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.

The Impact of Motivational Factors on Foreign Language Learning

Jonida Bushi — 2024-12-23

This study examines how teachers in Albanian high schools employ methods, techniques, and strategies to motivate students in foreign language classrooms. The research highlights the unique cultural and contextual factors influencing motivation within this setting, including students’ adaptation to new academic environments and the interplay between teacher support and socio-cultural expectations. Drawing on interviews and survey data, the study explores both widely recognized and less commonly reported practices—such as localized teaching aids and contextualized storytelling—and clarifies how these strategies resonate with students at different proficiency levels. The findings underscore the importance of a supportive classroom climate, constructive feedback, and real-life connections to the lesson content. Ultimately, this work offers practical recommendations for educators seeking to enhance motivation and improve teaching practices on a global scale.

Less is More? Exploring Cultural Implicature in Emotive Communication: A Case Study of 'Xihuan' in Chinese Literature

Hanzhao Lin — 2024-12-23

This study investigates the emotive communication patterns associated with the term "xihuan" (like) in Mandarin Chinese and evaluates the applicability of Grice's maxims within the context of Chinese culture. Employing a mixed-methods approach, the research draws data from contemporary Chinese literature and utilizes both qualitative content analysis and pragmatic analysis to examine how "xihuan" is pragmatically employed to express affection. The findings reveal a cultural preference among Chinese speakers for restrained emotional expression, influenced by an interdependent self-construal and a cultural emphasis on face preservation. Furthermore, the study identifies instances where speakers intentionally flout Grice's maxims, thereby infusing their communication with emotional significance. These subtle violations are enacted and perceived in contextually and culturally specific ways, enabling the transmission of emotive cues. To elucidate these nuances, the concept of cultural implicature is introduced, demonstrating how speakers convey profound emotional meaning through understated expressions that align with cultural norms favoring subtlety over overt emotional displays. In conclusion, this research enhances the understanding of emotive communication in Mandarin Chinese by highlighting the interaction between cultural norms and pragmatic mechanisms. It contributes to the fields of cross-linguistic and cross-cultural studies by emphasizing the role of cultural factors in shaping language use and emotional expression.

A Study on the Influence of Task Complexity on Interactive Discourse Behavior and Engagement in L2 Peer Collaborative Writing

DONG Hang — 2025-01-01

This study takes 36 Chinese foreign language learners as the research subjects, and examines the influence of task complexity on their interactive discourse behavior (brief feedback, collaborative contribution, cooperative co-construction) and engagement (cognitive engagement, affective engagement, social engagement) in L2 peer collaborative writing. The findings indicate that: (i)Task complexity significantly affects brief feedback and collaborative contribution, but not cooperative co-construction. Specifically, the simple task obviously generates more brief feedback and collaborative contribution; (ii) Task complexity significantly affects learners’ cognitive and affective engagement, but not social engagement. Specifically, learners obviously demonstrated higher cognitive and affective engagement in the simple task. This study demonstrated the impact of task complexity on L2 peer interaction performance in the process of cooperative writing from both macro and micro levels, with the aim of providing insights for the practice and research of foreign language interactive teaching.

Reviewer Acknowledgements for International Linguistics Research, Vol. 7, No. 3

Sarah Lane — 2025-01-01

International Linguistics Research wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated.

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