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Utilizing artificial intelligence (AI) technology in educational institutions for students with mild intellectual disabilities offers promising avenues for enhancing this population's learning outcomes and skill development. This study aims to investigate the effect of using generative conversational AI to improve English communication skills among students with mild intellectual disabilities. The study involved twelve students diagnosed with mild intellectual disabilities, divided equally into two groups. Six students engaged in guided conversations with AI, while the other six participated in free conversations with AI. These participants were randomly chosen from educational institutions specializing in intellectual disability education and mainstream schools. The results indicate that guided conversations significantly enhance English communication skills among participants. Additionally, the study highlights the development gains from engaging in guided conversations by AI applications. Statistical analysis reveals notable differences in the effect of guided versus free conversational approaches, with guided conversations yielding superior outcomes. This underscores the importance of structured guidance for comprehension and participation in different English communication skills among students with mild intellectual disabilities. Moreover, the study recommends the integration of AI tools in education to support students with disabilities, emphasizing the need for tailored AI applications to cater to diverse learning needs. [ABSTRACT FROM AUTHOR]

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This mixed methods study evaluated the need and viability of integrating translation/interpreting (T&I) skills training into English curricula, addressing a pressing gap between what has been taught and real-world language demands. The scientific significance lies in recommending policy changes to internationalize English learning broadly. Research questions examined: how existing curricula fall short in readying students, which translation/interpreting competencies are the most required, and how translation/interpreting integration can enhance relevance. An online survey of 21 specialists yielded qualitative themes and descriptive statistics. Findings strongly emphasize developing under-prioritized translation/interpreting abilities, confirming disconnects between standards and workplace needs. Participants endorsed proposed integration mechanisms like authentic activities and community partnerships. Experts recommended competency alignment and updated standards with proper resourcing. The collective empirical evidence strongly supports the argument that targeted reforms, focusing on internationalization through the integration of applied translation and interpreting skills, are not only evidence-based but also receive widespread endorsement from key stakeholders. By filling a research gap through mixed methods triangulation, this timely investigation provided an actionable foundation to progress policy discussions regarding instructional improvements for the multilingual world. [ABSTRACT FROM AUTHOR]

As artificial intelligence (AI) technologies are increasingly being adopted in educational contexts, it is essential to understand how key stakeholders perceive opportunities and challenges for responsible integration. This mixed-methods study explored EFL teachers' perspectives on utilizing AI tools for instruction, learning activities, and assessment. An online survey collected both quantitative and qualitative data from 150 EFL teachers regarding their experiences, attitudes, and beliefs about AI's pedagogical role and ethical considerations. Descriptive statistics revealed generally positive views of AI's potential for personalized learning and practice opportunities, though ongoing concerns around risks to human interaction, privacy, and bias. Teachers favored collaborative models, with AI playing a supporting role under educator oversight. Significant gaps in teachers' technical literacy and lack of training or support for integration emerged as barriers requiring attention. While potential applications for standardized assessment were acknowledged, ongoing validation of AI models against human judgment was deemed necessary. Qualitative analysis identified uncertainty around AI's impacts on higher-order skill development and communicative competence. Guidelines delineating appropriate roles and oversight frameworks were seen as imperative to ensure aligned, ethical usage maximizing opportunities. This study provides timely empirical insights to inform the development of policies, tools, programs, and practices facilitating the judicious adoption of AI as a partner in strengthening EFL education worldwide through collaborative human-AI partnerships grounded in evidence-based research. [ABSTRACT FROM AUTHOR]

This study examines the issue of language anxiety in the EFL classroom from the perspective of EFL teachers, aiming to understand their views, experiences, and strategies for addressing anxiety while offering practical recommendations. It takes a comprehensive approach by exploring the creation of supportive environments, the use of communicative activities, the provision of explicit strategy instruction, and the implementation of relaxation techniques. The study integrates relevant research with teacher input to identify gaps in the literature and emphasize individualized support. Ultimately, focusing on teachers’ viewpoints and endorsing a multilayered approach across professional learning, classroom practices, and student services, the study contributes unique insights and recommends establishing an anxiety-reducing learning environment through communication, collaboration, coping strategies, and a holistic framework coordinated across levels of the education system. [ABSTRACT FROM AUTHOR]

The novel of MEN IN THE SUN by Ghassan Kanafani reflects the Palestinian cause, the 1948 catastrophe and its impact on the Palestinian people through Palestinian men of different generations who tell their story in a wonderful symbolic way. The novelist reflected the issue through the characters, as each character in the novel symbolizes a certain personality of his people. The story is the story of three men who decide to emigrate from Palestine to Kuwait illegally for their desire to improve their living conditions. The novel ends with the death of the three men suffocating for fear of beating the walls of the tank. This study is an attempt to examine the symbolism in Men in the Sun and its significance and the deep meaning behind the literal meaning of these symbols. The study tries to examine the basic symbol of the story "the walls of the tank are not pounded", as these three men die suffocating in the tank, without any of them daring to knock the walls of the tank for help. The symbolism of the non-knocking of the walls indicates the legitimate cry of the Palestinian people conflict, who have suffered from displacement. Other symbols in the novel are also analyzed to show how the writer used them for artistic and political purposes. [ABSTRACT FROM AUTHOR]

This study is restricted to assess writing performance in the Sudanese female students at secondary schools at Omdurman locality, Aluola secondary school for girls, in the academic year 2013 - 2014. It aims at investigating the English syntactic structures experienced by Sudanese Students at secondary schools. The researcher used the analytical descriptive method in this study and a test as a tool for collecting data. The sample of the study was about ninety nine students at secondary schools in the academic year (2013-2014). After the analysis of the types of errors made by the subjects, the study has come out with many findings. The major problem behind the students' errors is the mother tongue interference. The Sudanese learners of English in general seem not to have an adequate proficiency in understanding the meaning and semantics when they express themselves in English syntactic structures. Students need a supplementary method in order to express themselves accurately. Finally the researcher has recommended certain areas such as: Teachers and students should be aware of the importance of writing in relation to other skills. Activating English literature lessons and providing a library for extra activities. Students need enough time to practice writing in the class room because the time allotted for teaching English is not matched to the content of the syllabus designed. Students should be prepared to use the language for a variety of purposes beyond the classroom. [ABSTRACT FROM AUTHOR]