Search

This study aims to examine the motivational factors and instructional strategies of Arab EFL university instructors. Comprehending the professional motivations of instructors and their pedagogical approaches can yield significant insights to effectively support their practices and improve student learning outcomes. A questionnaire was administered to 51 instructors to assess professional motivation and strategy use. Regarding motivation, results showed facilitating student learning and developing skills were primary drivers, enjoying intellectual challenges provided moderate motivation, while fulfillment from results least motivated instructors. For strategies, pair/group work and discussions emerged as most frequently employed, while grammar/vocabulary activities received neutral responses. The findings aligned closely with prior literature emphasizing intrinsic motivation over extrinsic, and highlighting impactful techniques like writing groups. Implications include providing training focusing on intrinsic rewards, developing programs for collaborative practices shown effective, and establishing an online community for continuous skills development and motivation. This study provides insights into optimally supporting Arab EFL instructors through initiatives prioritizing intrinsic motivators and interactive strategies demonstrated to engage learners.

This study aimed to investigate the views of final year students of Department Languages ​​and Translation at Taibah University regarding the skills required for professional success through the needs analysis approach. This study investigated the perspectives of 100 final year translation and interpretation students at Taibah University in Saudi Arabia regarding the professional competencies needed for career success. A 21-item Likert-scale needs analysis questionnaire captured students' views. The results showed that students showed high agreement on the skill importance (M=4.55). The results showed that students at high level considered the sufficiently of current translation approach (M=3.72). Students also highly agreed on the existed substantial barriers with 3.78. Finally, students reported with very high rate (4.2) about the necessity of making changing in the curriculum practices. The study recommends aligning efforts with competency priorities reported by students promises continuously optimized outcomes. Recurring assessment input as stakeholders informs responsive planning per evolving needs amidst global demands. This methodology elevates student perspectives to guide curriculum improvements towards employer-relevant skill-building.

Developing climate-resilient crop varieties with better performance under variable environments is essential to ensure food security in a changing climate. This process is significantly influenced, among other factors, by genotype × environment (G × E) interactions. With the objective of identifying high-yielding and stable genotypes, 20 elite durum wheat lines were evaluated in 24 environments (location–season combination) during 5 crop seasons (2010/11–2014/15). The REML (residual maximum likelihood)-predicted means of grain yield of 16 genotypes that were common across all environments ranged from 3522 kg/ha in G201 to 4132 kg/ha in G217. Results of additive main effect and multiplicative interaction (AMMI) analysis showed that genotypes (G), environments (E), and genotype × environment interaction (GEI) significantly affected grain yield. From the total sum of squares due to treatments (G + E + GEI), E attributed the highest proportion of the variation (90.0%), followed by GEI (8.7%) and G (1.3%). Based on the first four AMMI selections for grain yield in the 24 environments, genotypes G217, G219, G211, and G213 were selected in 23, 12, 11, and 9 environments, respectively. The genotype and genotype × environment biplot (GGE) biplot polygon view showed that the environments were separated into three mega-environments. The winning genotypes in these mega-environments were G217, G214, and G204. Genotypes G212, G220, G217, G215, and G213 showed low AMMI stability values (ASV), whereas genotypes G217, G220, G212, G211, and G219 showed low genotype selection index (GSI), indicating their better stability and adaptability to the test environments. The results indicated that genotypes G217, G219, G211, G213, and G220 combined both high grain yield and stability/adaptability under dry but irrigated and heat-prone environments. An in-depth analysis of the superior genotypes could help better understand the stress-adaptive traits that could be targeted to further increase durum wheat yield and stability under the changing climate.

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]

Copyright of Arts for Linguistic & Literary Studies is the property of Thamar University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]