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To This study aims to reveal the translation strategy used by Tiffany Tsao in rendering of CSIs in the novel “Paper Boats” by Dewi Lestari based on Baker's theory. This study is descriptive qualitative research. The data consist of lingual units, in the form of words or phrases, which contain culture-specific items. The source of data is taken from “Paper Boats” novel by Dewi Lestari that translated by Tiffany Tsao. The data were collected through observation and by taking notes and analyzed using the equivalent and referential methods. The findings show that there are six translation strategies used by Tiffani Tsao in rendering CSIs in Dewi Lestari's paper boats novel. Superordinate (translation by a more general word) becomes the most dominant translation strategies in rendering CSIs in this novel followed by translation using a loan word or loan word plus explanation, translation by cultural substitution, translation by paraphrase using related words, translation by paraphrase using unrelated words and translation by omission.

This current study aimed to investigate rural college EFL students’ experiences in dealing with English research paper writing and publication barriers. Five senior EFL students voluntarily participated in a photovoice phenomenological study. The data were collected through two methods, including semi-structured interviews and a photovoice. The students took some emotional photos to express their feeling on paper writing and publication barriers visually. The interviews encouraged them to describe their experiences and feelings through the photos. The data were analyzed by synchronizing each photo with its qualitative description. As for the results, it is noted that there were three main paper writing and publication barriers, including a lack of linguistic competence, being trapped with a journal template, and anxiety towards written corrective feedback. Each interview result was accomplished with emotional photos in several themes such as untidy pieces of paper, scenery, internet search, children’s toys, colourful pens, and empty box. The photos were also supported by qualitative remarks of each EFL student. In short, the photovoice helps to represent deep feelings on the research paper writing and publication barriers experienced by the EFL students.

This article analyses the introduction and use of the word descamisado(s) in newspapers around London during the Spanish Liberal Triennium. It focuses on how the term was introduced, the editors’ sources of information, and the evolution of its meaning, paying attention to the representation of the radical liberals involved and the events portrayed. As previous studies centred on the use of the term by Peronism, this draws on the references found in London periodicals at that time. A critical review provides information on the press’ role during the liberal revolutions and might bring to light the importance of translation in newspapers.

In recent years, educational technology has played a substantial part in revolutionizing teaching and learning practices. Quizizz has gained prominence for interactive features. Quizizz launched Quizizz Paper Mode as a new featur. This study focused on students’ perception of using Quizizz Paper Mode as a tool of language assessment in EFL Class. This study aimed to unveil the unique insights and experiences of students regarding Quizizz Paper Mode as a tool for language assessment. This study employed a qualitative approach through descriptive analysis. The data collected by semi structured interview given to gather data from a diverse group of students. A varied group of students set out to gather a wide variety of data samples. The study's scope was enhanced by their diverse activeness and motivation during learning English. From the data caught that the students perceive Quizizz Paper Mode as a interesting tool of language assessment, encourage their confidence, increasing their motivation and enhancing reading ability. In conclusion, this article shed light on the potential of Quizizz Paper Mode as a tool for engaging language assessment in EFL Class. The findings offered valuable insights for educators seeking innovative approaches to language assessment in the digital era.

Letters in literature intimately convey information to both the characters and the reader; letters in literature also represent captured moments that the characters can revisit over and over again to relive memories of themselves and the letter’s author from the vantage of temporal distance. When characters keep letters into their old age, the letter becomes a catalyst for reflection on who they have become in their society. In Henry James’s novella The Aspern Papers, the titular papers are in possession by a famous author’s former lover, now an old woman, and a young man is trying to purchase them for their literary value. The old woman uses the letters as leverage to claim power for herself and her niece. Edith Wharton’s novella The Touchstone similarly focuses on the letters of a famous dead author, but in this case, it is a man having to confront the passionate affair of his youth, when wanting to settle into the prescribed social views on marriage and career. Both of these works use the letter as a way to explore the tensions that come with having a record of cavalier youthful behaviors with the desire to maintain a position in society – the tension between dissention and conforming. These two novellas take two different positions on this tension with James favoring the former and Wharton the latter. Both illustrate the complicated cultural forces that shape perceptions of ageing

We examined how a group of Chinese undergraduate students understood paraphrasing and source use conventions for research paper writing in English. Prior scholarship has generated valuable insights about novice second language (L2) writers' unconventional source use practices, but little is known about how these writers interpret and understand source use expectations for English academic writing. We followed a group of nine Chinese undergraduate students for an academic term as they learned to paraphrase and write with sources for their research paper assignments. Drafts of students' papers were collected and rounds of text-based interviews were conducted where students were asked to explain their source use decisions. Findings showed that the students actively and constantly referenced their source use knowledge of Chinese essay writing to help make sense of source use expectations for English academic writing, although their understanding of English academic source use as well as their rendition of culture may likely be viewed by expert academic writers as 'insufficient' or 'inadequate'. We conclude by highlighting the importance of foregrounding learner voice and acknowledging the legitimacy of the interpretations of novice L2 writers as intercultural informants in the teaching of English academic source use. [ABSTRACT FROM AUTHOR]

As information and communication (ICT) has grown rapidly, there are many forms of technology provided to support and facilitate the teaching and learning process. Game-based learning these days has been growing interest. It is not only purposed for the teaching-learning media but also for the assessing phase. Quizizz is one of game-based learning platforms offering multiple tools to assess the students’ learning progress. It provides Paper-mode quizzes using printable or a quick-response code. In this research, the researcher deals with utilizing Paper-mode Quizizz for formative assessment in English teaching and learning. This research is a case study with qualitative data conducted at SMP SSA Negeri Kloposawit 1 Candipuro involving 41 students from 8A and 8C as the research participants. Further, to obtain the students’ perceptions, the researcher collects the data through interviews. The result indicates that most students show positive perceptiveness in utilizing Paper-mode Quizizz for formative assessment in teaching and learning English. It is stated that Paper-mode Quizizz is easy to use, enjoyable, fun, challenging, and very interesting. The students only show and rotate the answer, and the teacher will scan the code cards to display the real-time results. In addition, this makes students more motivated to have a test using Paper-mode Quizizz. To sum up, Paper-mode Quizizz is an effective-alternative platform to use for formative assessment in English teaching and learning.

This study was aimed at investigating attitude and anxiety of Indonesian lecturers in writing English papers for international publications, together with the influence of gender and functional grades on them. It involved lecturers of a private university in Semarang, Central Java, Indonesia (n=62) who were attending a training on English academic writing especially designed to help them prepare manuscripts for international publications. Data were collected by questionnaires and analyzed using t-test and ANOVA. The study found that the attitude toward writing was positive. Three aspects of attitude namely behavioral, cognitive, and affective were all positive. The anxiety in writing English papers was found to be moderate and somatic anxiety was the type of anxiety the lecturers suffered the most. There was no difference on the attitude and level of anxiety across gender but there was a difference on the level of anxiety across functional grades. As attitude and anxiety predict the success of writing efforts, which may then affect the success of publication, the issue of attitude and anxiety needs to be addressed in the effort of increasing the productivity of Indonesian lecturers in making international publications.�

Between 2016 and 2017, the Ministry of Science, Research, and Technology's Scholarly Journals Commission authorized the publication of four English-language journals in accounting and finance. By the end of 2022, these journals collectively produced 853 papers. This study explores and analyses the network of scholarly collaboration among authors contributing to papers published in English-language accounting and finance journals endorsed by the Ministry of Science from their inaugural issues to the latest one in 2022. This investigation delves into research output volume authorship patterns and identifies prolific contributors, shedding light on the collaborative networks within accounting and finance studies in Iran. Employing scientometric indexes and social network analytics, this research takes a pragmatic approach and utilizes network analysis software such as UCINet and VOSviewer for visualization and analysis. The findings of this study disclose that 2,438 authors contributed to a total of 853 papers. Among these authors, only 53 papers (6%) were authored by international professors. Examining authorship patterns reveals that a mere 8% of the papers (72 items) were individually authored, while the remainder involved collaboration: 25% (213 papers) were co-authored by pairs, 42% (354 papers) were the result of collaborative efforts among three scholars, and the remaining 25% were produced by groups involving more than three scholars. The most prolific monograph authors, credited with three monographs each, are Mohammad Izadikhah and Reza Jamei. The most productive authors are Fraydoon Rahnamay Roodposhti, Hashem Nikoomaram, and Mirfeiz Fallah Shams, with 28, 24, and 19 papers, respectively. Notably, these authors have published over 80% of their works in the journal they manage, specifically the International Journal of Finance and Managerial Accounting. The analysis of the scholarly collaboration network reveals a collaboration encompassing 1,406 scholars, of which 1,002 (71%) have contributed to only one paper. The network, with a compression index 0.018, demonstrates low coherence and includes numerous isolated nodes. However, the International Journal of Finance and Managerial Accounting stands out with a compression index of 0.051, indicating the highest level of coherence among journals. Regarding coauthorship, the most central scholars in the network are Fraydoon Rahmany Roodposhti, Hashem Nikoomaram, and Hamidreza Vakilifard. Notably, Fraydoon Rahmany Roodposhti and Hashem Nikoomaram have the highest number of collaborations in the network, with ten joint efforts. Visualizing the scholarly collaboration network yields valuable insights for policymakers within English-language accounting and finance journals. It aids in strategic planning by offering a comprehensive view of collaborations, contributing to a deeper understanding of this overlooked aspect of research partnerships. [ABSTRACT FROM AUTHOR]

Much attention has been paid to using English movies in senior high school English teaching in China since the release of 2017 edition of Senior High School English Curriculum Standards that lists English Movie Appreciation as an optional compulsory course. Senior high school teachers have conducted substantial research over the past three years regarding the practical application of English movies in their teaching, yet there has been a lack of thorough and systematic of analysis of the large number of relevant papers published, which, more or less, limits the understanding and further advancements of this study area. This paper attempts, in light of the emerging systematic review methodology, to present an overview of the research papers spanning the period 2019 to 2022 on the use of English movies in Chinese senior high school from the four perspectives: language ability, cultural awareness, thinking quality, and learning ability based on the concept of core literacy of English as an academic discipline in the new curriculum standard. With focus on the discussion of the common problems and corresponding countermeasures that have been sorted out from the works of front-line teachers, the paper also puts forward suggestions and prospects for further studies. [ABSTRACT FROM AUTHOR]

Critical thinking has been a significant issue in the realm of EFL teaching and learning. This study aimed at investigating the contribution of paper-based and web-assisted feedback on Iranian EFL learners’ level of criticality in acquiring the writing skill. Besides, it was endeavoured to explore the extent of feedback contributions to the five constituents of critical thinking. Accordingly, a non-randomized control group pre/post-test design was taken into consideration, accounting for the two experimental treatments along with one control group. The levels of critical thinking of 61 EFL learners were initially rated prior to the 11-session treatments, and finally were re-appraised at the termination of the semester at University of Hormozgan. The out-turns of the one-way between-groups ANOVA set forth a statistically significant difference between the critical thinking scores of the four groups with respect to the type of feedback they received. Moreover, the outcomes of paired samples t-test revealed a statistically significant increase in all the four within-group criticality scores from pretest to posttest. Furthermore, the results of MANOVA illuminated a significant feedback contribution to the argument level of critical thinking, substantially due to the web-assisted type. So, web-assisted feedback was concluded to play a crucial role in facilitating EFL learners' journey towards becoming more critical writers. Finally, some pedagogical implications were conveyed parenthetically.

Social media platforms such as Twitter is constantly transforming the usage of lexical items among global Internet users, including in Malaysia. Interestingly, despite adopting British English in the national education system, American English is gaining prominence among Malaysians due to the widespread dissemination of American English through the media. American English has been classified as a hyper-central language, serving as the hub for global English in Mair's theory of The World System of Englishes. Despite of the magnitude of American English as a global language, there is a dearth of research on how American English is affecting other varieties of English, especially Malaysian English. There is a need to examine the role of American English in leading global language variation and change. Thus, this conceptual paper proposes how the influence of American English on Malaysian English, in terms of lexical items can be investigated on Twitter. This paper demonstrates how two emerging American lexical items lit and on fleek can be investigated in terms of its trend of frequency and patterns of usage in Malaysian Twitter through a number of tools and methods. Results from such a study may be able to reveal the extent to which Malaysian English is influenced by American English in terms of lexical units on Twitter, shedding light on the global transformation of the English language. [ABSTRACT FROM AUTHOR]

I argue that The Aspern Papers takes up the question of aesthetic chastity in terms of the unnamed narrator’s pretended courtship of Tina when he was a lodger in her home, through which she finally achieves aesthetic-ethical freedom as a single woman. Like Isabel in The Portrait of a Lady, Tina at first does not appreciate her suitor’s self-interestedness, but then manages to establish her aesthetic-ethical autonomy by rendering her virginal spirit proof against its objectification and exploitation by the lodger, in a Kantian parable of freedom. Juliana’s jealous possession of Jeffrey Aspern’s papers and her imperious guardianship of Tina prompt a sustained exploration of Kantian and Saidian notions of interest and disinterest, in which Juliana’s machinations are generally comparable to Madame Merle’s. Kant’s idea of interest refers to bias in the formulation of aesthetic judgement, lacking the disinterest of a truly dispassionate judgement of beauty. Edward Said’s notion of interest represents imperial prejudice. From these two complementary perspectives, Tina’s struggle to transform her presumed feminine interest in masculine sponsorship allows her finally to attain complete disinterestedness in relation to the sexual, familial, historical, and political forces that press on her. On the other hand, the lodger’s ardent pursuit of Aspern’s private papers, tokens of the poet’s aesthetic achievement, involves an imperial agenda to wrest control of them for his own interest as a man of letters and connoisseur of poetry.

The aims of this study are to investigate the problems and challenges of university students in writing English scholarly article for an international journal and to elaborate their perceptions toward the importance of writing for the publication. Furthermore, it also explores the certain needs to support their skills in the process of writing the article.The investigation involves 20 students from one of the universities in Indonesia. It uses a questionnaire consisted of 24 items to understand the students‟ problems and perceptions of the issues in relation to writing for the academic publication in English. The findings of this study indicate that claiming knowledge was the most difficult aspect in writing the article. On the other hand, students agree that writing for international publication is considered as a crucial action in academic field, and henceforth, they needs to have university‟s support to prepare students‟ writing. Finally, some suggestions related to students‟ problem in writing for international publicationare are offered.

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Medical postgraduates are the new force of scientific research groups in China. However, the limitation of their English language ability restricts their publication of high-level Science Citation Index (SCI) papers to a large extent. Measures to improve students' SCI language ability from macro, intermediate and micro aspects were discussed through flipped classroom teaching mode, such as students' reading papers before class, students' practicing paper writing after class, and teacher's making comments in class. The feedback from the questionnaire showed that 96.65% of the students were satisfied with the teaching mode and 93.57% of them had improved their confidence in SCI writing. For the problems mentioned in the feedback, it was suggested that colleges and universities should formulate policies to encourage teachers to engage in medical English teaching, meanwhile teachers should constantly improve their professional quality, so as to help students improve their SCI language ability rapidly. [ABSTRACT FROM AUTHOR]

This study examined the effect of teaching glossary and personality traits on vocabulary learning. Two groups of students who had different personality (extroverted and introverted) were exposed to two types of glosses: paper and online-based glossary. The two groups underwent two-month treatment. Prior to and after the treatment, each group was given pre and posttest. In calculating the data, two-way ANOVA was used. The results of the study showed that extroverted students learned vocabulary better through paper-based glossary, while introverted students learned vocabulary better through online-based. Further research needs to be conducted to determine whether age influences the use of teaching glossary or not

Crowdfunding is an alternative paradigm for project financing, in which a broad and scattered audience can engage by making relatively small contributions of money. The most common method is to use online platforms that serve as a link between the crowd and the initiatives. The study aims to review the most cited papers on crowdfunding, applying the total citations as the measure of outcome. Scopus database was used to perform citation analysis and select papers. These papers were then filtered for document type and source type with the language of publication being English. This left 1,847 papers, which were adjusted in the descending order of their citations. Only papers published in ABDC-indexed journals were considered. Thus, the top 50 papers were selected. The number of citations ranged from 2,434 to 132 in descending order for the period 2013 to 2020. By highlighting the key features of the top 50 crowdfunding papers cited, the present study seeks to disseminate knowledge that could help researchers recognize key themes, research features, and gaps in existing research. [ABSTRACT FROM AUTHOR]

Stance-taking is one aspect of academic-writing conventions that college students need to attend to in order to improve their scholarly writing. Stance includes the ways writers express their value judgments and attitudes to forward a proposition and be aligned with other authors in the field (Biber, Johansson, Leech, Conrad, & Finegan, 1999; Du Bois, 2007). This study aims to describe the ways students establish their stance in their literary-analysis papers. While most researchers on stance-taking followed Hyland’s (2005, 2010) framework, it cannot be denied that nuances appear in the ever-evolving dynamics of writing as a social act from authors. While Hyland’s framework is heavily informed by a bulk of data involving advanced and published researchers only, the present study followed Aull and Lancaster’s (2014) framework as this is informed by rather inclusive research data from amateur to advanced writers. The researcher examined the stance-taking linguistic markers used in the literary-analysis papers through the following: expressing commitment (use of hedges and boosters), reformulating and exemplifying (use of code glosses), and expressing concession and contrast (use of adversative or contrast connectors). Nine recorded interviews and 58 literary-analysis papers written by college students from a Philippine state university served as research data. Findings revealed that students used more boosters to express commitment to their claims, which would increase their authorial presence in the essays. Most of the time, the students used code glosses, boosters, and adversative or contrast markers to evidentialize their claims and refer to other authors in order to align themselves and eventually reveal their position on the topic(s) they discuss. The students, however, have limited understanding of the functions of stance-taking as they reasoned that these are only used to sound more convincing and persuasive. The study recommends the explicit instruction of linguistic markers of stance and their functions so that students can expand their rhetorical options for academic writing.

The present study examined the validity of the paper-and-pencil Implicit Association Test (IAT), and whether implicit preferences for English, as assessed by the paper-and-pencil IAT, can predict engagement, which indicates the degree of involvement and performance in English. Participants included university students (N = 322) who responded to the paper-and-pencil IAT and a self-report questionnaire assessing explicit preference, that is, the degree to which they perceive that they like learning English. The results indicated a small but significant correlation between implicit and explicit preferences. Female participants showed a more positive implicit preference for English than male participants. Additionally, students majoring in foreign languages showed a more positive implicit preference for English than non-foreign language majors. These results demonstrate the validity of the paper-and-pencil IAT. They also show that implicit preferences influence actual English test performance and that this relationship is mediated by engagement. [ABSTRACT FROM AUTHOR]

To address the challenges encountered by Chinese primary school students, particularly left-behind and migrant children, who exhibit a preference for animations, video games, and short videos over reading books and struggle with Chinese-English bilingual skills, this study introduces an educational robot AIassisted method for simultaneous bilingual reading. To assess the effectiveness of this method, a 6-month Chinese-English bilingual extracurricular reading comparative experiment was conducted involving 85 grade 5 students from two classes in a primary school in Hangzhou, China. The AI-assisted class freely read 100 bilingual/English electronic picture books and 200 Chinese electronic classic serial picture books by employing the AI-assisted human-computer interactive electronic reading mode of the "Educational Robot+Audio Electronic Picture Book+Character-play Based Reading." In contrast, the paper book group read the same content presented in the traditional paper book format, following the "regular independent reading" mode. Post-experimental analyses were conducted employing t-tests and MANCOVA and the results revealed that: the primary factors influencing reading effectiveness are the choice of reading materials, reading tools, and reading mode, while reading time does not emerge as the principal influencing factor. Furthermore, students in the AI class demonstrated significant enhancements in bilingual reading motivation, reading amount, reading comprehension, independent learning ability, pronunciation proficiency, and test scores compared to their peers in the paper book class. The AI-assisted reading mode utilizing educational robots garnered positive feedback from teachers, parents, and students. It offers the potential to effectively substitute parental involvement in parent-child reading and English tutoring, while also enabling the simultaneous acquisition of bilingual proficiency in both Chinese and English. This approach proves to be highly effective, cost-efficient, and convenient, particularly for enhancing children's foreign language abilities. Moreover, it fosters positive reading habits and independent learning skills among primary school students, contributes to the establishment of lofty aspirations, and enhances bilingual performance. Overall, this innovative mode offers an effective means of facilitating children's acquisition of bilingualism and foreign language skills, as well as promoting reading education. [ABSTRACT FROM AUTHOR]

ABSTRACT It is notable to note here that self-efficacy needs to be ingrained strongly within graduate students to show a higher enthusiasm, efforts, and persistence in accomplishing various demanding academic writing projects. Tangibly, there are still many graduate students who lack motivation and confidence when doing academic writings. As a result, their attitudes toward writing turn into negative actions crippling their self-efficacy. This study aimed to investigate graduate students’ perceived self-efficacy in academic writings. One research problem was formulated in this study namely, how do English Education Master Students maintain their self-efficacy to accomplish their academic writings? This study employed a mixed-method harnessing classroom survey and interview questions to gather data from English Education Master Students engaging in academic writings, Sanata Dharma University, Yogyakarta. Findings from this study revealed that graduate students are able to produce more qualified academic writing products when they are motivated continuously by their lecturer. Keywords: self-efficacy, perceptions, academic writings, graduate students, mixed method

Research article abstracts are the gateways to communicate the research findings. This function and the significant contribution in disseminating the knowledge production have been the issue of academic research studies across disciplines. Abstracts, indeed, after titles, are the most read section freely available online. However, despite the impressive output contribution to the academic discourse community, both national and international and much research developed on abstracts, investigations particularly contrasting article abstracts published in Ecuadorian and North-American journals are scarce. The study examines the rhetorical organization and the linguistic realizations of abstract written in four disciplines, by first identifying the move structure and then their linguistic realizations, including verb tense, clauses, modals and stance markers. The contrastive analysis of English and Spanish texts is based on a corpus of 120 abstracts from the fields of humanities and science. Results showed that abstract published in Ecuadorian and North-American journals from four disciplines do put more emphasis on purpose, method, and product (results) in order to introduce the new knowledge. Throughout the corpus present, past tense, and hedges were the most frequent categories. The present tense commonly occurred in M1-M2-M5. The similarities and differences in the rhetorical organization and linguistic realizations of abstract moves might be attributed to the context of publication; however, such rhetorical and style choices remain quite unclear, in terms of conventional patterns or authors’ preferences.

This article is a review of the theory of speech act by Searle & Austin (1962). Describe what the action strategies used in the language themselves are speaking and what speech acts are used by a group of prospective teachers while apologizing, complaining, rejecting and giving thanks. Focusing on the paper written by Akdeniz University, Faculty of Education Nihat Bayat, titled ‘A study on the use of speech acts.’ This present paper uses descriptive qualitative analysis in an attempt to address the gap how to determine what type of speech act is used in the Turkish language strategy, which will provide convenience in teaching Turkish as a native and foreign language. Look at using data content analysis obtained from descriptive analysis for deeper processes. The data in this study were collected through asking participants to write the structure of the language they used in apologizing, complaining, rejecting and thanking. This present article aims to review and discuss the findings, as well as the strengths and weaknesses found in Nihat's paper. The article seems to have a clear flow on how to explain these two types of education and made the discourse easy to understand. Therefore, the replication of Nihat's research should be easy enough for similar research purposes.

The study reported in this article compared two different inductive instructional methods implemented in a Business English writing training, including paper-based instruction (PPI) and product-based instruction (PDI). It assessed the effectiveness and examined practical issues of the implementation of each method. A total of 46 Thai students majoring Business English program in a Thai university took part in this study. The students were randomly divided into two groups and put into either PPI or PDI training module. Data were collected from direct observations, focused-group discussions, and students’ writing scores. Qualitative data from the focused-group discussions and observation field notes were analyzed thematically using the grounded theory while students’ writing scores were cross-examined. Results of the study indicate that the fundamental dichotomies between both approaches include the tangibility, authenticity and contextuality. Students’ difficulties in formulating grammar and rules in writing on their own, and students’ perception of learning as a burden were found as the challenges occurred in both modules. The findings also indicate that both PPI and PDI modules trigger the dynamics and positive atmosphere; however, PDI resulted in more vigorous dynamics as student movements and interactions were relatively higher. Finally The findings of this study are beneficial instructors who are seeking innovative instructional methodology to improve their teaching of business English writing. Based on the findings of this study, PDI will enable instructors to create chances for students to learn in authentic professional environments, contexts and culture that are casted in the real-life business situations.

This article aims to present a little snapshot from the author's perspective as a review article paper. The research article written by Nuriakhmetov entitled “Psycholinguistic Correlates of progress in Literature of Students of Russian Vocational Training School” was selected to be the object of this study’s exploration. David Publishing published Nuriakhmetov’s article in 2012 in their Journal of Psychological Research Volume 2 Issue 12. This present article used descriptive qualitative analysis to bring about comprehension to the readers' minds. This article has seen literacy as a person's ability to handle their potential and develop their skills in processing and understanding information while carrying out reading and writing activities. This study explores how the relationship between the nature of students with each other and the ability of students with the transfer of professional disciplines including Literature, English, Russian, and Bashkir according to Nuriakhmetov’s article. The article seems to have a clear flow on how to explain these two types of education and make this journal easy to understand. Therefore, the present study sees Nuriakhmetov’s article to be replicable for similar studies in the future.

The objective of this study was to analyze the top papers from Organization of Islamic Cooperation (OIC) member countries covered in the Essential Science Indicators (ESI) database during 2010-2019. The findings of the study showed that 41 out of 57 OIC member states have published 7,369 highly cited papers and 249 hot papers. The leading countries based on the overall top papers produced were Saudi Arabia, followed by Iran, Turkey, Malaysia, Pakistan and Egypt. Iran was ranked first in terms of hot papers. When analysed by document type, all of the top papers were articles and published in the English language. The Lancet ranks among the top in terms of publishing OIC member countries' top papers, showing that it has a great academic influence producing highly cited papers and hot papers. The top five organizations producing top papers are all top universities in their country and they are also ranked globally. King Abdulaziz University contributed the most for both highly cited papers and hot papers. NANOFLUID was the most common keyword and core subject in highly cited papers, and the keyword MECHANICAL-PROPERTIES was the core subject identified in hot papers. Cluster 1 is the largest subject cluster of highly cited papers with the topic Nanotechnology and it is also the largest cluster of hot papers. [ABSTRACT FROM AUTHOR]

The teachers of English are always in search of instructional materials (IMs) suitable to the needs of their learners. The experts in the field have discussed different facets of materials development for Teaching English Language and Literature (TELL). They have sought our attention towards one of the major trends in materials design, i.e. availability of sourcebooks. Though teachers have a choice for classroom activities, the materials available in the market appear inadequate to the needs of their learners. To overcome the limitations of available IMs, in the era of emphasis on the use of ICT tools, this article attempts to explore ready-to-use innovative IMs like newspapers in English and Indian languages, note-books, T-shirts, wrappers and question papers. The article divided into two main sections - innovative materials for teaching and innovative materials for testing - tries to make a point that availability of ready-to-use teacherproof materials negates the need to separately design IMs for TELL in Indian classrooms. The state and central textbook preparation boards encourage teachers to use supplementary materials in their classrooms situations. This article is an effort to support teachers and learners for selfinitiative to go beyond the prescribed IMs to cater to their pedagogical needs. [ABSTRACT FROM AUTHOR]

Differentiation/ranking of authors in the scientific sphere is carried out according to their influence on the particular field(s) of science. The impact of the contribution is measured by the impact a text has on the development of the field/issue. It can be measured by the usage of ideas from other researchers works given as citations. Nowadays, citations are tracked by specific algorithms and citation management systems that have access to various databases, catalogues and bibliography systems through metadata. In the presented article, I discuss problematic issues that authors are facing while writing texts in different languages (other than the English language) and publishing them in periodicals. The most popular (often indicative) texts/authors still fail to be captured/cached by the algorithms, therefore creating an imbalance between the actual number of citations performed by other scholars and cached h-index displayed by the algorithm. The paper discusses the causes of the problem and suggests solutions for both authors and publishers. [ABSTRACT FROM AUTHOR]

The aims of this study are to investigate the problems and challenges of university students in writing English scholarly article for an international journal and to elaborate their perceptions toward the importance of writing for the publication. Furthermore, it also explores the certain needs to support their skills in the process of writing the article.The investigation involves 20 students from one of the universities in Indonesia. It uses a questionnaire consisted of 24 items to understand the students‟ problems and perceptions of the issues in relation to writing for the academic publication in English. The findings of this study indicate that claiming knowledge was the most difficult aspect in writing the article. On the other hand, students agree that writing for international publication is considered as a crucial action in academic field, and henceforth, they needs to have university‟s support to prepare students‟ writing. Finally, some suggestions related to students‟ problem in writing for international publicationare are offered.

Integrating the triplex notion of evidentiality into its theoretical framework, this study aimed at contrastively scrutinizing the ELT academic papers authored by non-native Iranian and native English researchers in terms of the utilization of evidentiality, focusing on the adverbial and epistemic-modality types. To this end, the discussion sections of 20 online papers were randomly selected from both groups. Then, postulating Ifantidou’s model (2001) as its analytical framework, this investigation identified the other evidentiality types in the collected corpora, and then classified them into appropriate subtypes based on the subcategories of the model. Furthermore, the frequency and the rate of evidentials in each group were compared and contrasted to see their rate differences. The findings indicated that the “adverbial” type of evidentiality enjoyed the first-ranked frequency, and the “epistemic modality” was the fourth frequently-used type of evidentiality in both native and non-native ELT papers. The other frequent types of evidentiality in these papers included “inferring,” “reported,” “memory,” and “propositional attitude,” respectively, which were not the types this study concentrated on. Finally, it was observed that there were subtle differences in both the degree and the way these authors draw evidentiality in their papers.

Using a cohort sequential quantitative design and evaluative features drawn from Systemic Functional Grammar, this study investigates diachronic variation in linguists' use of evaluation to perform scholarly identities in English academic writing. More specifically, it focuses on the use of statements, commands, modality, comment assessment, and positive and negative lexis, in early and late career papers from 30 linguists born between 1905 and 1960. These linguists were grouped into three cohorts based on year of birth and studied in terms of variation along developmental and cross-generational timescales. Within the developmental timescale, scholars were found to use more evaluation in early career writing than in late career writing. Cohort-specific developmental changes are identified in the frequency of modality and comment assessment. Developmental and cohort-specific trends are found to occur within the backdrop of an overall decrease in the use of evaluative language within the discipline. Results point to a complex diachronic model of academic identity enactment in writing, whereby evaluative features pattern in similar or different ways depending on the timescale considered. [ABSTRACT FROM AUTHOR]

This document highlights two studies published in the Asian Journal of Ecotoxicology. The first study focuses on the development of machine learning models to screen chemicals with hepatotoxicity, or liver toxicity. The models were trained using a dataset of 4014 chemicals and achieved good performance in predicting hepatotoxicity. The second study explores the use of machine learning methods to screen chemicals that induce autonomic dysfunction, a condition affecting the autonomic nervous system. The study developed a model using a dataset of 466 positive and 427 negative samples and identified structural alerts associated with autonomic dysfunction. Both studies provide valuable tools for screening and evaluating toxic chemicals. [Extracted from the article]

This document highlights two research papers published in the Asian Journal of Ecotoxicology. The first paper investigates the distribution characteristics and transmission mechanism of antibiotic resistance genes (ARGs) in different types of wastewater treatment plants (WWTPs). The study found that WWTPs, particularly those in industrial parks, are hotspots for the spread of ARGs into the aquatic environment. The second paper summarizes the research on the impact of the Fukushima nuclear accident on organisms in the North Pacific Ocean. It discusses the transportation and distribution of artificial radionuclides released by Fukushima and examines the effects of these radionuclides on various organisms in the North Pacific. [Extracted from the article]

The letter to the editor discusses the use of ChatGPT, an AI language model, in medical writing. The author argues that while ChatGPT can be helpful for non-native English speakers, it is important to be cautious of relying too heavily on it. Doctors who heavily rely on ChatGPT may struggle to accurately convey their intended nuances and may not fully understand the details of referenced articles. The author suggests that doctors should write a rough draft themselves and seek linguistic help from experienced mentors or commercial services. The author expresses concern that the emergence of ChatGPT may undermine the opportunity for younger doctors to develop their writing skills. [Extracted from the article]

Regarding the lack of consistency among ELT journals to evaluate papers, this research delves into how journal reviewers address the issue of determining the optimum paper to be published. In other words, this study aims at proposing a putative scheme to evaluate the papers submitted to ELT journals on a scientific and consistent basis. As such, 22 instructors and PhD students, selected through purposive sampling, were interviewed utilizing semi-structured interviews. The findings of the study were presented in the form of an evaluation scheme consisting of two major themes as two evaluation criteria: content-related and strategy-related criteria. The former includes paper originality, research contribution, innovation and novelty, and method inclusiveness; the latter consists of succinctness, scene-setting adequacy, critical synthesis and analogy, implicational justification, and efficacy and consistency. Implicationally, the results of this study demonstrates that reviewers across diverse ELT journals have substantial common criteria for paper publishing, that the ties uniting the ELT journals seeking to publish articles are strong, and that the potential for future ELT research regarding how authors inform one another on the criteria is correspondingly robust and consistent.

“Why am I learning this language? How is my language learning affected by my attitudes and my context?” For the average second language (L2) learner, these questions are probably not often considered in such an explicit fashion. For L2 educators and L2 motivation researchers, however, these student-centered questions are urgent and ever-present. From my own experience, teaching English to speakers of other languages across different contexts has presented vastly differing pictures of L2 learner motivation. What is it that makes teaching English as a Second Language (ESL) to first-generation Hispanic immigrant students so different from teaching English as a Foreign Language (EFL) to sub-Saharan African students? From an anecdotal standpoint, the answer appears to lie in the understanding of motivation within context: which students have it, why they have it, and how to inspire the same, if possible, in other learners. Thus, as “numerous studies have provided statistical evidence that indicates motivation is a predictor of language-learning success,” L2 motivation research seems well worth examining in greater detail for both language researchers and language teachers alike (Gass & Selinker, 2009, p. 426).

This study examined the use of lexical bundles in the results and discussion sections of public health research articles (RAs) by comparing the native English writers with Iranian non-native English writers. To this end, four-, five-, and six-word lexical bundles were contrastively investigated in two different sub-corpora i.e. a native English corpus (NEC) and a non-native English corpus (NNEC). The corpus contained 496 985 words, and each sub-corpora included 100 RAs. The RAs were then examined structurally and functionally. The data were analysed both quantitatively, using frequency count and chi-square analyses, and qualitatively through content analysis. Based on the results, from among the lexical bundles, 29 four-word, 17 five-word, and one six-word bundles were identified in the NEC, while 52 four-word, 27 five-word, and five six-word bundles were found in the NNEC. The findings highlight that Iranian non-native English authors employed more four-word, five-word and six-word lexical bundles than native English authors. The descriptive and overall findings also suggested some differences in the two groups' functional and structural patterns of lexical bundles, whereas statistically insignificant differences were identified in the structural patterns of bundles in the groups. These findings lay considerable emphasis on the central part that lexical bundles play in English for academic purposes (EAP) and English for specific purposes (ESP) courses. [ABSTRACT FROM AUTHOR]

During the COVID-19 pandemic, over one thousand papers were published on "Susceptible- Exposed-Infectious-Removed" (SEIR) epidemic computational models. The English word "exposed" in its vernacular and public health usage means a state of having been in contact with an infectious individual, but not necessarily infected. In contrast, the term "exposed" in SEIR modeling usage typically stands for a state of already being infected but not yet being infectious to others, a state more properly termed "latently infected." In public health language, "exposed" means possibly infected, yet in SEIR modeling language, "exposed" means already infected. This paper retraces the conceptual and mathematical origins of this terminological disconnect and concludes that epidemic modelers should consider using the "SLIR" notational short-hand (L for Latent) instead of SEIR. [ABSTRACT FROM AUTHOR]

Background: There is an often-held assumption that the engagement of clinicians and healthcare organizations in research improves healthcare performance at various levels. Previous reviews found up to 28 studies suggesting a positive association between the engagement of individuals and healthcare organizations in research and improvements in healthcare performance. The current study sought to provide an update. Methods: We updated our existing published systematic review by again addressing the question: Does research engagement (by clinicians and organizations) improve healthcare performance? The search covered the period 1 January 2012 to March 2024, in two phases. First, the formal updated search ran from 1 January 2012 to 31 May 2020, in any healthcare setting or country and focussed on English language publications. In this phase two searches identified 66 901 records. Later, a further check of key journals and citations to identified papers ran from May 2020 to March 2024. In total, 168 papers progressed to full-text appraisal; 62 were identified for inclusion in the update. Then we combined papers from our original and updated reviews. Results: In the combined review, the literature is dominated by papers from the United States (50/95) and mostly drawn from the Global North. Papers cover various clinical fields, with more on cancer than any other field; 86 of the 95 papers report positive results, of which 70 are purely positive and 16 positive/mixed, meaning there are some negative elements (i.e. aspects where there is a lack of healthcare improvement) in their findings. Conclusions: The updated review collates a substantial pool of studies, especially when combined with our original review, which are largely positive in terms of the impact of research engagement on processes of care and patient outcomes. Of the potential engagement mechanisms, the review highlights the important role played by research networks. The review also identifies various papers which consider how far there is a "dose effect" from differing amounts of research engagement. Additional lessons come from analyses of equity issues and negative papers. This review provides further evidence of contributions played by systems level research investments such as research networks on processes of care and patient outcomes. [ABSTRACT FROM AUTHOR]