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Abstract This study explores the construction of authorial stance in English and Arabic newspaper editorials. To achieve this objective, the study examines a corpus of 80 newspaper editorials retrieved from two newspapers: The first publishes in English (The Guardian, the UK), and the second publishes in Arabic (Addustour, Jordan). The study adopts Hyland’s taxonomy of stance, which includes features of hedges, boosters, attitude markers and self-mentions. To analyse the data, the study follows a mixed-methods approach to identify differences, if any, in the construction of authorial stance in the two languages in the editorial genre. A functional analysis is carried out to capture these markers within contexts. The results reveal that the most frequently used stance devices in Arabic editorials are the attitude markers, followed by boosters, hedges and self-mentions. Contrariwise, the findings showcase that the most frequently used stance device is hedging, followed by attitude markers, boosters, and self-mention. The study concludes that the two languages differ in the way they construct stance in editorials, a conclusion that provides implications for second-language professional writing teachers and students. The findings provide insights that might enhance the skills of argumentative writing in English for media courses.

This study investigates the metaphorical representations of physical pain amongst Algerian Arabic speakers. To uncover these conceptualisations, an oral Discourse Completion Test (DCT) was administered to 30 Algerian university students. A qualitative approach was used to analyse the data and generate the conceptual metaphors used. Grounded in Kövecses model of metaphorical conceptualisations, this research unveils that Algerian Arabic speakers utilise nine distinct metaphorical conceptualisations when portraying physical pain/discomfort: evaluative metaphors, fire metaphors, sharp object metaphors, container metaphors, animal metaphors, creeping insect metaphors, burden metaphors, swing metaphors, and physical force metaphors. These metaphors are further explicated in light of linguistic and cultural backgrounds to shed light on the intricate weave of metaphors in Algerian Arabic, underscoring their pivotal role in encapsulating physical and emotional experiences. The study recommends further scholarly research into the manifold metaphorical renderings of diverse emotional states across Arab communities.

AbstractThis descriptive study aims to examine English as a Foreign Language (EFL) students’ experiences in a study abroad context and the adaptation strategies they use to deal with academic and socio-cultural challenges. It also aims to show how the students’ experiences and resilience affect their self-efficacy. The data are collected from nine Algerian female students who were enrolled in a doctoral program at the University of Jordan at the time of data collection. Face-to-face interviews and a self-efficacy scale were used to collect data from the participants. The findings reveal that the student participants faced many academic and socio-cultural challenges in the target context but managed to overcome them using adaptation strategies such as familiarizing themselves with the new teaching context and developing their self-efficacy. The results obtained from the self-efficacy scale show that most of the students developed a sense of self-efficacy, and that their study abroad experiences positively affected their level of self-efficacy.

This study aims to explore the difficulties involved in translating similar plural nouns in the Holy Quran from Arabic into English. It specifically investigates 21 plural nouns derived from seven singular nouns in the Holy Quran and discusses their exegetic contexts and translation into English. To achieve this aim, the study tracks singular nouns where three plurals are derived from each of them. The meaning of each singular noun is looked up in Al-Mu’jam Al-Waseet, typically the most reliable Arabic dictionary. These meanings are also checked in Ibn Katheer’s explication, an accredited Islamic exegesis. The study also compares the translation of these nouns into English in two translations: Translation of the meanings of the Noble Qur’an in the English language by Al-Hilali and Khan (1983) and The meaning of the Holy Qur’an by Ali (1999). The findings show that broken plurals which derive from the same root or singular noun are slightly different in meaning. This nuance is a result of the morphological pattern of the plural. These patterns may denote abundance, rarity, size, form, or time. These differences are actually ignored in translation, i.e. similar broken plurals are rendered into English as if they were synonyms in Arabic, which is not the case.

IntroductionThis study explores the connotative meanings in animal-related proverbs used to describe the behavior of men and women in Algerian and Jordanian societies.MethodsA questionnaire with 46 Algerian and 45 Jordanian animal-related proverbs was distributed to 30 native Arabic speakers enrolled at the University of Jordan. The analysis focused on adapted categories with a gender perspective, including inferiority, weakness, stupidity, ill-nature, objectification, ugliness, positivity, and shrewdness.ResultsBoth Algerian and Jordanian animal-related proverbs exhibited diverse connotative meanings. Women were predominantly associated with derogatory connotations in both languages, portraying characteristics such as weakness, stupidity, inferiority, cunningness, and trickery. Similar characteristics were present in descriptions of men, but women in Arab cultures were consistently depicted as subordinate and denigrated. Conversely, men were portrayed with authority, control, superiority, and strength over women. Additionally, positive depictions included animals like gazelles, peacocks, partridges, cats, and horses to symbolize the beauty of women. Men's positive characteristics, such as strength, courage, and superiority, were associated with horses, camels, and lions.DiscussionThis study highlights the prevalent connotations in animal-related proverbs used to describe men and women in Algerian and Jordanian societies. It reveals derogatory portrayals of women, reinforcing their subordinate status, while men are depicted with authority and power. However, positive representations emerged, attributing beauty to women and highlighting admirable qualities in men. These findings shed light on the complex dynamics of gender portrayal within cultural proverbs, emphasizing the need for further examination of these linguistic expressions.

This study explores the use of textual and interpersonal metadiscourse markers in political discourse and their role in persuasion. To this end, the study examines four political speeches delivered by Hillary Clinton, an American politician. The speeches were retrieved from YouTube, transcribed and analysed following Dafouz-Milne’s (2008) model of metadiscourse markers. In addition, Mai’s (2016) taxonomy—which draws on Aristotle’s model of persuasion—was used to identify the persuasive functions of metadiscourse markers. The data were analysed qualitatively. The findings show that Hillary Clinton used a variety of metadiscourse markers; in particular, the interpersonal markers were found more frequently used than the textual markers. Within the interpersonal markers, commentaries with the inclusive “we” was the most frequently used, and within the textual markers, the logical markers with the additive “and” were dominant in her speeches. In terms of persuasion, the study found that Clinton used metadiscourse markers to achieve logical appeal (i.e., logos) more often than affective appeals (i.e., pathos). The results are discussed in light of theories of metadiscourse and political discourse.

Abstract Aim The aim of this study was to investigate the effectiveness of blended learning with a flipped classroom design on student academic achievement in a Bachelor of Science in Nursing course. Design A quasi‐experimental study. Method Students were split into an experimental blended learning with a flipped classroom design group and a control group using the traditional, teacher‐centred learning method. Data were collected during spring 2018 (13.3 weeks) and student's grades for the registered course and their grade point average (GPA) were recorded. Results Findings showed statistically significant increases in student grades in the experimental group. Predictability calculations also showed better achievement of learning outcomes if a blended learning with a flipped classroom design is continued to be used in the future.

This research paper investigates the syntax of idiomatic expressions consisting of the verb and the object/accompanying adjunct (VP idiomatic expressions, henceforth) in two Arabic varieties: Modern Standard Arabic (MSA) and Jordanian Arabic (JA). It shows that in order for VP idiomatic expressions to obtain their idiomatic reading, the predominate pattern of the word order in each variety (i.e., the VSO word order in MSA, but the SVO word order in JA) should be used; otherwise idiomaticity is not possible (with few exceptional cases discussed in the paper). We offer evidence that this restriction on the idiomaticity of VP idiomatic expressions in Arabic varieties follows from a proposed condition that the subject (even if it is not part of the idiomatic expression) and the verb (in addition to the object) should maintain a structurally local relation with each other in the narrow syntax, i.e. they should be included in the vP phase before the spell-out point. The paper shows that the movement of the verb to T0 in MSA and JA or lack thereof does not break idiomaticity, nor does the movement of the subject to Spec,TP in JA. These facts are taken as an indication that a distinction between narrow-syntax and post-spellout movements should be made. This provides evidence for proposals that distinguish between pre- and post-spellout movements (cf. Chomsky 2001, among others).

The fusion of education with the digital world is still a developing and crucial phenomenon, especially in light of the growth of metaverse applications and the lingering effects of pandemic-induced educational changes. Learning about the efficacy of platforms like Gather.town becomes increasingly important in this situation. This study explores the changing educational environment, focusing on the widely used technique of small group discussions. Our main goal is to compare the effects of such group discussions in real classrooms against the online setting made possible by websites like Gather.town, especially regarding academic performance. We assessed two separate groups of students using a highly controlled experimental method. One group engaged in traditional, face-to-face small group discussions, while the other participated in discussions within the virtual realm of Gather.town. Our research produced notable results, showing a significant difference in academic achievement between the two modes of interaction. Unexpectedly, the online environment displayed higher standards of academic success. These findings highlight the potential effectiveness of digital platforms in educational initiatives. While conventional, face-to-face dialogues still have significance, incorporating digital technologies could result in equal or better educational outcomes. In essence, this research offers insightful viewpoints to the continuing discussion concerning hybridized learning strategies in the modern educational environment. By highlighting the part played by digital platforms in influencing pedagogical practices, it highlights the potential for such approaches to benefit the future of education.