OUCI

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color: #fff;"> 64 </span> </div> <div class="col-8 col-xl-9"> <div class="opanel d-flex align-items-center py-2 px-3 mb-4"> <span class="text-muted flex-fill"> <b>504</b> publications  ·  <a href="#" onclick="return startExport()"> Export </a> </span> <div class="dropdown ml-auto"> <button class="btn btn-link dropdown-toggle" type="button" data-toggle="dropdown"> <img src="/static/main/sort.4ed62cda6b9c.png" alt=""> By relevance </button> <div class="dropdown-menu dropdown-menu-right"> <a class="dropdown-item" href="?journal=2704-7156&sort=relevance"> By relevance </a> <div class="dropdown-divider"></div> <a class="dropdown-item" href="?journal=2704-7156&sort=issued-desc"> Newest first </a> <a class="dropdown-item" href="?journal=2704-7156&sort=issued-asc"> Oldest first </a> <div class="dropdown-divider"></div> <a class="dropdown-item" href="?journal=2704-7156&sort=crossref-backlinks"> By Crossref citations </a> <div class="dropdown-divider"></div> <a class="dropdown-item" href="?journal=2704-7156&sort=title-asc"> By title A-Z </a> <a class="dropdown-item" href="?journal=2704-7156&sort=title-desc"> By title Z-A </a> </div> </div> </div> <div class="highlight-target"> <div class="result-section"> <p class="result-title"> <a href="/en/works/7By3Eyw9/"> Linguistic Landscape in the West Bank: Road Signs as Manifestations of Occupation </a> </p> <p class="text-muted text-small one-line"> Montaser Motia Ujvari </p> <p class="result-abstract text-small my-2"> This study investigates road signs put in place by Israel in Area C in the occupied West Bank. It discusses how language on road signs in the West Bank serve as tool that enforces Israeli dominance over the area and blurs the Palestinian existence. This dominance is reflected in the excessive placement of signs referring to Israeli settlements compared to signs referring to Palestinian communities, transliteration of Arabic names of sites into Hebrew, and deletion of Arabic, a language associated with the Palestinian identity, from road signs. In addition, this paper demonstrates how the exclusion of Arabic from road signs, especially brown signs referring to tourist attractions, serves as a barrier that aims at limiting Palestinians’ access to some parts of the West Bank and shows Israeli discriminatory practices against Palestinians. Moreover, this paper explains how warning signs at Israeli checkpoint construct the concept of the “Palestinian islands” by dividing the West Bank into disconnected enclaves surrounded by an ocean of Area C making the idea of establishing an independent Palestinian state seem impossible. Finally, this study records instances of Palestinians’ resistance to Israel through vandalism of signs that were placed by the Israeli authorities in Area C. </p> <p> <a href="https://doi.org/10.36892/ijlls.v4i1.881"> <img src="/static/main/ex_link.47510b0eb40d.png" alt=""> https://doi.org/10.36892/ijlls.v4i1.881 </a> </p> <div class="d-flex align-items-end"> <div class="flex-fill mr-3"> <p> <b>2022</b><span>, International Journal of Language and Literary Studies</span><span>, № 1</span><span>, p. 374-387</span> </p> </div> <div class="result-tag ml-auto"> <div class="text-small text-muted px-2"> <a href="/en/?backlinks_to=10.36892/ijlls.v4i1.881"> Crossref citations: <b>0</b> </a> </div> </div> </div> </div> <div class="result-section"> <p class="result-title"> <a href="/en/works/4bV2gAW4/"> Saudi EFL learners’ use of English Modal Verbs: A study of challenges and solutions </a> </p> <p class="text-muted text-small one-line"> Mahdi Aben Ahmed </p> <p class="result-abstract text-small my-2"> It has been reported that English modal verbs can be one of the most difficult grammatical structures to be mastered by EFL learners. Hence, this research aims to explore the reasons behind Saudi EFL students' low proficiency level in using English modal verbs. It also seeks practical solutions for enhancing the students' competency in using them. The study participants are 13 Saudi EFL instructors who are requested to answer an open-ended descriptive question. These responses are then coded thematically to identify the recurring themes. Findings of the study show that the most prominent reasons for students' poor performance in the use of modal verbs are: (i) absence of Arabic equivalents to English modals; (ii) difficulty of English structures; (iii) multiple language functions of English modals; (iv) demotivation of students; (v) use of traditional textbooks and teaching pedagogy. Moreover, the study shows that to increase the Saudi EFL learners’ proficiency in the use of English modals, (i) EFL instructors need to use communicative teaching methodology; (ii) urge students for more practice and; (iii) use suitable textbooks and teaching resources. The study recommends inclusion of the grammar component according to the students’ existing knowledge and explicit teaching. </p> <p> <a href="https://doi.org/10.36892/ijlls.v3i2.991"> <img src="/static/main/ex_link.47510b0eb40d.png" alt=""> https://doi.org/10.36892/ijlls.v3i2.991 </a> </p> <div class="d-flex align-items-end"> <div class="flex-fill mr-3"> <p> <b>2021</b><span>, International Journal of Language and Literary Studies</span><span>, № 2</span><span>, p. 301-311</span> </p> </div> <div class="result-tag ml-auto"> <div class="text-small text-muted px-2"> <a href="/en/?backlinks_to=10.36892/ijlls.v3i2.991"> Crossref citations: <b>0</b> </a> </div> </div> </div> </div> <div class="result-section"> <p class="result-title"> <a href="/en/works/9Z8DOpz4/"> A Literary Critique of the Ecological Themes of the Selected Talaandig Lyric Poems </a> </p> <p class="text-muted text-small one-line"> Beverly Galorport Pebria-Taga </p> <p class="result-abstract text-small my-2"> Guided by the principles of eco-criticism, this study examines the ecological themes of environment in the five selected Talaandig lyric poems. In this qualitative ecological study, three objectives are administered, namely: a) delineating the themes of the environment in the selected Talaandig lyric poems; b) determining the various literary devices delineated by the writer/composer of the selected Talaandig lyric poems to develop the themes on the environment, and c) offering a teaching guide design model as to how an eco-criticism be done. Results of the study show that the five (5) lyric poems of Waway Saway II depict environmental awareness and concern, which had grown within him during his close contact with the natural environment since childhood. On the other hand, the five Talaandig lyric poems have the following delineated ecological themes on the environment: a) Nature is man’s life, b) Man has to be sensible and responsible towards nature, c) Human activities bear a significant impact on the environment, d) People’s sustainability depends on nature, e) Connection to the environment needs to be restored, f) Relationship between people and nature are becoming weaker, g) Man’s feelings towards the environment depends on their personal experiences on it, and h) Understanding how people are connected with nature is essential in ones dealing with the environment. Also, the five (5) lyric poems of Waway Saway II have used literary devices such as metaphor and symbol to delineate the ecological themes in the environment. Finally, the offshoot of this study which is the teaching guide design model, serves as a response to the call for environmental literacy and UNESCO’s sustainable environment, CHED curriculum guide, and Senior High School’s core subject, 21st-century literature from the Philippines and the World. Teachers and students are hoped to become eco-conscious, responding to the skills and competencies needed in framing a solution to the posed environmental threats and thereby engaging oneself in sustaining the natural environment. </p> <p> <a href="https://doi.org/10.36892/ijlls.v4i2.882"> <img src="/static/main/ex_link.47510b0eb40d.png" alt=""> https://doi.org/10.36892/ijlls.v4i2.882 </a> </p> <div class="d-flex align-items-end"> <div class="flex-fill mr-3"> <p> <b>2022</b><span>, International Journal of Language and Literary Studies</span><span>, № 2</span><span>, p. 318-333</span> </p> </div> <div class="result-tag ml-auto"> <div class="text-small text-muted px-2"> <a href="/en/?backlinks_to=10.36892/ijlls.v4i2.882"> Crossref citations: <b>0</b> </a> </div> </div> </div> </div> <div class="result-section"> <p class="result-title"> <a href="/en/works/4Oa3BPW9/"> Public Relations: A Tool for Scaffolding Effective Communication Between Moroccan University Professors and Higher Education Administrators </a> </p> <p class="text-muted text-small one-line"> SAD ACHAARI </p> <p class="result-abstract text-small my-2"> The present study investigates how Public Relations can upgrade effective communication between university professors and higher education administrators. The data was collected through a questionnaire handed out to 135 Moroccan university professors and administrators operating in more than 10 Moroccan public higher institutions. This study aims to show the importance of public relations communication as a propitious tool conducive to quality in higher education. The results of this study corroborate that the Moroccan university professors ’interaction with higher education administration is mainly compatible with some elements of public relations communication. The results also show that Moroccan university professors and higher education administrators are aware of the positive impact of effective communication on the university’s reputation and the good functioning of the teaching and scientific research at the tertiary level. The findings also reveal some aspects that hinder effective communication between university professors and administrators. </p> <p> <a href="https://doi.org/10.36892/ijlls.v4i2.944"> <img src="/static/main/ex_link.47510b0eb40d.png" alt=""> https://doi.org/10.36892/ijlls.v4i2.944 </a> </p> <div class="d-flex align-items-end"> <div class="flex-fill mr-3"> <p> <b>2022</b><span>, International Journal of Language and Literary Studies</span><span>, № 2</span><span>, p. 303-317</span> </p> </div> <div class="result-tag ml-auto"> <div class="text-small text-muted px-2"> <a href="/en/?backlinks_to=10.36892/ijlls.v4i2.944"> Crossref citations: <b>0</b> </a> </div> </div> </div> </div> <div class="result-section"> <p class="result-title"> <a href="/en/works/le1ePeal/"> The Lived Experiences of Non-Thai Teachers in Code-Switching at Nakhon Pathom Rajabhat University </a> </p> <p class="text-muted text-small one-line"> Delfin Cejudo, Jasson Compuesto, Maricar Vinalay </p> <p class="result-abstract text-small my-2"> This study investigates the lived experiences of non-Thai teachers' code-switching in delivering their English lessons in EFL classrooms. The study employed a qualitative approach, specifically phenomenology. The teachers were interviewed using semi-structured interview questions. The responses were transcribed and analyzed using Colaizzi’s seven-step descriptive phenomenological data analysis approach. The findings of this study showed that teachers’ experiences of code-switching were a helpful, practical, and essential tool to foster active participation from the students. The teachers’ reasons for utilizing code-switching are to relieve students’ anxiety and amplify socialization, word power, understanding of grammar, and instruction. Furthermore, the study also emphasizes that excessive use of code-switching can hinder the student’s learning of the target language. Additionally, the teachers face a challenge when they code-switch due to the tone-sensitive nature of the Thai language. Thus, it is suggested that one must be at least conversational in the students' language to use code-switching effectively. It is concluded in this study that teachers should not cease using code-switching since it helps students grasp complex ideas and allows them to be engaged in the classroom. </p> <p> <a href="https://doi.org/10.36892/ijlls.v6i1.1593"> <img src="/static/main/ex_link.47510b0eb40d.png" alt=""> https://doi.org/10.36892/ijlls.v6i1.1593 </a> </p> <div class="d-flex align-items-end"> <div class="flex-fill mr-3"> <p> <b>2024</b><span>, International Journal of Language and Literary Studies</span><span>, № 1</span><span>, p. 128-142</span> </p> </div> <div class="result-tag ml-auto"> <div class="text-small text-muted px-2"> <a href="/en/?backlinks_to=10.36892/ijlls.v6i1.1593"> Crossref citations: <b>0</b> </a> </div> </div> </div> </div> <div class="result-section"> <p class="result-title"> <a href="/en/works/4gEeme19/"> Importance of Background Knowledge in Covid-related Internet Memes </a> </p> <p class="text-muted text-small one-line"> Anca Irina Cighir </p> <p class="result-abstract text-small my-2"> 2020 was the most challenging year of our lives so far: Covid-19 was our enemy; it was everywhere, on each and every continent, except Antarctica. We were living in a dystopian world and could not see any way out. Besides isolating ourselves and wearing masks everywhere, we had no means to protect ourselves and our loved ones. The only way to stay in touch with our peers and loved ones were our phones and the internet. The internet connected us to people all over the world, we were not alone, we shared feelings and we shared memes. Internet memes were the easiest genre of communication as they expressed so much in such a short time: with only two clicks (copy and paste) we were able to share it with all the people we wanted to.&#x0D; Our research focuses on the analysis of conceptual metaphors found in Internet memes during the Covid-19 pandemic in order to better understand what kept a lot of the people sane during those days. </p> <p> <a href="https://doi.org/10.36892/ijlls.v6i1.1585"> <img src="/static/main/ex_link.47510b0eb40d.png" alt=""> https://doi.org/10.36892/ijlls.v6i1.1585 </a> </p> <div class="d-flex align-items-end"> <div class="flex-fill mr-3"> <p> <b>2024</b><span>, International Journal of Language and Literary Studies</span><span>, № 1</span><span>, p. 117-127</span> </p> </div> <div class="result-tag ml-auto"> <div class="text-small text-muted px-2"> <a href="/en/?backlinks_to=10.36892/ijlls.v6i1.1585"> Crossref citations: <b>0</b> </a> </div> </div> </div> </div> <div class="result-section"> <p class="result-title"> <a href="/en/works/7pApLpj4/"> Secondary Level Students’ Experiences in English as a Medium of Instruction: A Nepalese Context </a> </p> <p class="text-muted text-small one-line"> Aananda Rai </p> <p class="result-abstract text-small my-2"> This study explores the secondary-level students’ experiences in English as a medium of instruction in education. It aimed at identifying the challenges in English as a medium of instruction for the students in the Nepalese educational settings. It used narrative inquiry as a research method in order to explore the living experiences of the students regarding the practice of using the English language as a language of classroom instruction in the context where English is used as a non-native language. Semi-structured interview has been used as a research process for data collection and the interview guidelines have been used as research tools while collecting data from purposely selected seven student participants studying in the secondary level. This study has revealed that the students experience English as a medium of instruction as a practice to boost up their confidence personally as well as academically despite their EMI hardships in and outside their educational settings. </p> <p> <a href="https://doi.org/10.36892/ijlls.v6i1.1595"> <img src="/static/main/ex_link.47510b0eb40d.png" alt=""> https://doi.org/10.36892/ijlls.v6i1.1595 </a> </p> <div class="d-flex align-items-end"> <div class="flex-fill mr-3"> <p> <b>2024</b><span>, International Journal of Language and Literary Studies</span><span>, № 1</span><span>, p. 161-172</span> </p> </div> <div class="result-tag ml-auto"> <div class="text-small text-muted px-2"> <a href="/en/?backlinks_to=10.36892/ijlls.v6i1.1595"> Crossref citations: <b>0</b> </a> </div> </div> </div> </div> <div class="result-section"> <p class="result-title"> <a href="/en/works/4bgeQevl/"> Language Shift Among Saudi Children Studying in Riyadh International Schools: Fact or Fiction? </a> </p> <p class="text-muted text-small one-line"> Nasiba Abdulrahman Alyami </p> <p class="result-abstract text-small my-2"> The study aimed at identifying whether there exists a language shift towards English among Saudi children studying in international schools in Riyadh. This was approached through investigating the code choices they prefer to use in different life domains (such as the home domain (parents and siblings), school domain (friends and teachers), neighbors, and relatives…etc.), i.e. from their parents' perspectives. To achieve the aim of the study, a descriptive survey approach was followed, where the study sample consisted of (382) parents. The questionnaire was also used as a data collection tool. The results revealed that Saudi children studying in international schools in Riyadh showed different tendencies towards language choice, while communicating in different domains. More specifically, they tend to use English more than their native tongue (Arabic) in daily spontaneous communication. The findings thus indicate that the children are in fact going through early stages of Language Shift. </p> <p> <a href="https://doi.org/10.36892/ijlls.v6i1.1583"> <img src="/static/main/ex_link.47510b0eb40d.png" alt=""> https://doi.org/10.36892/ijlls.v6i1.1583 </a> </p> <div class="d-flex align-items-end"> <div class="flex-fill mr-3"> <p> <b>2024</b><span>, International Journal of Language and Literary Studies</span><span>, № 1</span><span>, p. 103-116</span> </p> </div> <div class="result-tag ml-auto"> <div class="text-small text-muted px-2"> <a href="/en/?backlinks_to=10.36892/ijlls.v6i1.1583"> Crossref citations: <b>0</b> </a> </div> </div> </div> </div> <div class="result-section"> <p class="result-title"> <a href="/en/works/9GAXMXP4/"> Moroccan Teachers’ Acceptance and Use of Microsoft Teams During COVID-19 </a> </p> <p class="text-muted text-small one-line"> Ousama Saki, Hanane DARHOUR, Said Sibouih, Abdelwahab Elfiaa </p> <p class="result-abstract text-small my-2"> This study examines Moroccan teachers’ acceptance and use of Microsoft Teams, Morocco’s official educational platform for distance education. To investigate the factors that affect teachers’ decision to accept and use this platform, the study employs an exploratory quantitative research design and adopts the Unified Theory of Acceptance and Use of Technology (UTAUT) as the conceptual framework. The overall results indicate that many participants never used Microsoft Teams, and a significant proportion expressed uncertainty about its utility. Generally, the participants had positive perceptions of this educational platform in terms of its user-friendliness, yet limited social influence and lack of facilitating conditions hampered its widespread use. The study emphasizes the significant role of the civic responsibility construct as a driving force for teachers’ motivation to use Microsoft Teams. Based on these results, the study provides some recommendations to policymakers and education stakeholders on how to boost teacher acceptance and use of Microsoft Teams. </p> <p> <a href="https://doi.org/10.36892/ijlls.v6i1.1555"> <img src="/static/main/ex_link.47510b0eb40d.png" alt=""> https://doi.org/10.36892/ijlls.v6i1.1555 </a> </p> <div class="d-flex align-items-end"> <div class="flex-fill mr-3"> <p> <b>2024</b><span>, International Journal of Language and Literary Studies</span><span>, № 1</span><span>, p. 86-102</span> </p> </div> <div class="result-tag ml-auto"> <div class="text-small text-muted px-2"> <a href="/en/?backlinks_to=10.36892/ijlls.v6i1.1555"> Crossref citations: <b>0</b> </a> </div> </div> </div> </div> <div class="result-section"> <p class="result-title"> <a href="/en/works/l1QaVaBl/"> PRACTICES OF ENGLISH LANGUAGE TEACHERS IN ASSESSING JUNIOR HIGH SCHOOL STUDENTS’ WRITING PERFORMANCE </a> </p> <p class="text-muted text-small one-line"> Karl Angelo Tabernero </p> <p class="result-abstract text-small my-2"> As English language teachers explore existing writing assessment approaches and strategies, it is, however, inevitable to encounter challenges in the different phases of writing assessment. The challenge is not confined alone to the development of writing assessment tools but more so to the establishment of fair and reliable results for writing performance. It has been argued that the gap between norms and traditions among language schools is one root of such a challenge. One writing assessment practice may work for one setting but not another. Therefore, the present study is intended to discover the writing assessment approaches and strategies employed by junior high school English language teachers in the context and to identify the relevant challenges they encountered in utilizing such writing assessment practices.&#x0D; To meet the research objective, a qualitative investigation through a narrative inquiry approach was employed. The data were gathered from seven (7) English language teachers in a junior high school in Bataan, Philippines. Self-made, semi-structured interview guides were utilized. The shared narratives from the interviews served as data subjected to thematic analysis.&#x0D; The research investigation revealed that English language teachers generally utilize scoring rubrics and an analytical approach to assess junior high school students’ writing performance. As a result, they have found challenges in assessing writing performance due to strict adherence to the components of scoring rubrics, time constraints, and the poor writing competencies of students. To address the issues, the study suggests writing assessment programs and training that promote contextualization, ICT integration, and learning autonomy.&#x0D; English language teachers value the importance of systematic writing assessment practices while also recognizing the roles of emerging practices that will establish not only fairness but also effectiveness that is responsive to the development of the English writing competencies of the students. </p> <p> <a href="https://doi.org/10.36892/ijlls.v6i1.1543"> <img src="/static/main/ex_link.47510b0eb40d.png" alt=""> https://doi.org/10.36892/ijlls.v6i1.1543 </a> </p> <div class="d-flex align-items-end"> <div class="flex-fill mr-3"> <p> <b>2024</b><span>, International Journal of Language and Literary Studies</span><span>, № 1</span><span>, p. 69-85</span> </p> </div> <div class="result-tag ml-auto"> <div class="text-small text-muted px-2"> <a href="/en/?backlinks_to=10.36892/ijlls.v6i1.1543"> Crossref citations: <b>0</b> </a> </div> 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