International Journal of Modern Languages and Applied Linguistics
The International Journal of Modern Languages and Applied Linguistics (IJMAL) (e-ISSN: 2600-7266) is an open-access international refereed journal. International Journal of Modern Languages and Applied Linguistics will be accepting research papers in languages & linguistics in various fields of research that include (but not limited to) language acquisition, language assessment, language policy, applied linguistics, translation and interpretation, literature, technology in language teaching and workplace communication. This journal is a multilingual journal which publishes articles in English, Bahasa Melayu, Asian and European Languages. PUBLICATION IS FREE OF CHARGE. IJMAL is also available in Google Scholar. CLICK HERE TO SUBMIT MANUSCRIPT
Rhetorical Appeals in Political Discourse: Bibliometrix Analysis and Its Future Trends
This study investigates global research trends on rhetorical appeals in political discourse through a systematic bibliometric analysis. Recent scholarship demonstrates a marked increase in the academic examination of ethos, pathos, and logos within political communication. It reflects heightened interest in how rhetorical strategies construct persuasive narratives, shape public opinion, and legitimise authority. The objectives of this study are (a) to synthesise publication trends on most cited countries, corresponding authors’ countries and most global cited documents of rhetorical appeals in political discourse, (b) to create the intellectual structure of keyword map, word frequency over time, thematic map and thematic clusters of rhetorical appeals in political discourse and (c) to predict future trends of research regarding rhetorical appeals in political discourse. Employing a hybrid methodology that integrates systematic literature review and bibliometric analysis, this research synthesises data from 74 peer-reviewed articles indexed in Scopus. Analytical tools such as Biblioshiny were utilized to map citation patterns, influential authors, thematic clusters, and intellectual structures across the literature. The findings reveal a concentration of scholarly influence within Western and Anglophone countries but also signal emerging contributions from non-Western contexts. Thematic analysis highlights motor themes such as political discourse, populism, and elections, alongside foundational and emerging topics. Persistent challenges include methodological fragmentation, terminological ambiguity, and the underrepresentation of diverse regional perspectives. The study denotes the necessity for greater internationalisation, methodological innovation, and interdisciplinary collaboration. These insights provide an evidence-based foundation for future research, guiding scholars, educators, and policymakers towards more inclusive, contextually informed, and ethically responsive studies of rhetorical persuasion in global political communication.
Copyright (c) 2026 Sheela Faizura Nik Fauzi https://creativecommons.org/licenses/by-sa/4.0
Challenges in CEFR Adoption: Teachers’ Understanding and Classroom Practice
CEFR has been extensively adopted in many countries including Malaysia. Currently at the third phase of the imple- mentation, the concept of CEFR and the applicability is not new to most teachers. Over the years, numerous local studies have been conducted to discover the real situation faced by both teachers and students who are directly affect- ed by the government’s decision to replace the previous syllabus with the new CEFR aligned English syllabus. This study was conducted with the objectives of investigating the challenges encountered by English teachers on under- standing CEFR and the potential challenges faced by the teachers in CEFR classroom practice in the adoption process. A panel member of the English Language Standard and Quality Council (ELSQC) and 331 school teachers participat- ed in this study. Survey and in-depth interview were employed for data gathering. Computer software such as NVivo and SPSS were used for data analysis. Results show that most teachers lack understanding especially on the adoption of the framework. Moreover, classroom practice is a real challenge to the teachers because the imported CEFR- aligned textbooks are causing additional workload due to adapt them to the local context. Preparing and designing their own CEFR aligned teaching materials based on the new syllabus is another challenge of classroom practice for the teachers.
Copyright (c) 2025 Nurul Farehah Mohamad Uri https://creativecommons.org/licenses/by-sa/4.0
All Too Well Versus Uptown Funk: An Indirect Theory of Mind Replication Using Writerly and Readerly Song Lyrics in a Plurilingual Setting
The theory of mind, at its core, concerns the emotional intelligence, our empathy, and the ability to read and interpret the mental states of others we interact with. In the early 2010s, Kidd and Castano (2013) carried out a seminal re- search to investigate the theory of mind effects of reading literary fiction versus reading popular genre fiction, nonfic- tion, and no reading. The researchers found that the former enhanced the performance in the theory of mind test, namely the Reading the Mind in the Eyes Test (RMET), more than the latter three did. Consequently, the original re- searchers encouraged the replications of their research, either directly or indirectly using other media. The present pa- per reports on one such replication, using song lyrics as the indirect medium. Conducted with 29 undergraduate medi- cal students at plurilingual UCSI University Terengganu Campus, the results show that the writerly All Too Well group performed the best in the RMET, whereas there was no significant difference in the RMET performance be- tween the readerly Uptown Funk group and the control group. For this study, therefore, the theory of mind effects were positive only for the writerly texts, but not for the readerly. Accordingly, this paper calls for more future replica- tions, especially indirectly using media other than book excerpts, on the theory of mind effects.
Copyright (c) 2025 Siti Auji Ashari https://creativecommons.org/licenses/by-sa/4.0
Development of “Xiaohua Online” an Apps in Mandarin Language Classroom: A Pilot Study
Traditional methods of language learning have certain limitations. Through the development of game applications, learners' memory can be deepened, and their interest and motivation can be stimulated to improve their learning effi- ciency. The researcher applied a literature review, app review and questionnaire. The subjects of the research consist- ed of non-Chinese Mandarin learners. After review, learners wanted to have an app based on the course syllabus. Eve- ry currently available program is geared toward the practice approach. In addition, the language medium that is used in the apps is most commonly English, and the researchers have not come across any Chinese learning programs that include the Malay language as an attached component. Games applications based on stories can help to increase learn- ers’ interest in learning, and the process of progressing through levels can make learning both challenging and inter- esting. An application with additional Malay annotations can make the software more valuable and convenient for Mandarin learner who had mastered Malay. Thus, researchers came up with the concept of “Xiaohua Online” to ad- dress this issue. “Xiaohua Online”, is an online game for beginners in Mandarin. Using the search for a scattered map of Sarawak as the main thread of the game, it integrates the learning content from the UiTM Mandarin course. Based on a systematic and well-developed game curriculum, as well as targeted tests, it is hoped that it can breaks through the constraints of time and space, thus enhance learners' sense of achievement and motivation.
Copyright (c) 2025 Loh Siaw San, Jenny Yap Tze Kie, Ngien Ming Ming https://creativecommons.org/licenses/by-sa/4.0
Analisis Kontrastif Strategi Penterjemahan Harf al-Jar dalam Kisah Ibnu Yaqzan
Bidang penterjemahan bahasa Arab ke bahasa Melayu semakin mendapat tempat dalam kalangan para penterjemah dan penuntut bahasa Arab pada masa kini. Malah, kajian berkaitan bidang penterjemahan Arab-Melayu banyak dikaji dalam pelbagai cabang linguistik namun kajian berkaitan analisis kontrastif strategi penterjemahan Arab-Melayu masih belum dikaji oleh pengkaji lepas, lebih-lebih lagi kajian yang melibatkan penterjemahan harf al-jar. Masalah utama penterjemahan harf al-jar ke bahasa Melayu berpunca daripada ketidakmampuan penterjemah dan pelajar bahasa Arab dalam menghasilkan padanan harf al-jar yang tepat dan masih keliru makna harf al-jar yang manakah sesuai dalam terjemahan bahasa Melayu. Oleh yang demikian, makalah ini bertujuan untuk mengetengahkan aspek penterjemahan harf al-jar yang baik melalui padanan harf al-jar ke bahasa Melayu dalam terjemahan Arab-Melayu novel Ibnu Yaqzan. Selain itu, kajian ini turut mengenalpasti strategi penterjemahan yang digunakan dalam analisis kontrastif penterjemahan harf al-jar dengan kata sendi nama bahasa Melayu dalam novel tersebut. Kajian ini dijalankan menggunakan kaedah kualititatif melalui analisis kontrastif dan deskriptif strategi penterjemahan harf al- jar dalam kisah Ibnu Yaqzan. Dapatan kajian menyarankan bahawa harf al-jar yang ada dalam kisah Ibnu Yaqzan tidak boleh diterjemahkan secara literal, malah diterjemah mengikut makna berdasarkan kesesuaian ayat yang dimaksudkan oleh pengarang. Selain itu, penterjemahan makna harf al-jar dalam kisah ini menggunakan strategi penterjemahan seperti strategi komunikatif, strategi dinamik dan teori relevan. Sehubungan itu, makalah ini mencadangkan agar analisis kontrastif penterjemahan harf al-jar diberi perhatian dan diketengahkan kepada para penterjemah dan pelajar bahasa Arab agar mereka tidak keliru dalam menterjemahkan harf al-jar. Aspek penterjemahan harf al-jar yang dipersembahkan dalam kajian ini boleh dijadikan sebagai panduan dan rujukan kepada pelajar dan penterjemah Arab-Melayu.
Copyright (c) 2025 Siti Zubaidah Zulkifli, Nurazan Mohmad Rouyan https://creativecommons.org/licenses/by-sa/4.0
The Impact of China’s Economic Power on the Diffusion of Chinese Language: A Case Study of the Malaysian Language Landscape
The Chinese language in Malaysia has been preserved and passed on through the persistent efforts of the local Chi- nese, and it has become one of the few immigrant groups that have still managed to retain a complete native language education system and national language development. Although it is still able to achieve steady development, but it al- so faces challenges in the context of the government’s implementation of a unitary development of language and edu- cation policies. With the rise of China’s economic power, Malaysia maintains close economic ties with China, which has been Malaysia's largest trading country for more than a decade. The influence of China’s economic strength has given the Chinese language a higher market value. This is undoubtedly a major external boost to the sustainable de- velopment of the Chinese language and Chinese language education for the local Chinese community.In the context of this study, the Malaysian linguistic landscape is used as a framework to examine whether the government and the gen- eral public’s attitudes towards Chinese language and the status of Chinese language have changed due to China’s eco- nomic development. It was found that the official government signage implemented the government regulations which only uses Malay as the official language, but the bilingual road signs demonstrated the government’s inclusiveness and openness. Private shop signs are multilingual, with bilingual and trilingual signs being the most common. Private signs tend to use common languages like Malay, English and Chinese. The languages chosen are mainly due to their commercial value. The findings also found that the use of Chinese language is mainly limited to Chinese businesses, while non-Chinese businesses subjectively recognize the commercial value of Mandarin; they do not actually use it. As a result, the status of Mandarin in Malaysia has not been significantly improved.
Copyright (c) 2025 Choo Kim Fong https://creativecommons.org/licenses/by-sa/4.0
A Corpus-driven Analysis of Taylor Swift’s Song Lyrics
Taylor Swift is widely recognized for her song writing skills, known for crafting relatable lyrics, catchy tunes, and personal storytelling that draws from her experiences and emotions. This exploratory study aims to explore the lan- guage used in Taylor Swift’s song lyrics by analysing the language features, its collocations and the most used lexical bundles. A specialised corpus, the Taylor Swift Corpus (TSC), was compiled with a total of 189 song lyrics from 10 Taylor Swift albums, from her debut album - Taylor Swift (2004) to the latest release - Midnights (2022). TSC con- sists of song lyrics of different genres, including country, country rock, pop, country pop, folk and folk pop. #LancsBox 6.0 software was utilised for generating the statistics of the corpus, where the results were analysed further in order to fulfil the proposed research objectives in this research. Various corpus analyses were carried out including frequency analysis, collocational patterns analysis and examining the concordance lines. Findings revealed Taylor Swift’s writing styles that are personalised in nature through use of the personal pronouns ‘I’ and ‘you’, followed by salient references to ‘time’ and her reflections on events via the cognitive verb ‘know’. Future studies could investi- gate other properties of the artist’s writing such as metaphorical or figurative use of language.
Copyright (c) 2025 Faruq Ahmad Kendong, Afifah Sakinah Daud, Siti Aeisha Joharry https://creativecommons.org/licenses/by-sa/4.0
Elicitations in the Whole Classroom Events: A Comparative Study of High Vs. Low Proficient English Learners
There is an argument that teachers’ favoritism toward high-proficient language learners may deprive low-proficient students of learning opportunities and put them at risk of poor learning. This study examines how the modifications that teachers make to Initiation-Response Feedback (IRF) discourse patterns help low- and high-proficient English students have access to opportunities for language learning and how teachers justify their discourse. The participants in this study included three Iranian EFL teachers and their respective English students. Classroom observations stimu- lated recall interviews, and field notes were used for data collection. The findings showed that they interacted less fre- quently with the low-proficient English students while they often extended their transactions with the high-proficient English students. Such differences limited the learning opportunities of the less proficient students in the classroom. Modifications were explained under three themes: a) negative self-conceptions of low proficient students; b) quality of interactions with high proficient students; and c) teachers’ concern about job security and their teaching performance. The implications of this study for the Iranian context and other similar EFL contexts are detailed.
Copyright (c) 2025 Golnaz Peyvandi, Sara Choupanzarvijani, Ghazal Monfardkhah https://creativecommons.org/licenses/by-sa/4.0
The Study of Figurative Language in Taylor Swift’s Lyrics in the ‘Folklore’ Album: A Pragmatic Analysis
Being considered as one prominent literary works, songs laden with figurative language are composed to imply deeper meaning of what is being said. Therefore, this research aims to classify the types of figurative language used in Taylor Swift’s lyrics in ‘Folklore’ album, to analyse the implicature of Figurative Language in Taylor Swift’s lyrics in ‘Folk- lore’ album, and to analytically describe the associative meaning of Taylor Swift’s lyrics in ‘Folklore’ album. This study utilised Kennedy’s Theory of Figurative language, Grice’s Theory of Implicature as well as Leech’s Theory of Associative Meanings. These theories uncovered how non-literal language in Taylor Swift's songs influences lyrical interpretation. This present study adopted a qualitative research method whereby the researcher conducted content analysis on the selected lyrics excerpts from the selected album to achieve the research objectives. Consequently, based on the findings, it was found that metaphor is the most dominant type of figurative language with a frequency of 31.40% while connotative meaning is the most common associative meaning with a frequency of 14.79%. Further- more, the intended meaning of a figurative phrase can be interpreted with a slight context on what is implied through implicature pragmatics. Therefore, this study revealed that using figurative language in songs connects writers and lis- teners on a deeper level as it creates new connections between images, ideas or concepts that are not typically associ- ated together with.
Copyright (c) 2025 Nur Syazmin Ezryn Mohd Yunos, F Peter Francis G Frncis https://creativecommons.org/licenses/by-sa/4.0
Analisis Asal Kata B-R-K (ب ر ك ) Dan Derivasinya Dalam Syair Imām Al-Jazūli Al-Ḥasani
Kajian ini membincangkan asal kata b-r-k (ب ر ك) dan kata derivasinya dalam syair Imām Al-Jazūli Al-Ḥasani yang dianalisis menggunakan pendekatan analisis wacana. Tujuan analisis adalah untuk mengetahui fungsi atau makna derivasi dalam perenggan. Kajian diterhadkan kepada syair Imam Al-Jazūli daripada kitab Dalā’il al-Khayrāt. Persoalan dalam kajian ini ialah: 1) Apakah derivasi kata "b-r-k" dalam syair Imām Al-Jazūli Al-Ḥasani? 2) Apakah maksud asal kata “b-r-k” dan derivasinya dalam syair Imām Al-Jazūli Al-Ḥasani? Kajian menggunakan kaedah deskriptif kualitatif. Pengkaji menghuraikan maksud "b-r-k" dan terbitannya bagi ahli bahasa, kemudian mengklasifikasikan makna yang berbeza bagi semua kata dalam buku yang dipilih. Dapatan menunjukkan bahawa terdapat 4 jenis derivasi mengikut pola dasarnya, iaitu : 1) Derivasi b-r-k atas wazan 2 ,فَا َع َل) Derivasi b-r-k atas .مفَا َع َل Derivasi b-r-k atas wazan )4 ,فَ َعلَة Derivasi b-r-k atas wazan )3 ,تَفَا َع َل wazan
Copyright (c) 2025 Muhammad Irfan Bin Mhd Rusdi, Aula Nabilah Binti Janudin https://creativecommons.org/licenses/by-sa/4.0
The Impact of Positive Parenting Practices on Children’s Education and Behavioral Change
This article examines the relationship between positive parenting practices and heightened academic achievements and improved behavioural stability in children. This exploration underscores the pivotal role of parental practices in shap- ing a child's academic disposition and overall behavior within educational contexts. Examining this dimension within the specific cultural milieu of Pakistan, the study also considers the complementary role of teachers in this process. The study involves a sample of forty participants (n=40) selected from The University of Lahore, Pakistan. Utilising a Parenting Style Quiz and a Self-Constructed Questionnaire, the research assesses diverse parenting styles and the ex- tent of parental engagement in their children's academic and social endeavors. The study's results highlight the preva- lence of an authoritarian parenting approach among parents of adolescents, coupled with a lack of attentiveness to- wards their children's educational progress, which acts as a barrier to their educational advancement. The research underscores the need to embrace and propagate positive parenting initiatives, accompanied by the organisation of workshops within Pakistan. These endeavours aim to educate parents about effective child discipline methodologies and are poised to leave a favorable imprint on children's characters, thereby paving the way for their higher education- al pursuits.
Copyright (c) 2025 Mahvish Nawaz Mokal, Zaki Ahmad https://creativecommons.org/licenses/by-sa/4.0
Exploring EFL Learners' Perception of Google Forms as An Assessment Tool in Learning English
In this digital era, technology has become an integral part of education, transforming the way students learn and teach- ers assess their progress. One powerful tool that has gained significant popularity in educational settings is Google Forms. Originally designed as a survey tool, Google Forms has evolved into a versatile platform that can be effective- ly used for educational assessment purposes. The study highlights the benefits of using Google Forms, such as flexi- bility, user-friendly interface, variety of question types, immediate feedback, data analysis capabilities, engagement, and time efficiency. However, potential limitations and challenges related to security, technical issues, and technology access are also mentioned. The study aims to provide insights and recommendations for educators and institutions to effectively use Google Forms as an assessment tool and promote successful language learning outcomes for EFL learners. The problem statement addresses the need to further investigate EFL learners' perception, attitudes, experi- ences, challenges, and contextual factors that may influence their perception of Google Forms. The methodology out- lines the use of Structural Equation Modeling (SEM) with Partial Least Squares (PLS) analysis to examine the rela- tionships and collect data from EFL learners with the sample of about 100 respondents. The findings revealed the effectiveness and usefulness of Google Forms in the EFL context. Overall, this study contributes to the existing knowledge on the use of Google Forms as an assessment tool in English language learning. It underscores the signifi- cance of learners' perception and highlights the potential of technology-enhanced assessment tools in promoting effec- tive language learning experiences.
Copyright (c) 2025 Muhalida Zia Ibhar, Frinov Feldiko Ibhar https://creativecommons.org/licenses/by-sa/4.0
Remote Area Students’ Perception towards Online and Face-to-face Learning in EFL Classroom during the New Norm Era
The pandemic brings new perception to students. The aim of this research was to find out remote area students’ per- ception toward both online and face-to-face learning. This research was a descriptive qualitative research. 77 students from twelve grade class of SMA Negeri 1 Kendawangan participated in this research. In order to collect the data, in- terview was employed. The result showed most of students faced some difficulties during their online learning such as with the internet connection, their environment at home, lack of communication or practice, and indirect explanation from the teacher. These led students to prefer face-to-face learning in learning English. In conclusion, students in re- mote areas had negative perception toward online learning. It is crucial for teachers to communicate more with stu- dents and be more creative in the teaching learning process in both face-to-face and online learning.
Copyright (c) 2025 Heti Susanti, Regina, Gatot Sutapa https://creativecommons.org/licenses/by-sa/4.0
Factors of Public Speaking Anxiety (PSA) and Strategies to Mitigate PSA among Postgraduate Students of Malaysian Public Universities in Online Presentations
This study aims to examine the contributing factors of public speaking anxiety (PSA) among international and Malay- sian postgraduate students and to explore the strategies and influences of PSA on the students’ learning performances. Adopting Personal Report of Public Speaking Anxiety (PRPSA) and Foreign Language Communication Anxiety Scale (FLCAS), a qualitative research design was employed. Three postgraduate students were chosen according to a selective sampling method and interviewed using semi-structured interview protocol. The interview questions were adopted and customised to suit the online context as a situation specific setting. Results indicated that fear of negative evaluation and making errors along with peer pressure were among the main reasons for PSA. To cope, the students employed practicing and making comprehensive preparation to reduce PSA. The strategies were also identified to be unique according to the students’ causes of anxiety. It is also found that PSA had a significantly negative influence on some postgraduates’ online learning performances while having a moderate effect on some other postgraduates. This research is significant to figure out the causes of learners’ foreign language anxiety and the relationship between speaking anxiety and academic performance.
Noorfarida Filzah bt Mohd Sobri Paridaluddin
Copyright (c) 2025 Noorfarida Filzah bt Mohd Sobri Paridaluddin, Zhang Jing, Chen Ruohan https://creativecommons.org/licenses/by-sa/4.0
The Use of YouTube in Developing Speaking Skills Among Undergraduates in Malaysia
Speaking skill is one of the most important skills in learning the English language as it allows us to bridge the gap be- tween international speakers and communicate with people from various countries. However, it can be observed that a number of undergraduates in Malaysia are still struggling to speak English in the class, despite majority of the univer- sity programs are using the English language as the medium of instruction. Due to the advance of technology, lan- guage learning can be done with various sources of platforms and YouTube is considered as one of the leading plat- forms that is vastly utilized due to its useful benefits in improving the students' speaking skills alongside the educational video contents that have greatly aid students nationwide in learning the English language. The purpose of this study is to identify the use of YouTube in learning the English language among the undergraduates and YouTube as a platform in developing their speaking skill. A total of 106 undergraduates have participated in completing the questionnaires and the results revealed that majority of the undergraduates had implemented YouTube as a platform to learn the English language while simultaneously enhancing their speaking skill through the various channels provided in the YouTube application. This indicates that the application of YouTube is beneficial in the aspect of refining the learners’ English speaking skill as well as learning the language efficiently.
Copyright (c) 2025 Nurdiyana binti Mohamad Yusof, Britney Tani Benet, Jah Afifah Khirunnisa binti Jamioon https://creativecommons.org/licenses/by-sa/4.0
Designing Mobile Learning Instruction for ESL Context: A Review of Instructional Designs
The emerging trend of education in embracing mobile learning is irrefutable. Mobile learning has become a panacea to unexpected situations such as the Covid-19 pandemic. Due to that, a lot of educators designed mobile learning instruc- tions to cater to their students’ needs. However, the wide variety of instructional design models caused confusion and difficulties for educators, especially English as Second Language (ESL) educators, to design practical instructions via a mobile application. Therefore, this paper aims to review the instructional design models in creating a mobile appli- cation, particularly for language learning. Five instructional design models were reviewed, which include 1) Merrill’s Principles of Instruction Model, 2) Gagne’s Nine Events of Instruction Model, 3) The Kemp Instructional Design Model, 4) The ADDIE model, and 5) The ASSURE model. Each model has its strengths and weaknesses. From the review, each model is also suitable for specific contexts. This paper implied that instructional designs are crucial as they provide step-by-step guidelines for educators or content developers in creating the materials or tools for learning. With the aid of instructional design, a content developer could plan content creation systematically for a better learn- ing outcome.
Copyright (c) 2025 Karmila Rafiqah Md. Rafiq, Harwati Hashim, Melor Md Yunus https://creativecommons.org/licenses/by-sa/4.0
Formulaic Language: Translation Strategies of Malay Sayings and Proverbs in the Film Magika (2010)
This study examines the linguistic and cultural translation of a Malay film, focusing on a subset of formulaic lan- guage, namely sayings and proverbs. It employs a qualitative approach, specifically utilizing the content analysis method, to thoroughly compare the film's dialogues with the accompanying English subtitles, with a specific emphasis on the translator's choices in this translation process. The results reveal that the communicative intent of the identified sayings and proverbs in the film is generally well-preserved and transferred into the English subtitles. While there are similar expressions in the target language, the translator often opted for the literal translation of the Malay sayings and proverbs to capture the characters' conversational styles and context. The analysis highlights the importance of transla- tors’ proficiency in both source and target languages as well as cultural competence in both communities.
Copyright (c) 2025 Azamuddin Roslan, Maizura Mohd Noor https://creativecommons.org/licenses/by-sa/4.0
Metacognition in Reading: A Synthesis of Seminal Insights and Strategies
This research paper explores the dynamic interplay between metacognition and reading comprehension, aiming to provide a comprehensive understanding of metacognitive strategies' role in enhancing comprehension skills. The study systematically analyses seminal works in the field, categorizes key metacognitive strategies, and evaluates their prac- tical implications in reading comprehension instruction. Metacognition, the awareness and regulation of one's cogni- tive processes, holds a pivotal position in the realm of education. As learning paradigms evolve, understanding how metacognitive strategies influence the comprehension of written text becomes increasingly essential. This research ad- dresses this pressing need through qualitative content analysis, uncovering themes and patterns in textual data. The analysis of five seminal research papers highlights metacognition's pivotal role in guiding readers toward deeper un- derstanding. Findings underscore the instrumental nature of metacognitive strategies, such as planning, monitoring, and evaluation, in enhancing reading comprehension. Furthermore, the study introduces the innovative use of story- books as catalysts for metacognitive engagement among learners. The synthesis of identified insights and strategies contributes to a profound understanding of the metacognition-reading comprehension nexus, extending implications beyond language learning to broader educational contexts. This research paper offers valuable insights for educators, researchers, and policymakers. It provides a foundation for integrating metacognitive strategies into reading compre- hension instruction, empowering learners to navigate complex texts effectively. Ultimately, this study advances knowledge in metacognition, literacy, and education, highlighting metacognitive strategies as potent tools for elevat- ing reading comprehension skills.
Copyright (c) 2025 Mohamed Hafizuddin Mohamed Jamrus https://creativecommons.org/licenses/by-sa/4.0
Politeness Strategies Used by Detectives in the Movies Murder On The Orient Express and Knives Out
Politeness strategies are known to be speech acts that express concern for others and minimise threats to face in social contexts. It is used not just in conversations but politeness strategies can also be used in written messages. Politeness strategies are important as they are used to maintain social order and its main use is to avoid conflicts. Politeness strat- egies are critical in verbal communications as impolite words and rude expressions which are used in communicating with other people would result in lack of cooperation and failure to obtain compliance particularly in negotiation. In this research, Brown and Levinson’s concept of Politeness Strategies was employed as the main framework to execute the study. This study investigated the subject movies, "Knives Out" and "Murder on The Orient Express” to recognize the different kinds of politeness strategies utilised by the detectives in the movies and examine the likenesses and con- trasts of politeness strategies utilised by the two main characters in the subject movies, from two different cultural backgrounds; American and Belgian. A qualitative method design was utilised for this research. The screenplay from both movies was transcribed and the scripts with politeness strategies will be chosen and utilised for analysis. Infor- mation from the research is gathered and dissected using descriptive and qualitative analysis. Hercule Poirot has found to be the most dominant in Positive Politeness Strategies, opposing his counterpart in this study, which is Benoit Blanc, who has the highest percentage committing Off Record Strategies in his role in knives Out. The findings of the study are hoped to give a better insight into using politeness strategies in interactions, the importance of being polite in communication and how politeness can help improve communication in daily social engagements.
Copyright (c) 2025 Muhammad Zuhairi Shah Sazali, Eliyas S. Mohandas https://creativecommons.org/licenses/by-sa/4.0
Decoding the Language of a Racing Driver: A Speech Act Analysis of Charles Leclerc’s Formula 1 Team Radio Communications
This study analysed speech acts in selected Charles Leclerc’s Formula 1 team radio communications during the 2022 season. The study sets out to identify the illocutionary force and perlocutionary effects of the Formula 1 driver’s se- lected speech by employing Searle’s speech act theory (1969). The design of the study was contextual content analysis where four selected excerpts were extracted from four different videos from the official Formula 1 YouTube channel. It was found that Leclerc frequently used speech acts such as directives (e.g., do something, please!), expressives (e.g., Well done, guys!), and assertives (e.g., I can go faster, guys!) in his radio communications with his race engineer. It was revealed that Leclerc’s speech mainly functions to ask questions (e.g., Did everybody complete a lap on slicks?), give commands (e.g., stop talking to me in the corners, please), express emotions (e.g., Amazing!) among others. Moreover, this research highlights the influential role of the situational context on Leclerc’s speech acts, particularly that which is related to the Formula 1 sports discourse. The study suggests for analyses on perlocutionary effect of these speech acts on the audience at home as well as looking at how effective communication through speech acts can be utilised for teamwork, team cohesion, and overall performance and success of a Formula 1 team.
Copyright (c) 2025 Farihah Ilyana Darus, Siti Aeisha Joharry https://creativecommons.org/licenses/by-sa/4.0
Communication Barriers Among UiTM Students in Open and Distance Learning During the Covid-19 Pandemic
In the online learning environment, effective communication is crucial for the success of the learning experience, al- lowing students to ask questions, seek guidance, and actively engage with course materials and peers. This study in- vestigated the communication barriers faced by students of UiTM in open and distance learning (ODL) during the COVID-19 pandemic. The objective of this study was to identify the communication barriers, assess the impact on students' learning process and investigate the influence of gender and field of study. This research employed a quanti- tative approach using a survey questionnaire to collect all the data in this research. The data analysis procedure was conducted using an Independent Samples T-Test and One-way ANOVA with IBM SPSS Statistics software. The re- search found that UiTM students faced psychological communication barriers most frequently, followed by physical, sociocultural, and technical barriers. These barriers had a negative impact on their learning process, with frustration from online communication difficulties being the most common effect. Surprisingly, gender and fields of study did not significantly influence these barriers. Implications for enhancing ODL quality include prioritising students' mental well-being through mental health support programs, fostering meaningful interactions among students, and creating an inclusive learning environment that addresses specific communication barriers faced by students. By addressing these barriers, the overall educational experience in ODL can be significantly enhanced.
Nurul Nadiah Dewi binti Faizul Ganapathy
Copyright (c) 2025 Nur Emyliyana Amni binti Kasim, Nurul Nadiah Dewi binti Faizul Ganapathy https://creativecommons.org/licenses/by-sa/4.0
The Use of Discussion Task in Teaching Spoken Text of Analytical Exposition
This research aimed to investigate the effectiveness of using discussion tasks in teaching spoken text of analytical ex- position to eleventh grade students of SMAN 1 Pontianak. In this research, a pre-experimental design was used by the researcher. The researcher administered pre-test and post-test to measure the effectiveness of using discussion task in teaching spoken text of analytical exposition text. The sample of this research consisted of 20 students from eleventh grade students of XI MIPA 3 in SMAN 1 Pontianak. The researcher used the measurement technique to collect the da- ta and the tool of data collecting was in the form of an oral performance test. By doing this research, the researcher expected that the result from computation of t-test would be higher than t-table, the alternative of hypothesis (Ha) would be accepted, and the Effect Size (ES) from this research would be categorized as strong effect which can be in- dicated more than 1.00. The researcher predicted that the use of discussion task can be effective and give a strong ef- fect in teaching spoken text of analytical exposition to the students, especially to eleventh grade students of SMAN 1 Pontianak.
Copyright (c) 2025 Indra Waspada Rini https://creativecommons.org/licenses/by-sa/4.0
Using a Community of Inquiry Framework to Improve Descriptive Writing in ESL University Students in Pakistan
In Pakistan, English is taught as a second language, although being a mandatory subject in the primary classes, the students lack writing skills. However, English language learners struggle with the basic English language and lack the ability to write descriptively. Indeed, the ESL university students have a deficiency in descriptive writing, and the uni- versity results also show a decline in ESL students' descriptive writing. Therefore, it is important to focus on the writ- ing of ESL university students in Pakistan to improve their descriptive writing. To comprehend how the tools, help in the means of learning descriptive writing in the English language, the investigation was made on the CoI framework. It states that learning happens through the correlation and junction of three linked existences: teaching, social, and cognitive. However, matching these with the CoI framework may be one method for helping students understand ways to enhance descriptive writing. Likewise, this study focused on the ESL undergraduate university students and provid- ed insights on the three presences of the Community of Inquiry (CoI) framework, and the study describes the influenc- ing presences related to the descriptive writing of ESL university students. Subsequently, the quantitative data was gathered through convenience sampling from the 30 undergraduates, eight-semester final year ESL students at Punjab Public University of Pakistan. Thus, the perceptions of the ESL students towards CoI were measured by the survey questionnaire, and the findings of the CoI framework of the three (teaching, social & cognitive) presences showed the highest means of cognitive presence (4.42) among all the three presences of CoI, whereas the teaching presence (4.05) and social presence (4.02). Therefore, the study identifies the effective impacts of ESL students on descriptive writing by using the CoI framework in the context of Pakistan. In conclusion, the research suggested a comprehensive under- standing of the concept of CoI through the utilisation of three presences of CoI framework in descriptive writing.
Copyright (c) 2025 Javeria Tufail, Zaemah A. Kadir, Faizah Mahmood, Nalini Arumugam https://creativecommons.org/licenses/by-sa/4.0
Challenges and frictions in the implementation of the CEFR-M: A Conceptual Paper
Undeniably, there have been a lot of English language educational initiatives inMalaysia since 1970, mainly aimed at improving learners’ English language skills. The most recent development is the incorporation of the Common Euro- pean Framework of Reference for Languages (CEFR) into Malaysian English language curricula, also known as CEFR-M at all levels of education from pre-school to university. This move is in line with the country’s long-term commitment to raise the bar for students’ English proficiency, as articulated in the Malaysian Education Roadmap 2013-2025 and further accentuated in the 10-year Reform of English Language Education in Malaysia: The Roadmap 2015-2025. The implementation of the CEFR has entered the final phase of reform and has not been without challeng- es and frictions since its official introduction to primary and secondary education in 2017. Drawing upon numerous studies backed up by CEFR-related webinars, national CEFR-related English examination reports and CEFR-related documents pertinent to the CEFR implementation in Malaysia, this paper aims to bring to the fore the challenges en- countered in the implementation of the CEFR in the local context, which may reverberate with similar problems in other countries pursuing the same educational agenda. The paper ends with implications worth reflecting upon to bet- ter manage and improve the CEFR-M implementation.
Copyright (c) 2025 Saiful Islam Ahmad Sukri, Ainol Madziah Zubairi, Mohammad Azannee Saad, Abdul Shakour Duncan Preece https://creativecommons.org/licenses/by-sa/4.0
Proses Nasalisasi dalam Awalan Kata Kerja Bahasa Iban
Makalah ini bertujuan untuk mengkaji salah satu proses pengimbuhan kata kerja dalam bahasa Iban iaitu proses nasal- isasi. Kajian ini merupakan kajian kualitatif yang berbentuk deskriptif tentang proses morfologi bahasa Iban dengan memfokuskan kepada kata kerja bahasa Iban yang menerima awalan nasal. Dalam kajian ini, terdapat dua objektif yang diketengahkan, iaitu mengenalpasti awalan nasal kata kerja dalam bahasa Iban dan menghuraikan proses nasali- sasi dalam pembentukan kata kerja terbitan. Pengkaji menggunakan data korpus yang didapati dalam buku Tiga Ense- ra (The Tun Jugah Foundation, 2009). Buku ini mengandungi tiga teks cerita kaum Iban iaitu yakni Indai Jubang (Sang Lamat, 2003), Kumang Bunsu Ikan Buing (Muda Sandin, 2004) dan Kumang Nyera (Mathew Banyin Nyaru, 2003). Pengumpulan data dilakukan dengan mencatat dan menyenaraikan kata kerja yang dikesan dihadiri oleh awalan nasal sebelum fonem pertama kata kerja tersebut. Seterusnya, data dianalisis dengan berpandukan pendekatan struktural dalam model kajian Omar dan Sandai (2012) bagi mencapai kedua-dua objektif kajian. Berdasarkan analisis data yang telah dilakukan, terdapat lima bentuk awalan nasal iaitu /m-/, /n-/, /ny-/, /ng-/ dan /nge-/ ditemukan dalam kata kerja terbitan bahasa ini. Dapatan kajian juga mengesan bahawa proses nasalisasi ini melibatkan dua proses iaitu penggantian dan penambahan morfem untuk menerbitkan kata kerja berimbuhan.
Copyright (c) 2025 Ericca Eanna Bidi, Salbia Hassan, Dayang Sariah Abang Suhai https://creativecommons.org/licenses/by-sa/4.0
Pengintegrasian Teknologi dalam Pendidikan: Cabaran Guru
Pengintegrasian teknologi dalam pendidikan adalah satu aspek penting dalam pembangunan pendidikan pada masa kini. Kepesatan teknologi dunia menerusi Revolusi Industri 4.0 telah memberi impak kepada negara terutama dalam bidang pendidikan. Namun, pendidik-pendidik turut menghadapi masalah dalam mengintegrasikan teknologi dalam pengajaran dan pembelajaran. Kertas ini mengambil tumpuan terhadap cabaran yang dihadapi oleh guru dalam usaha untuk mengintegrasikan teknologi dalam proses pengajaran dan pembelajaran. Cabaran-cabaran ini merangkumi kurangnya latihan, kemahiran teknikal, serta sikap guru sendiri terhadap penggunaan teknologi. Selain itu, isu-isu penyediaan bahan, seperti kos dan sumber, juga menjadi penghalang kepada pengintegrasian teknologi. Kajian ini juga menggariskan penyelesaian yang boleh diambil untuk mengatasi cabaran ini, termasuk peningkatan latihan guru, sokongan pentadbir dan teknikal yang baik, dan berfikiran secara terbuka untuk menyokong penggunaan teknologi dalam pengajaran. Dengan mengatasi cabaran-cabaran ini, pengintegrasian teknologi dalam pendidikan dapat menjadi lebih berkesan dan memberikan manfaat yang besar kepada proses pembelajaran pelajar.
Copyright (c) 2025 Geoffrey F. C. Lim, Norshamshizar Abdul Jalil, Dayang Suraya Awang Hidup, Marlissa Omar https://creativecommons.org/licenses/by-sa/4.0
Teaching Strategies Applied by Special Education Teachers during Face-to-Face Lessons after the COVID-19 Pandemic: A Systematic Literature Review
The COVID-19 pandemic disrupted education systems worldwide, leading to the closure of schools and the adoption of remote teaching and learning methods. Students in special education were one of the earliest to transition back to face-to-face lessons as schools were slowly reopening in Malaysia. It is crucial to consider the impact of the COVID- 19 pandemic on education due to the challenges faced by special need students during online learning inlcude limited access to technology, communication barriers, and the need for specialised teaching strategies. It requires a concerted effort from educators, parents and policymakers to ensure the provision of inclusive and effective education for all students especially the special need students. The study used the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) as a core methodology to systematically screen, review, and synthesized the literature on teaching strategies of special education research. Through this review, the researchers aimed to examine the current trends in teaching strategies and the state of research in the field of special education. Moreover, there are significant gaps in the existing literature, particularly from special education perspective, which hinders knowledge expansion and practical applications. By conducting a systematic literature review from special education perspective, the study aims to contribute valuable conceptual insights and practical implications for the development of effective approaches for students with special educational needs.
Copyright (c) 2025 Nur Ezzaty Azwani Mohamed Fuad, Hilmi Azani Husain, Muhammad Shafiq Azid https://creativecommons.org/licenses/by-sa/4.0
“JUST” - A Reading Module: An Innovation Report
Reading, especially in English as Second Language (ESL), is always one of the most important language skills emphasised by educators globally. Reading and vocabulary are interrelated in a reading class. Howev- er, a reading module that compiles reading aloud, reading comprehension and vocabulary is still not being widely used among learners and teachers in Malaysia. Reading comprehension was one of the main prob- lems faced by the learners in secondary school. Thus, this study aimed to design, develop and evaluate a reading module for the pupils in lower secondary school. The module was developed by applying the five stages of the ADDIE (analysis, design, development, implementation, evaluation) model. The design and development of this reading module were underpinned by whole-language theory. The evaluation of this reading module was conducted using pre and post-test amongst 23 pupils in a school in Kuala Lumpur. The results were analysed descriptively by comparing the score of pre and post-test. The main findings showed pupils’ reading ability significantly improved after using this reading module. Therefore, this reading mod- ule is pedagogically feasible for lower secondary school pupils. The favourable outcomes also demonstrate how using a reading module in an ESL classroom helps pupils strengthen their reading ability.
Copyright (c) 2025 Geoffrey F.C Lim, Mohamad Noh Mustafah Hussain, Norshamshizar Abdul Jalil, Maslawati Mohamad https://creativecommons.org/licenses/by-sa/4.0
Investigating the Perceptions of Pre-University Students Concerning the Effectiveness of the Among Us Video Game as a Pedagogical Tool for ESL
The integration of video games into educational contexts, particularly Among Us, has gained significant attention for its potential to engage and enhance students' learning experiences. In response to the global demand for English lan- guage proficiency, educators are constantly exploring innovative methods to make language learning more engaging and enjoyable. Traditional teaching approaches often struggle to captivate students effectively. This study delves into pre-university students' perspectives on the use of Among Us as a tool for teaching English, aiming to address the re- search gap in this area. Using a quantitative research design, this study collected data from pre-university students through a questionnaire. The findings revealed that students widely believed that Among Us positively contributed to their language proficiency and communicative competence in ESL. The game's interactive nature, requiring commu- nication and collaboration, proved effective in fostering language skills and enhancing motivation. Furthermore, the research explored potential gender differences in students' perceptions of Among Us as an ESL teaching tool. The re- sults indicated that gender did not significantly influence students' views on the game's effectiveness, highlighting its inclusivity. In summary, this study provides valuable insights into the potential of Among Us as a pedagogical tool for ESL. It demonstrates its positive impact on language learning and suggests that it can engage students regardless of their gender. These findings offer educators a compelling avenue to create dynamic and interactive ESL classrooms, ultimately enhancing language proficiency in an engaging and enjoyable manner.
Copyright (c) 2025 Villerie Menuin https://creativecommons.org/licenses/by-sa/4.0
Beyond the Classroom: Digital Language Learning in the Malaysian Context
The use of digital language learning in English Language Teaching (ELT) has become a global phenomenon, as it of- fers a variety of tools, like MALL, VR, and GBLL, to facilitate teaching and learning experiences. The COVID-19 pandemic has prompted changes in higher education institutions towards online teaching and learning, hastened the adoption of digital learning in Malaysia, and brought attention to ongoing issues with English language proficiency and the integration of digital tools in primary and tertiary education settings. Numerous studies have brought attention to the different problems that Malaysians face when learning a language digitally. By concentrating on DLL in Malay- sian context, this conceptual paper seeks to provide an overview on types of DLL as well as identifying the challenges of DLL in Malaysian context. Various types of DLL encompass both synchronous and asynchronous learning. Addi- tionally, the implementation and challenges of DLL in Malaysian before and after pandemic Covid 19 were discussed. The results contribute to the continuing conversation on practical approaches to improve DLL and language instruc- tion, especially in Malaysia's diverse and multicultural context. Supporting DLL among educators and students can help achieve SDG 4 and align with the Malaysian Education Blueprint 2013-2025, ensuring high-quality education for all Malaysians.
Copyright (c) 2025 Nur Amelia Mohd Nadzrin, Melor Md Yunus, Nur Ehsan Mohd Said https://creativecommons.org/licenses/by-sa/4.0