skill mismatch, unemployability, and increasing unemployment in Nigeria
Pervasive skill mismatch, unemployability, and increased unemployment trends have grown in Nigeria, driven by a disconnect between graduate skills and employer expectations, due to the lack of robust partnerships between academia and labour market, leading to misaligned educational curricula with industrial needs. The objective of this study was to determine the relationships between curricula misalignment, skill mismatch, unemployability, and unemployment, with a special emphasis on how the relationships between these factors went a long way in escalating the nation’s labour market crisis. A quantitative correlational survey design was adopted, which utilize stratified random sampling from which 300 participants were selected from recent graduates, employers, academicians and policymakers. The study employed descriptive statistics, factor analysis and hypothesis testing to examine the effect of curricula misalignment on unemployment trends using direct and mediating variables. It was found that curricula misalignment highly correlate with skill mismatch (????=0.482, β=0.482), and that skill mismatch was positively correlated with unemployment trends (????=0.389, β=0.389), and that unemployability mediated the curricula misalignment to unemployment (????=0.312, β=0.312). These findings reinforce the gravity of the repercussions of the systemic educational deficiencies and their alteration of labour market efficiency in urgent need of reforms that will incorporate practical skill development, improve soft skills training and fuel academia industry collaboration. The study further concludes that the industry-academia collaboration cannot be over emphasized because it will give graduates the capability of workforce readiness, reduce unemployment, and also support sustainable economic growth in Nigeria.
Skill-Mismatch, Unemployment, Underemployment, Curricula Misalignment, Academia-Industry Collaboration
Copyright (c) 2025 Nwaikpo, P.N (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Reading in the translation of the meanings of the Holy Quran into the Amazigh
The Quran, the eternal Book of God, addresses all of humanity in eloquent classical Arabic, embodying guidance and illumination for all peoples. While this sacred language serves as the medium of divine revelation, it may pose challenges for those who have not mastered it or lacked the opportunity to learn it. This necessitates the exploration of effective means to convey its heavenly message. As such, translation becomes an indispensable tool for transmitting the meanings of the Quran to non-Arabic speakers while preserving the sanctity of its original text. Given the Quran’s revered status, it is not translated word-for-word; instead, its meanings are rendered with sincerity and precision to resonate with the hearts and minds of people. The Amazigh, despite their historical interaction with the Arabic language, face similar linguistic barriers as other non-Arabic-speaking communities. In response, reformist scholars from the Amazigh community have embraced the religious and cultural responsibility of translating the meanings of the Quran into the Amazigh language. This noble endeavor aims to communicate the message of Islam in their native tongue and deepen their understanding of the faith’s authentic teachings. Among the most distinguished and careful efforts in this field is the translation by Sheikh Si Hajj Mohand Tayeb—may God preserve him—which is recognized for its high credibility and profound ability to convey the spiritual essence of the Quran. Published by the Notable Press in Medina, this translation stands as a lasting testament to scholars’ dedication to making the Book of God accessible to diverse peoples in their own languages. It underscores the universal and inclusive nature of Islam, affirming that it is a religion meant for all of humanity, without exception. Through such committed efforts, the Quran continues to transcend linguistic and cultural boundaries, reinforcing its timeless message of guidance and enlightenment for all humankind.
Quran translation, Amazigh language, Islamic communication, Linguistic diversity, Faithful translation
Copyright (c) 2025 Dr. Safia Derradji & Dr. Nadia Oudihat (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Exploring traditional vs. online language education: A literature review and future research directions
Concerns grow as technological growth shifts education, especially language learning, from traditional face-to-face to online platforms. While many admire the flexibility of online learning, they are unaware of its limitations and disadvantages for learners and education in general. To discern the challenges and benefits of online vs. traditional face-to-face learning, this paper, through a thematic analysis of over 60 studies and based on Moore’s (1989) three types of interaction, addresses three key questions: (1) Among Moore’s (1989) three types of interaction— learner-content, learner-instructor, and learner-learner, which type has the most and least impact on online language learning? (2) What are the advantages and disadvantages of each mode of learning with respect to learner-content, learner-instructor, and learner-learner interaction? (3) How does online language education influence learning and language skills? The results reveal that among some main challenges such as internet connectivity and technological problems, lack of interaction stands out as a major drawback. As Moore (1989) argues, learner-content interaction is found to be the most influential type in online education followed by learner-instructor and leaner-learner. Although not all existing literature supports this argument, the majority conform to Moore’s (1989) claim. At the end, the review offers pedagogical and technological recommendations for improving the quality and effect of each type of interaction.
Moore’s (1989) interaction theory, learner-content interaction, learnerinstructor interaction, learner-learner interaction, online language learning, online vs. Traditional face-to-face learning
Copyright (c) 2025 Sahar Yaghoubzadeh Torki, James Cohen, Gulsat Aygen (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Leveraging YouTube and Instagram short videos as tools to overcome the limitations of traditional learning materials in improving foreign language undergraduates’ writing proficiency
This paper has explored the significant impacts of using social media tools, such as YouTube and Instagram short videos, to enhance the writing skills of undergraduates in foreign language education. The paper expanded on how YouTube and Instagram short videos can help undergraduates overcome the limitations of traditional learning methods by improving their writing proficiency in foreign languages. The study also explored the perceptions and attitudes of university lecturers towards the integration and use of YouTube and Instagram videos to enhance the writing skills of their undergraduates. The paper conducted both experiments and surveys, wherein 302 undergraduates in FL participated in the experiments in two groups (CG and EG), and 67 university lecturers participated in the survey. The results of the pretest indicated that both the participants in the Cg and EG are comparable in terms of their writing skills. However, after the experiment, another test was conducted, and the results indicated that participants in the EG groups extensively outperformed the participants in the CG group. The mean value of CG was 34.46 and the standard deviation was 9.355, and in EG, the mean score was 79.05 and the standard deviation was 3.056, which clearly unveiled the difference between them. The t-value (15.63) in combination with an extremely low p-value (0.001) implies that there was a highly significant difference between pre- and post-test scores. This suggested that the traditional training methods were ineffective in improving the writing skills of participants. The results of the survey also indicated that the lecturers generally accept and admire the use of YouTube and Instagram videos to enhance the writing skills of undergraduates. It is thus concluded that YuTube and Instagram short videos are very effective in enhancing foreign language writing skills, which is a tool to overcome the limitations of traditional learning materials.
social media tools, writing skills, foreign language, YouTube, Instagram
Copyright (c) 2025 Bobby Pramjit Singh Dhillon, Bloner Sinurat, Herman Herman (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Evaluation of biology textbooks in Jordan regarding the inclusion of bioinformatics, its applications, and related bioethical issues
Bioinformatics is a scientific field that uses computers, software, and computerized databases to analyse and interpret biological data to reach different biological questions. However, bioethical questions involve a range of ethical, social, legal dilemmas that arise from scientific and technological advances in the fields of biology or medicine as well as their impact on people deeply concerned with it. This research investigates the content of biology textbooks in Jordan, examining how much mention is made about bioinformatics applications and associated bioethical issues. The research is being conducted using a descriptive-analytical approach and utilizes a questionnaire to survey the opinions of science and biology teachers on the importance of integrating bioinformatics applications and ethical issues into biology textbooks. The study sample consists of two groups: biology textbooks for the 11th and 12thgrades in Jordan, and supervisors and teachers in the field of science education, randomly selected from various educational regions in Jordan (totalling 419 participants). The results indicate a low inclusion rate of these topics in 12th-grade biology textbooks, which does not align with the global trend of keeping pace with modern biotechnological advancements and their associated ethical considerations. The study recommends that biology curriculum developers in Jordan prioritize integrating bioinformatics applications and bioethical issues into textbooks, linking them to broader themes of science, technology, and society (STS).
bioinformatics, bioethical issues, textbook content, teaching strategies, curriculum development
Copyright (c) 2025 Mohammed Ali Shaqran, Yuslina binti Muhammad (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Insights into communication skills and strategies in modern business and real estate
Communication plays a fundamental role in the success of the modern real estate business as it impacts client relationships, negotiations, and competitiveness in the market. As a digital transformation takes place, real estate practitioners have to deal with multi-faceted relationships that mix face to face interaction with new communication technology. This research study offers an analytical account of communication in real estate business, using client-centred approach to communication, negotiation, and the use of communication by electronic and virtual means. This research study provides an analysis of the effect of communication on business transactions and customer relations through the review of secondary literature, industry analysis, and contemporary writings. The study articulates some of the communication strategies utilized by effective real estate practitioners which include, but are not limited to, listening in a way that facilitates understanding, negotiating in a manner that makes the respondents want to give the desired information, and dealing with clients in a manner that uses facts. The study further examines the impact of AI powered chatbots, virtual tours of properties, and branding on social media in terms of their influence on client participation and decision making. The analysis reveals major barriers to communication including cultural and linguistic diversity, inequalities in the level of technology, and mechanization of client relations which make it difficult for real estate practitioners to operate in a digital world. The research concludes that even though technology offers unmatched speed in service delivery, it is essential to ensure that the balance between automation and personalized communication remains. This study therefore proposes the use of blended communication methods that utilize administrative and interpersonal approaches in order to foster trust, transparency, and client satisfaction towards real estate services.
real estate communication, client-centered communication, digital transformation, negotiation strategies, AI in real estate
Copyright (c) 2025 Hamza Qudah (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Developing higher-order thinking skills among graduate students using Artificial Intelligence
A mixed-method study was designed to develop higher order thinking skills among graduate students at college level. The study investigated the perceptions, benefits, teaching strategies and challenges associated with AI implementation in academic settings to enhance critical thinking skill among graduate students. For quantitative data, a sample size of 120 students were selected through random sampling for college students. For qualitative data, a sample size of 20 teachers were selected for interviews. The findings revealed that while AI holds significant potential to enhance critical thinking, problem-solving, and personalized learning, and it also presented challenges such as technical complexities, unequal access, and concerns over privacy and over-reliance on technology. The study also emphasizes the necessity of addressing the ethical and practical challenges that arise from the use of AI in education, particularly in ensuring equitable access and maintaining the balance between technology and human interaction. The research concludes that with appropriate strategies and support, AI can significantly contribute to the development of higher order thinking skills, preparing students for the complexities of the modern workforce and developing comprehensive frameworks for training educators in AI utilization.
Higher order thinking skills, Artificial Intelligence, Graduate students, Teachers.
Copyright (c) 2025 Namirah Aslam (Author) https://creativecommons.org/licenses/by-nc-sa/4.0