Measuring the Impacts of Using the Process Approach to Teach Second-Year English Major Students Essay Writing

This paper aimed at measuring the impacts of using the process approach to teach second-year English major students at the English Department of Université de Zinder (henceforth, UZ) essay writing. Drawing on the pre-test-post-test repeated measures design, this study examined the written essays produced by the EFL students before and after the writing class. These pre and post tests were scored based on a criterial fair copy, and the scores were compared by means of an Analysis of Variance (ANOVA) to check whether there were any statistically significant differences between the mean scores. The findings revealed that the process approach had a positive impact on the participants’ essay writing skills. Also, employing Classroom Observation, the article attempted to qualitatively measure student engagement in the writing class. The findings further exuded that the EFL students observed were cognitively involved in the learning activities conducted in the class. Based on the foregoing findings, this study recommends that the process approach to (the teaching of) writing be adopted and used to teach writing in EFL classes across/in Niger.

ICTs and New Scenarios for Diversity

Research is a process aimed at seeking new knowledge, in this case, it will be to find alternative paths in the field of new technologies that serve to support special educational needs. Society demands these technological contributions to solve problems that contribute to inclusion, which led man to work with greater ergonomics; The school, a social institution, also needs these resources so that all students can build a teaching process of functional and meaningful learning for each and every student. The educational system outlines an education that attends to the educational needs of all students; and from these pages the intention is that new technologies are a path of support that assists diversity and inclusion.

The Pilot Model for Teaching Written Presentation: Writing of the Imaginary Text as a Sample

Arabic is considered one of the most important components that constitute the national, cultural, individual, and collective identity of the Arab pupil. On the one hand, it has a fundamental role in the pupil’s life because through it, he expresses his thoughts, his feelings, and his needs. On the other hand, through it, he acquires and creates knowledge. However, this language is facing a lot of challenges that make the mission of teaching Arabic a complex one due to the phenomenon of diglossia, of colloquial Arabic ('Ammiyya/Darija) and Standard Arabic (Fusha). People throughout the Arab world communicate in their local dialects of colloquial Arabic while standard (fusha) Arabic is used only on formal occasions, in official correspondence, and at governmental offices. The challenges of the era and the development of technology and sciences, and people’s resort to teaching courses of distant learning, especially during the recent period of the Corona pandemic, created a need to develop new teaching methods that help the pupils master all the aspects and the four language skills: reading, listening, speaking and writing. Since writing is the ultimate result that the pupil has to acquire and control perfectly, he also has to acquire a lot of skills and make a lot of follow-up. Due to this new development, I chose to focus in this research on a pilot model in teaching written presentation, which I have developed in response to the new circumstances and the need to provide Arabic teachers with new, systematic, gradual methods of teaching the writing skills that are based on the pupils’ needs, on the one hand, and the needs of the environment and the modern era, on the other. This study is an article in a series of forthcoming articles that will deal with teaching various literary genres through a pilot model of teaching written presentation. I chose to start here with the genre of imaginary fictional writing that is based on the existence of events of fantasy weaving, which cannot take place in reality due to the challenges and aesthetics that exists in this kind of fictional art.

Interpretation of the Emotional World of Chinese Children Images in Jade Peony

The first novel Jade Peony by Chinese-Canadian writer Wayson Choy mainly relates the experience about a family of three generations lived in Canada through those three Chinese children’s perspectives. Under the influence of dual culture, the growth of these Chinese Canadian children is accompanied by confusion and pain. This article will explore the emotional world behind these children’s images and reveal how they choose to survive and merge in the conflicts of different cultures.

Language as Action: A Discourse-Stylistic Analysis of Mood Features in Michelle Obama’S Final Speech

This paper aims to examine the stylistic effect of the mood features in Michelle Obama’s final address to the Americans. Anchored on Systemic Functional Linguistics and Discourse Stylistics, it basically focuses on the mood structures and the modality types registered in the speech. The findings disclose that the then U.S. first lady relies more on declarative mood and deontic modality to convey her message. The study thus infers that in her final message to her country citizens, Michelle Obama concentrates on action clauses and behaves as advisor towards women and men, as well as young and adults.

A Contrastive Study on Noun Diminutive Formation in Tafili Spoken Arabic and Jijilian Spoken Arabic

The present study aims at contrasting the patterns governing noun diminutive formation between Tafili Spoken Arabic (TSA), a dialect in Jordanian Arabic (JA), and Jijilian Spoken Arabic (JSA), a dialect in Algerian Arabic, and then accounting for that within the framework of Optimality Theory (OT). Throughout the analysis of the collected data, it is found that the diminutive forms in both dialects are based on a change in the phonological processes of a word by insertion, deletion or changing of some phonological segments. However, the present study has disclosed that noun diminutive forms in TSA result from the application of the following phonological processes: vowel epenthesis, vowel shortening, glide insertion, vowel syncope, and the insertion of the glottal stop at the beginning of words. Whereas noun diminutive forms in JSA result from the application of the following phonological processes: vowel syncope, vowel epenthesis, vowel shortening, glide insertion, degemination and metathesis. The application of OT to account for those phonological processes indicates that they happen from a continual conflict between some markedness constraints and faithfulness constraints. The researchers recommend for another study to be applied investigating and contrasting the patterns governing noun diminutive formation between other two dialects by accounting for that within the framework of OT.

Vietnamese Youth Embraces English for Communication: A Case Study in Phu Quoc Island

Rapid changes on the way people travel the world have impacted countries around the globe. In South East Asia for example, with the rapid expansion of visit-a-country campaign exercises, it had affected the lives of people in many different ways. Tourism industry, for example, flourishes in manifolds. It indirectly changes the socioeconomic status of people of various echelons. Vietnam is no exception. The ease of communication has been identified as one of the key factors that attract tourists to places of choice. The issue is now whether Vietnamese, especially their youths are entirely ready to embrace this new wave of transformation. Therefore, the right moves have to be identified so that the number of tourists will multiple in the thousands if not millions. Therefore, the purpose of this investigation is to explore Vietnamese youths’ acceptance to learning the English language for communication, especially those encircling tourists’ spots with the right forms of communication to welcome the inflow of visitors around their communities. A qualitative design was used in this investigation employing semi-structured interviews, observations, and series of workshop sessions. The findings revealed that without proper curriculum instructions in school, although with passion and motivation, the youth will not be equipped as much as expected. Suggestions for future direction of this investigation are outlined.

Reskilling within Digital Lifelong Learning and Entrepreneurship in Vocational Education

Covid-19, following recession in 2020 and digitalization have created uncertain labor market and required rapidly change of work and education. The period of opportunity to reskill workers i.e.to have digital skills and other ones which are necessary in job and life has become shorter due to the newly constrained labor market. Education is an important component of poverty reduction efforts and economic and social development. The use of digital approaches in entrepreneurship education is necessary to prepare students for technological change, particularly digitalization nowadays; until now a digital based entrepreneurship education curriculum has seen as critical. Lifelong education is a key factor for improving knowledge, competence, working possibilities and the quality of life. The intensive use of digital technologies during the Covid-19 crisis and after it is a substantial impulse for entrepreneurship education and digital lifelong learning, i.e., lifelong learning via e-learning platforms.This paper firstly presents some requirements for entrepreneurship education to cope with disruptions due to Covid-19 and requirements like the use of digital technologies and reskilling of employees. Secondly some digital approaches within lifelong learning and learning methods used within entrepreneurship education are given as well as some examples. Conclusions and recommendations are proposed.

Interlanguage Driven by Bilingual Abstract Lexical Structure

This study explores the nature of interlanguage (IL) in terms of bilingual abstract lexical structure and its role in the formulation and development of IL as learners’ developing linguistic system. Adopting the Bilingual Lemma Activation Model (BLAM) (Wei, 2002, 2003), it assumes that IL is a composite developing linguistic system because at different times different linguistic systems are in contact, such as learners’ first language (L1), the developing IL, and the target language (TL), and each contributes different amounts to the developing system of IL. The important claim of this study is that the mental lexicon contains abstract entries, called “lemmas”, which contain pieces of information about particular lexemes, and the bilingual mental lexicon contains language-specific lemmas, which are in contact in IL speech production. The other important claim of this study is that IL is fundamentally driven by bilingual abstract lexical structure, which contains several discrete but interacting subsystems: lexical-conceptual structure, predicate-argument structure, and morphological realization patterns, and such an abstract lexical structure in IL may have different sources, such as those from learners’ L1 and/or the TL. The typical instances of learner errors discussed in this study offer some evidence that IL is a composite developing linguistic system.