Journal of English Studies in Arabia Felix

Speech Act Types and Their Illocutionary Functions in the Socotri Folktales

Fri, 01 Aug 2025 00:00:00 +0000

This study investigates the types and functions of speech acts in Socotri folktales, highlighting their role in reflecting cultural identity and communicative norms. Using conceptual content analysis, ten folktales comprising 10,322 words from Folktales from Socotra were examined and analyzed their illocutionary functions. The analysis revealed that representative acts were the most used, followed by directives and expressives. In terms of illocutionary functions, collaborative purposes were predominant, especially in acts such as asserting, reporting, and announcing. Competitive functions were also present, often taking the form of ordering and demanding. Conflictive functions emerged less frequently, typically involving threatening and accusing. Convivial functions appeared least often, with complimenting, thanking, and apologizing being the most notable examples. This study links pragmatic analysis with cultural narratives. It supports the preservation of Socotri's linguistic heritage and offers insights into the unique communicative practices embedded in its folklore.

Analysis of Linguistic and Cultural Aspects in Translation of ‘Official Invitations for a Symposium on Socotra Island’

Abdullah Mohammed Salem — Mon, 25 Aug 2025 00:00:00 +0000

This study investigated the translation errors found in Arabic invitations and their English counterparts, focusing on a sample of invitations that the Center for Studies and Environmental Sciences, University of Aden issues issued in 2002 for participating in First International Symposium on Socotra Island. Using a descriptive qualitative approach and content analysis design, the study identified a range of translation issues, particularly in lexical, semantic, and grammatical domains. These errors, attributed to a lack of familiarity with cultural norms in English-speaking contexts, underscore the importance of both linguistic competence and cultural awareness for translating formal documents. To address these challenges, the study recommends a specialized translation team of professionals trained in both language and intercultural communication. Such a team would help ensure that official documents, including conference invitations, reflect the institution’s academic standards and foster effective international collaboration

Investigation of English as a Medium of Instruction (EMI) in Libyan Higher Education

Nagamurali Eragamreddy — Wed, 03 Sep 2025 00:00:00 +0000

English as a Medium of Instruction (EMI) has largely been researched in the worldwide context. This study investigated Libyan teaching staff’s preparedness for EMI. A qualitative case study design was used to collect data from EMI 30 lecturers in ten Libyan public universities. Data were gathered through an online questionnaire with Likert-scale and open-ended questions. Quantitative data were analyzed through descriptive statistics, whereas qualitative responses were treated with thematic analysis. The main findings show pervasive concerns regarding students' English proficiency, dependence on code-switching, and the absence of a systematic EMI evaluation and training. These findings explicitly respond to the main research question, validating that EMI readiness, linguistic challenges, and assessment inefficiencies are pertinent challenges. The paper concludes that successful EMI in Libya needs localized solutions, institutional commitment, and specialized pedagogical support to transition from symbolic adoption to substantive implementation.

Impact of AI-Based Personalized English Learning on Cognitive Offloading and Formal Curriculum

Dr. Marwan Moqbel — Tue, 02 Dec 2025 00:00:00 +0000

Drawing on a comprehensive review of empirical studies through pedagogical and SLA theoretical lenses, the study looked into the pedagogical implications of the complex relationship between AI-driven personalization and curricular narrowing in language education. The findings are synthesized into a theoretically grounded framework that explains AI’s impact on the breadth and depth of language education, particularly in contexts where English is not used as a native language. While AI promises individualized learning experiences, the study revealed a paradox in which algorithmic standardization and market-driven priorities risk homogenizing language curricula and constraining pedagogical diversity. To address these challenges, the study situated its analysis within an interdisciplinary AI framework for education that emphasizes collaboration among educators, linguists, technologists, and designers. The framework promotes transparency, accountability, cultural and linguistic inclusion, and ethical digital literacy. It is a contribution to developing balanced curricular designs that ensure AI-driven personalized learning platforms support comprehensive, equitable, and culturally responsive educational experiences, rather than narrowing learners’ linguistic exposure or limiting critical engagement, while highlighting areas where pedagogical innovation can counterbalance emerging risks.

Contextualizing English Language Instruction through the Integrated Approach: A case Study of Rural Ugandan Primary Schools

Beatrice Namusiginyi — Mon, 15 Dec 2025 00:00:00 +0000

The communicative approach to language teaching is recommended in Ugandan primary schools to help learners develop effective English communication skills. However, in rural pastoral communities such as Karamoja, differences in learners’ English proficiency, cultural backgrounds, and learning interests pose challenges for teachers. To address these, teachers need a context-sensitive framework that localizes communicative strategies for effective instruction. This article introduces the Integrated Approach (IA)—an instructional framework adapted to enhance the teaching of English communicative skills in two rural schools in Karamoja. Grounded in action research design and guided by experiential learning theory, the study involved collaborative development of IA strategies with teachers. It details the process of adapting IA to teach selected communicative language components from the primary four syllabus and outlines the implementation procedure. Findings underscore the importance of sustained collaboration between teacher educators and grassroots teachers to improve classroom practice and promote equitable language learning.

A Corpus-Based Analysis of Epistemic Stance in AI-Generated Instructional Content

Rashad Ahmed — Tue, 16 Dec 2025 00:00:00 +0000

AI systems generate educational content, yet their rhetorical characteristics remain insufficiently understood. This study examines epistemic stance construction through hedging and boosting devices in AI-generated discourse based on one hundred fifty AI-generated texts sampled from educational, professional, and conversational domains. Using a systematic corpus-based mixed-methods analysis that combined quantitative frequency measurements with qualitative functional interpretation, this investigation reveals significant asymmetry in rhetorical positioning. Educational texts displayed a mean hedging frequency substantially higher than booster deployment, creating a hedge-to-booster ratio that far exceeds patterns documented in human pedagogical discourse. Qualitative analysis identified numerous instances of inappropriate hedging in foundational content where confident presentation would better support learning, alongside relatively sparse and structurally formulaic use of boosters. These findings suggest that AI systems overgeneralize cautious patterns learned from training data to contexts that call for assertive instructional guidance. They also show critical limitations in current AI-based tools and establish frameworks for developing AI-mediated learning that supports rather than undermines knowledge construction in digital communities.