https://j.ideasspread.org/index.php/ilr <p>International Linguistics Research (ILR) (ISSN 2576-2974 E-ISSN 2576-2982) is an international, double-blind peer-reviewed, open-access journal published by IDEAS SPREAD INC. The journal encourages submission in but not limited to subjects of linguistics, including theoretical linguistics, descriptive linguistics, and applied linguistics. In addition to the broad area of language research, creative approaches to language learning and teaching are also involved, leading linguistics to a higher level of cognitive development. Linguistic research contributes to the cooperation of people groups throughout the world. Abundant and professional resources in linguistics are needed to meet a wide and infinitely varied range of communicative goals. From this perspective, the journal aims to improve the communicative power of the language and consolidate the national language communicative tool available to speakers. International Linguistics Research (ILR) also provides opportunities for sharing resources among members of the academic community.</p> IDEAS SPREAD en-US International Linguistics Research 2576-2974 <p>Copyright for this article is retained by the author(s), with first publication rights granted to the journal.<br>This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).</p> https://j.ideasspread.org/index.php/ilr/article/view/1256 <p class="text"><span lang="EN-US">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. </span></p> Atif Noor Arbab Badar Al Dhuhli Yugesh Krishnan Anna Sheila Crisostomo ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2024-10-14 2024-10-14 7 3 p1 p1 10.30560/ilr.v7n3p1 https://j.ideasspread.org/index.php/ilr/article/view/1309 <p class="text"><span lang="EN-GB">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.</span></p> Othman Ahmad Aljohani Zulfiqar Ahmad ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 2024-11-05 2024-11-05 7 3 p11 p11 10.30560/ilr.v7n3p11