International Linguistics Research

Student’s Utilization and Assistance of AI Tools in Assessment Completion: Perceptions and Implications

Atif Noor Arbab — 2024-10-14

The study investigates the utilization and impact of AI Tools' usage by students for their assessment completion. It also explores students’ perceptions and examines the implications of using AI technology on students’ learning and development process. A total of 145 students majorly between 21-25 of age studying in Higher Education Institutions in the Sultanate of Oman participated in the survey. Data was collected employing non-probability convenience sampling. Results indicated that improving writing skills, critical thinking and analysis were the top 3 ranked skills which get enhanced in students by AI tools. As to fairness in AI tools' usage, the majority of the students agreed that these tools should only be used for generating ideas and structuring assessments. Results also revealed that 50% of the students were of the opinion that their institutions do not effectively regulate the use of AI. However, responses to questions on utilizing AI indicated that out of the students who had been penalized, 35% had a reduction in marks, 30% were asked to resubmit the assessment, 26% were given warnings, while 10% were given a ‘fail’ grade. Formulating standardized policies and regulations on AI usage, proper dissemination, and their implementation were the general recommendations obtained from the study.

Teaching Grammar to Elementary Level Saudi EFL learnersTeaching Grammar to Elementary Level Saudi EFL Learners: Blending Theory and Practice

Othman Ahmad Aljohani — 2024-11-05

Grammar as a system of language has been a central component of most EFL teaching programmes. Modern day approaches to teaching grammar are premised on its potential in developing the discourse competence of the students in social, academic and professional contexts. The present study was designed to involve a theoretical review of the teaching of grammar in EFL contexts as well as an observation of a real-time classroom teaching to see how theoretical underpinnings were realized in actual practice. The observer’s report and the teacher’s post lesson reflections revealed that a contextualized focus on form, meaning, and use was crucial in helping students to comprehend the target grammar for its meaning making potential. The findings are expected to be useful to EFL practitioners as well as researchers interested in exploring further areas of grammar instruction from a practical perspective.

An Analysis of Pragmatic Features of "buru不如" Sentences in Modern Mandarin of Chinese from a Subjective Perspective

Lin Li — 2024-12-10

As a special comparative sentence, "buru不如" sentence contains two meanings of comparison content and comparison result, so it can express both the meaning of objective proposition and the speaker's subjective view. This paper finds that, from the perspective of subjectivity, "buru不如" sentences have two pragmatic features: one is to express discursive information, which is a representation of the speaker's perspective; Second, it embodies the functions of assertion, suggestion and evaluation of speech acts, which is the embodiment of the integration of the speaker's emotion and cognition.

Research on the Reform and Practice of Computer Professional English Teaching Driven by the OBE Concept

Yantao He — 2024-12-17

This paper investigates the application of the Outcome-Based Education (OBE) concept in reforming computer professional English instruction. The research is student-output oriented, with the aim of improving students' professional English proficiency by clarifying course objectives and learning outcomes, carefully selecting teaching content and resources, and designing a variety of teaching activities and methods. At the course design level, it delineates the professional English skills that students should acquire and establishes corresponding evaluation standards. At the course implementation level, through case analysis, project practice, and other activities, it fosters students' interest in learning, enhances their practical abilities, integrates ideological and political education into the course, and promotes students' comprehensive development. At the course evaluation level, a diversified evaluation system is established, combining formative and summative evaluations, with a focus on students' self-reflection and continuous improvement. Furthermore, this paper analyzes how to stimulate students' intrinsic learning motivation under the OBE educational concept and discusses the role transformation of teachers as emotional laborers. The ultimate goal is to optimize the computer professional English curriculum system through these reform practices, providing valuable references for the cultivation of IT talents in applied universities.

The Current Status of and Theoretical Proposals for the English Translation of Foshan Cantonese Opera

Dong Wang — 2024-12-18

Foshan Cantonese opera has now had a profound impact around the world. Yet, it faces some challenges in its further dissemination. To propel the further dissemination of Foshan Cantonese opera in the context of globalization, the translation of Foshan Cantonese opera into English has become an important research topic. The research team investigates the current status in the English translation of Cantonese opera, and conducts a series of theoretical studies concerning the English translation. Based on the investigation of the current situation in the English translation of Foshan Cantonese opera, the research team explores and proposes some effective ways for its translation and dissemination to the foreign countries.

Functional Division Between Two Synonymous Markers in Tongling Dialect

Xinyu Zhang — 2024-12-19

"guoshi过是" is a noteworthy form in the K-VP interrogative structure of the Tongling dialect in Anhui province of China, primarily serving as a focus question marker, a propositional question marker, and a communicative question function. In this process, a synonymous but non-graphical marker [k^hɛ³¹] appears, sharing the interrogative marker function with "guoshi" in dialogues, mainly used for propositional and communicative questions. It also adds discourse marker functions. As a discourse marker, its main functions include turn-taking, turn continuation, and interpersonal interaction, among which the interpersonal interaction function is mainly reflected in activating shared knowledge, highlighting the focus of the proposition, indicating communicative states, and self-correction. The use of "guoshi" and [k^hɛ³¹] in natural spoken language is related to semantic bleaching.