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This study explores the affordance of Artificial Intelligence (AI) to English language learning and teaching, focusing on its alignment with the United Nations' Sustainable Development Goals (SDGs). It aims to investigate the role of AI in enhancing language education and fostering student-centered learning. Data for this study were collected through semi-structured interviews with 18 English teachers to gather qualitative insights into their experiences with AI-powered language learning tools. The findings reveal that the teachers have positive appraisals of AI that its use has six major impacts: i) enhancing the personalization of learning; ii) contributing to improved learning outcomes by advancing students' speaking, listening, reading, and writing skills; iii) playing a fundamental role in bridging educational gaps; iv) enhancing students' engagement and motivation; v) empowering educators with professional development opportunities; vi) and encouraging self-directed learning. This study argues that, if implemented thoughtfully, AI can enhance language learning outcomes and create an environment conducive to student engagement and success. [ABSTRACT FROM AUTHOR]

This study employed a mixed-methods design to investigate the experiences of ESL students during their English language learning interactions through the WhatsApp platform. The primary objective was to examine the presence of social, cognitive, and teaching presences in the WhatsApp interactions using the Community of Inquiry (CoI) model. A survey was administered to 349 undergraduate students in Malaysia to collect the quantitative data, which was then triangulated through interviews with 20 students. The interviews were categorized based on Braun and Clarke's reflective thematic analysis. The survey related to social presence indicates a strong interaction among students and a notable decrease in students' inclination for informal and humorous social interactions with their teachers. The findings related to teaching presence view instructors as actively engaging students in their learning process. However, they also pointed out that out less sharing of critical knowledge is taking place. On the other hand, the cognitive presence category was associated with the development of meaningful interaction The educational implications seek to provide guidance to educators and institutions on maximizing the utilization of WhatsApp, for the learning of English as a Second Language (ESL). This involves considering the social, cognitive, and teaching presences highlighted in the study. [ABSTRACT FROM AUTHOR]

This study sheds light on how Malaysian former Muslims construct their anti-hijab discourse in the context of Facebook and Twitter interactions and how a dichotomous meaning is assigned to the hijab. The five participants were identified using the snowball technique, starting from a well-known Malaysian former Muslim. Data was generated by observing the participants' postings over nine months, from April to December 2019. Three hundred ten postings were collected which challenged Islam and its principles. However, this paper narrowed its scope to focus on 116 anti-hijab postings. The data were analysed using discourse analysis, particularly discursive psychology. The study revealed that participants' postings had thematic links through which an overall theme emerged; the hijab is a tool of women's oppression. This theme emerged through the discursive features such as assessment, category entitlement, extreme case formulation, blame, and corroboration with the anti-hijab ideology which exists on Facebook and Twitter, wherein former Muslims contest the wearing of hijab in certain Islamic countries and attempt to enhance the dichotomy of "women oppression versus women rights" to hijab. [ABSTRACT FROM AUTHOR]

In higher education, reflective practice has become a dynamic, participatory, and cyclical process that contributes to educators' professional development and personal growth. While it is now a prominent part of educators, many still find it challenging to apply the concept for it carries diverse meaning for different people in different contexts. This article attempts to (re)conceptualize the complexity of reflective practice in an educational context. Scholars in this field have taken different approaches to reflective practice, but all these approaches consist of four main components in common: (i) reflecting; (ii) planning for future action; (iii) acting; and (iv) evaluating the outcomes. We extend the existing literature by proposing a model which integrates these four components with three key aspects of reflection: problem-solving, action orientation, and criticality. The novelty of this model lies within its alignment of the three key aspects with different levels of criticality in a comprehensive framework with detailed descriptors provided. The model and its descriptors are useful in guiding individuals who directly or indirectly involve in critical reflection, especially educators, in appraising their levels of criticality and consequently engage in a meaningful reflection. [ABSTRACT FROM AUTHOR]

When the teachers' training practicum was paralyzed during the COVID-19 pandemic, preservice teachers in Malaysia were required to adapt to the online practicum. This qualitative case study was conducted with 20 preservice teachers to investigate their online teaching practicum experiences. The study drew on the Engagement Theory and Disaster Management Cycle framework to further suggest teaching approaches that might be effective during a tragic situation. Data were collected from interviews and video observations, and analyzed thematically. The findings contribute to the understanding of how preservice teachers learn to modify their teaching practices during the challenging context. A number of themes related to positive experience were identified: (i) higher confidence level, (ii) improved interaction, (iii) engagement in active learning, and (iv) adapting to online syllabus. On the other hand, the negative experience revolves around the problem with Internet connection. It is hoped that the findings of this study will encourage preservice teachers to consider hybrid approaches and online teaching in the future. [ABSTRACT FROM AUTHOR]

Traditional syntactic approaches do not offer a plausible explanation regarding the use of the Arabic preposition "alā" with abstract nouns or states. This article adopts a corpus-based approach to investigate the semantic classification of the preposition "alā" in the Quran from a cognitive linguistic perspective. Conceptual metaphor theory (hereafter CMT) was employed to find out conceptual metaphors (hereafter CM) in the data retrieved from the Quran with the help of search Quran software. CMT holds that human sensorimotor neural structures help store spatial relationships, which are then used to map the abstract concepts in language and thought, and that prepositions are the products of human sensorimotor neural structures. This paper found nine key CM themes behind the usage of prepositions in the data. Contact and support schemas were at the heart of the literal andmetaphorical use of the spatial preposition "alā" in the Quran. However, it was also found that language generation and comprehension involve the role of multimodal perceptual schemas and linguistic knowledge rather than the unilinear process of one CM. This paper suggests further research into spatial relations across languages to explore the cross-cultural implications of image schemas. [ABSTRACT FROM AUTHOR]

With a great emphasis on understanding teacher satisfaction in designing and improving professional development programs (PDPs), this study investigated the intrinsic and extrinsic aspects of satisfaction among Malaysian English as a Second Language (ESL) primary school teachers after finishing their first-degree program. A mixedmethods design was employed by using both quantitative methods (by administering survey research) and qualitative methods (through the use of items of the semistructured questionnaire). The survey questionnaire was adapted from OECD Teaching and Learning International Survey (TALIS) questionnaire to measure the level of intrinsic and extrinsic teacher satisfaction among the samples. Descriptive analysis was used to analyse the survey research data collected from 30 secondary school English language teachers in Kuala Terengganu, east coast of Malaysia. The findings revealed that personal gains did not contribute much to PD activities in relation to the level of the teacher’s extrinsic satisfaction after following their first-degree PD program. The study indicates that teachers differ from each other in terms of the source of their motivation for PD, whether intrinsic or extrinsic, and the type of development they aim for. This is hoped to show direction to the policymakers and organizers of PD programs in enhancing the program by taking into consideration of the teacher satisfaction, seniority, and professional background. [ABSTRACT FROM AUTHOR]

This phenomenological study investigated educators' lived experiences of teaching online in higher institutions in Malaysia. Data, which was generated through semi-structured interviews with 20 lecturers from three universities in the country, was analysed based on the thematic analysis approach guided by the Technological, Pedagogical, and Content Knowledge (TPACK)-self-efficacy framework. The findings revealed that after a year of teaching online, the potential of technology has been acknowledged by the educators after some trials and constraints were addressed. The domains related to Technology Content Knowledge (TCK), Technology Pedagogical Knowledge (TPK), and TPACK were evident in the findings. However, Pedagogical Content Knowledge (PCK) was not given emphasis, hence this manuscript argues that educators need to be constantly reminded of the significance of PCK. The findings discussed in this manuscript can be a helpful guide for educators when there is a need for them to teach online. [ABSTRACT FROM AUTHOR]

This research examines the complex interplay of religiosity, sexuality, and infidelity. We adopted a case study approach in this research, and discourse was made central to the analysis. There were two participants; both identified as homosexuals. One participant, Fahrin, is married while the other, Muzz, is divorced at the time of the interview. The participants were subjected to an in-depth, semi-structured interview to gauge their experiences, perceptions, opinions, beliefs, and thoughts on their sexuality, Islamic faith as well as relationship with their spouses. The data were then transcribed and analyzed using the Discursive Action Model (DAM) and Discursive Psychology (DP) frameworks. From the analysis, two overarching themes were identified. They are (1) the allocation of blame and accountability and (2) the participants' attachment to their Islamic identity. The discussion then revolves around the societal role that pressures gay men to marry women and contextualizes the position of Islam on Homosexuality. [ABSTRACT FROM AUTHOR]

Following the 9/11 terror attacks, public discourse on Islam worldwide has been characterized by the distinction between radical and moderate Muslims. In this context, moderate Muslims can play a significant role in international relations and promote moderate practice in global politics. In order to address the conceptual ambiguities and enhance our understanding of acceptable Islam, this study undertook a critical review of the term Moderate Muslim and the characteristics that could be associated with this description. A systematic search of the existing literature was conducted through the relevant scientific databases of 'Scopus' and 'Web of Science' using the keywords: 'moderate Muslim', 'moderate Islam', and 'acceptable Islam'. The search resulted in 319 articles published between the years 2001 and 2018. Following a critical analysis, 29 publications were then used to identify the characteristics of Moderate Muslims. The findings revealed that practicing Acceptable Islam, with embedded traits of non-violence and liberalism, followed by the belief in democratic, secular, and pluralist methods coupled with a spirit of tolerance is what makes (or at least is expected of) a Moderate Muslim. It is hoped that apart from extending the theoretical body of knowledge of this label, this study will also contribute to the ongoing debate about what it means to be moderate, from diverse perspectives adopted by various scholars. [ABSTRACT FROM AUTHOR]

This study is a linguistic ethnographic investigation of the characteristics of teacher talk in an English for Medical Purposes (EMP) class at one of the medical colleges in the kingdom of Saudi Arabia. Teacher talk is an important element in classroom interaction and it has direct and indirect implications on the students' learning. In classroom interaction, students and teachers are in a state of dynamic interactions. If not carried out tactfully, classroom interactions can affect learning process in several ways such as failure to engage in learning process and inappropriate teacher's instructions. This study employed an eclectic qualitative methodology which incorporates principles of Linguistic Ethnography. Data generation took place in the entire Semester One of the academic years 2017/2018. The data in this study were obtained from 10 classroom observations. Informal chat with the teacher was carried out towards the end of each observation session to get further clarification of what had happened during the observation. The teacher talk was found to be dominant in classroom interactions. The teacher talk had high frequency of self-repetition and paraphrasing. The teacher accepted students' ideas and avoided criticism. The teacher praised the students and offered both positive and negative feedback. This study concludes that teacher talk still serves as a useful source for classroom input despite the buzz of learner-centered approach which demands reduced teacher talk in the classroom. [ABSTRACT FROM AUTHOR]

As deeply related to Critical Theory, CDA has been established to deconstruct the hegemonic objective reasoning of elites and to construct an influential subjective rationality that contributes to generating a free human sense. Though CDA impartially centers on revealing power relations, its agenda is still politically detained. Discourse- historical approach, for example, has been employed by Wodak (2015) in the analysis of right-wing populist ideology in Europe; it proves to be deconstructive, revealing only those radical discursive strategies existing in the right-wing populist discourses. Thus, it is essential to initiate a new paradigm in CDA which constructs a comprehensive framework that critically studies the different forms of populist discourses through analyzing their innate ideologies, emancipatory tactics, anti-elitist values, and sentimental attitudes toward people. This newly suggested paradigm, namely critical populist discourse analysis (CPDA) is expected to cause a ground-breaking step in critical studies as it provides a critical mapping for the multi arguments in populist discourses. This article, thus aims to argue about this proposed paradigm in CDA that provides a critical account on the insights of populist projects of emancipation. The article also highlights the interest of CPDA in interpreting the transformation of populist discourses from rationalism into radicalism. This suggested paradigm addresses all populist movements in the world, including those in Nusantara territories as CPDA's main interest is to objectively analyze and value the core concepts of emancipatory discourses. This paradigm is also applicable to analyze the discourses of liberation movements against the colonial power in these territories. [ABSTRACT FROM AUTHOR]

This article provides insights into how teachers benefited from their engagement in teaching-related conversations on Facebook timelines. The main data generated from participant observation and semi-structured interviews involving 34 English language teachers were analyzed using thematic and discourse analysis approaches. The analysis reveals that the teachers’ supportive conversations on the timelines revolve around troublesome experiences encountered in school which serve as a trigger for the teachers to engage in dialogic reflection, which enables them to have a better interpretation of their professional lives. The findings from this study point towards the need for reconceptualization of ‘teacher professional development’ as an opportunity for the construction of a collective and satisfying interpretation of themselves-in-the-world, where teachers work together to make sense of both mundane reality and stressful teaching-related events through the co-construction of social support. [ABSTRACT FROM PUBLISHER]

This paper discusses English as a foreign language (EFL) reading comprehension difficulties faced by students at a university in Jordan. Data were collected using questionnaires which were distributed to 200 students at Yarmouk University. The questionnaire consists of two parts: the first part contains demographic information about the participants and the second part includes two sections: the students' preferences and the students' reading difficulties. The findings reveal that the respondents are motivated to learn as they are in dire need for acquiring English. However, they face several problems in the reading process, such as ambiguous words, unfamiliar vocabulary, and limited available time to cognitively process the text. The findings of this study may be useful to policy makers in Jordan to improve the leaners' reading experience. [ABSTRACT FROM AUTHOR]

This article aims to provide insights into the factors that contribute to the separation efficiency of solid particles. In this study, a pneumatic jigging technique was used to assess the separation of solid waste materials that consisted of copper, glass and rubber insulator. Several initial experiments were carried out to evaluate the strengths and limitations of the technique. It is found that despite some limitations of the technique, all the samples prepared for the experiments were successfully separated. The follow-up experiments were then carried out to further assess the separation of copper wire and rubber insulator. The effects of air flow and pulse rates on the separation process were examined. The data for these follow-up experiments were analysed using a sink float analysis technique. The analysis shows that the air flow rate was very important in determining the separation efficiency. However, the separation efficiency may be influenced by the type of materials used. [ABSTRACT FROM AUTHOR]

Through fantasy we are able to group, explain, alter and comment on reality. Fantasy can subtly lure readers into its comforting embrace and speak to the human desire for more than the empirical world of the familiar. With that in mind, this paper aims to critically analyse and discuss how the lines between fantasy and reality are blurred in literature. It is hoped that this systematic review will project our desires which appear in the form of fantasy onto reality. Three research questions were formulated: (1) Can magical realism be the bridge between fantasy and reality in literature? (2) What role does fantasy play in literature? (3) How does fantasy affect its audience? Search items identified 72 articles and books related to this topic. The analysis shows that there are differing views and opinions about the fantasy versus reality debate in literature. The importance of this study is to bridge the gap between fantasy and reality in literature, and in addition to provide insights to the readers on how literature is perceived differently by different people. [ABSTRACT FROM AUTHOR]

Having School Improvement Specialist Coach to support English language teachers is one of the most recent efforts taken by Malaysian government to improve the standard of English in the country. This paper aims to provide insights into the coaching process as perceived by the coaches. In-depth semi-structured interviews were carried out with two coaches where they were asked to share their coaching experience. Specifically, this paper addresses the coaches’ perceptions on the professional and personal qualities required in order to be a good coach; their challenging and successful experiences; and their overall views of the effectiveness of the coaching programme. Data analysis reveals that coaching, as part of a professional development programme, is perceived by the coaches to have a significant impact on the enhancement of overall teaching practices. This paper offers valuable insights into the coaching process which are hoped to be beneficial to SISC+, teachers and other stakeholders in education sector. [ABSTRACT FROM AUTHOR]

Methods of learning have changed in the 21st century as the use of social networking sites, such as Facebook, Twitter, and Blog is becoming popular. This paper aims to critically analyse and discuss scientific research on the informal learning of English language through one of these sites. It is hoped that this systematic review will advance our understanding of the necessary typical conditions for effective informal learning through networking sites. Two research questions were formulated: (1) Is Facebook an efficient learning environment for students to facilitate informal learning of English?; and (2) What are the advantages and disadvantages of using Facebook for the informal learning? Three databases were explored and over 60 relevant academic journal articles were found. However, only 20 articles met the inclusion criteria of this systematic review. The analysis shows that there are still many disadvantages and challenges, such as privacy and miscommunication that may prevent a complete adoption of Facebook as a learning environment, yet it is a potential platform for students to facilitate their informal learning of English. It is recommended that language learners are made aware of all the advantages and disadvantages of informal learning through networking sites so that they can take appropriate actions to regulate their learning experience. [ABSTRACT FROM AUTHOR]