EuroGlobal Journal of Linguistics and Language Education
The Euro-Global Journal of Linguistics and Language Education (3030-1394) is a distinguished peer-reviewed journal that publishes cutting-edge research in linguistics and language education. Our editorial team, led by Editor-in-Chief Hasan Alisoy, comprises experts from top academic institutions. We are committed to advancing scholarly discourse and providing a platform for innovative research in the field.
This is an open access article published under the Creative Commons Attribution 4.0 International License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. https://creativecommons.org/licenses/by/4.0/
Multiculturalism and the Evolution of English in the Digital Age: Lexical and Communicative Changes
The rapid expansion of digital communication has transformed the ways in which languages evolve and spread across societies. English, as the dominant global lingua franca, has become the primary medium through which individuals from diverse cultural and linguistic backgrounds interact online. This article explores the role of multiculturalism in shaping the evolution of English in the digital age, focusing on lexical innovation and communicative transformation. Drawing upon contemporary literature in sociolinguistics, digital communication studies, and World Englishes, the paper examines how multicultural online environments facilitate the emergence of new vocabulary, discourse practices, and communication strategies. The findings suggest that digital platforms accelerate language change by enabling unprecedented levels of intercultural interaction, fostering linguistic creativity, and promoting the global diffusion of emerging forms of English. The study concludes that multicultural digital communication has become a major force in the ongoing evolution of English and will likely continue shaping its future development.
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0
The Role of Temporal Expressions in English Discourse
This article examines the role of temporal expressions in English discourse and their importance in organizing communication. Temporal expressions are linguistic units that indicate time relations between events, actions, and states. They help speakers and writers structure information, establish chronological order, and clarify the temporal framework of discourse. The study analyzes the definition, types, semantic features, and functional use of temporal expressions in the English language. Special attention is given to their role in creating coherence and logical progression within texts. The analysis shows that temporal expressions appear in different grammatical forms, including adverbs, adjectives, phrases, and clauses, and they are widely used in everyday communication, academic writing, and media discourse. The findings demonstrate that temporal expressions play a significant role in connecting ideas, organizing information, and improving the clarity of communication. The study also highlights their importance in language teaching, as understanding temporal expressions helps learners express time relations more accurately and structure their spoken and written discourse effectively.
Abbreviation as a Productive Word-Formation Process in Modern English: Typology, Functions, and Pedagogical Implications
Abbreviation constitutes one of the most productive and dynamically expanding word-formation processes in contemporary English, encompassing initialisms, acronyms, clippings, blends, contractions, and hybrid alphanumeric forms whose frequency has accelerated dramatically under the combined pressures of scientific specialization, institutional communication, and digital media. This article presents a systematic linguistic analysis of abbreviation in modern English, examining its principal structural types, the morphological and phonological mechanisms that govern their formation, their functional distribution across registers and discourse domains, and the sociolinguistic and pragmatic factors that drive their proliferation. Drawing on word-formation theory, lexicological scholarship, and research on computer-mediated communication, the study develops a comprehensive typology of English abbreviatory processes and analyzes the principles that determine the integration of abbreviated forms into the standard lexicon — including the routes by which acronyms such as laser and radar undergo full lexicalization and lose their abbreviatory transparency. Particular attention is devoted to the explosive growth of abbreviation in digital communication, where forms such as LOL, BRB, and IMO have evolved from economy-driven shortcuts into pragmatic markers carrying interpersonal and affective meaning. The article further examines the challenges that English abbreviations pose for foreign language learners and translators — including ambiguity, polysemy of identical letter sequences across domains, register sensitivity, and the absence of systematic equivalence between languages — and formulates pedagogical recommendations for the explicit teaching of abbreviatory competence in EFL contexts. The study concludes that abbreviation should be understood not as a marginal economy device but as a central, rule-governed component of the English lexical system whose mastery is integral to communicative competence in the twenty-first century.
The Detective Genre in Azerbaijani and English Literature: Structure, Themes, and Narrative Strategies
The detective genre occupies a distinctive position in world literature as a narrative form that combines formal structural rigor with profound cultural specificity: while its plot architecture — crime, investigation, and resolution — remains remarkably stable across literary traditions, the social meanings it encodes vary deeply with the cultural, political, and institutional contexts in which it is produced. This article presents a comparative analysis of the detective genre in Azerbaijani and English literature, examining the structural conventions, thematic preoccupations, and narrative strategies that characterize each tradition. The English tradition is traced from its foundational formation in Edgar Allan Poe and Arthur Conan Doyle through the Golden Age puzzle narratives of Agatha Christie to the moral complexity of later crime writing, while the Azerbaijani tradition is examined through its Soviet-era emergence in the work of Jamshid Amirov and its post-Soviet international expansion in the prolific oeuvre of Chingiz Abdullayev. Drawing on structuralist narratology, genre theory, and postcolonial perspectives on popular literature, the analysis demonstrates that the two traditions share the genre’s fundamental dual-story structure — the story of the crime and the story of the investigation — while diverging significantly in their construction of the detective figure, their treatment of justice and the state, their representation of social order, and their narrative handling of suspense and resolution. The article argues that the Azerbaijani detective tradition, far from being a derivative imitation of Western models, constitutes a creative adaptation that reconfigures the genre’s conventions to articulate distinctively national experiences of law, morality, and social transformation. The comparative study of detective fiction thus offers a productive lens for understanding both the universality of narrative form and the cultural particularity of its realization.
Copyright (c) 2026 Ilhama Mammadova (Author) https://creativecommons.org/licenses/by/4.0
The AI Revolution in Language Learning: From Textbooks to Tech
The rapid integration of Artificial Intelligence (AI) into the field of language education has fundamentally reshaped the pedagogical landscape, shifting the focus from traditional, teacher-centered methodologies to highly personalized, learner-centric environments that leverage the power of advanced algorithms and data-driven insights. This article explores the multifaceted role of AI in language learning, examining how Machine Learning (ML), Natural Language Processing (NLP), and Generative AI (GenAI) collaborate to facilitate a more efficient and immersive acquisition process. At the core of this transformation is the concept of adaptive learning, where AI systems analyze individual learner performance in real time, identifying specific linguistic gaps and tailoring curriculum delivery to match the unique pace, cognitive style, and motivation levels of each student. This precision-based approach mitigates the limitations of "one-size-fits-all" classroom instruction, allowing for targeted intervention in areas such as phonological accuracy, syntactic complexity, and lexical range. Furthermore, the emergence of AI-powered conversational agents and intelligent tutoring systems (ITS) has revolutionized the development of oral proficiency by providing learners with a low-anxiety, around-the-clock environment to practice speaking and listening skills without the social stigma often associated with making errors in front of human peers. In addition to learner-facing benefits, AI significantly enhances the efficiency of educators by automating administrative tasks, thereby freeing up time for more nuanced instructional roles, including emotional scaffolding and cultural mediation. However, the implementation of AI in language education is not without its ethical and practical challenges, as concerns regarding data privacy, algorithmic bias, and over-reliance on technology necessitate a critical evaluation of how these tools are deployed. By synthesizing current research, this paper argues that the future of language learning lies in a symbiotic relationship between human expertise and technological innovation, where AI serves not as a replacement for the educator but as a powerful catalyst for democratization, accessibility, and individualized excellence.
Ibn Al-Shjari’s Rhetorical Critique in Al-Amali: Uncovering Neglected Dimensions of Al-Mutanabbi’s Poetic Syntax
This study examines Ibn Al-Shjari’s syntactic critiques of Al-Mutanabbi’s Diwan in Al-Amali, a 12th-century commentary often overshadowed by lexical and thematic analyses in medieval Arabic scholarship. By analyzing 83 syntactic objections across Ibn Al-Shjari’s work, this article argues that his rejection of darurat al-shiʿr ("poetic necessity") as a justification for grammatical irregularities reframes Al-Mutanabbi’s ambiguities as deliberate rhetorical innovations. Employing a hybrid methodology of textual analysis and corpus linguistics, the study contrasts Ibn Al-Shjari’s framework with those of Ibn Jinni and Al-Ukbari, revealing his unique integration of classical Arabic grammar (nahw) and rhetoric (balagha). Key findings demonstrate how Ibn Al-Shjari prioritized contextual pragmatics over rigid grammatical norms, particularly in resolving pronominal references (e.g., "He pretends the favor, beginning with it") and defending Al-Mutanabbi’s defiance of syntactic conventions (e.g., omitting the definite article al- in الفتى). The research underscores Ibn Al-Shjari’s role in bridging grammatical and rhetorical discourse, offering fresh insights into the interplay of syntax and creativity in Abbasid poetry. This study not only reclaims his overlooked contributions but also provides a model for re-evaluating pre-modern Arabic exegetical traditions through interdisciplinary lenses.
Music and Multilingualism: Investigating the Role of Songs in Cross-Cultural Language Acquisition
The increasing globalization of communication has intensified the need for effective multilingual education. Among the numerous approaches employed in language teaching, music has emerged as a powerful pedagogical tool capable of enhancing language acquisition and promoting intercultural competence. This study investigates the role of songs in cross-cultural language acquisition and examines how musical exposure contributes to vocabulary development, pronunciation improvement, listening comprehension, and cultural awareness among multilingual learners. Using a mixed-methods approach, data were collected from 120 university students studying foreign languages through questionnaires, language proficiency assessments, and semi-structured interviews. The findings indicate that regular engagement with songs in target languages significantly improves linguistic performance and cultural understanding. Participants reported increased motivation, better retention of lexical items, and greater familiarity with cultural norms embedded in song lyrics. The study concludes that music serves not only as a linguistic resource but also as a bridge connecting learners with diverse cultural contexts, thereby facilitating more effective multilingual learning experiences.
Ethical Principles and Social Responsibility in the Art of Translation
Translation is not merely the transfer of linguistic structures from one language to another, but a complex, multifaceted process that ensures the integration of cultures, value systems, and conceptual contexts (Baker, 2011). At the center of this process stands the translator, who bears the obligation to adhere to strict ethical principles while preserving the semantic integrity and illocutionary force — the sphere of intent — of the source text (Pym, 2012). Translation ethics encompasses professional independence, objectivity, integrity, and a perceptive, respectful approach toward the target culture. This study analyzes the mechanisms that prevent the negative impact of a translator’s personal interests, subjective judgments, and cultural biases on translational integrity (Hatim & Mason, 1997). Furthermore, it explores the new ethical dilemmas introduced to the industry by digital technologies, specifically artificial intelligence and machine translation (Kenny, 2022). Ultimately, a translator’s commitment to ethical values serves as the fundamental factor guaranteeing the veridicality and reliability of the produced text.
The Effectiveness of AI-Powered Platforms in Teaching English to University Students
Artificial Intelligence (AI) has significantly transformed modern education, particularly in the field of language learning. AI-powered platforms have become increasingly popular in higher education institutions due to their ability to provide personalized, flexible, and interactive learning experiences. This article examines the effectiveness of AI-powered platforms in teaching English to university students. It explores how technologies such as chatbots, intelligent tutoring systems, speech recognition software, and adaptive learning applications contribute to improving students' language skills, including reading, writing, listening, and speaking. The study also analyzes the benefits and challenges associated with integrating AI into English language education. AI-based educational tools offer several advantages over traditional teaching methods, including personalized learning that adapts content to individual proficiency levels and learning styles, opportunities for autonomous practice beyond the classroom, and real-time interaction through conversational systems that build communication skills and confidence. At the same time, the article identifies significant challenges, including infrastructural inequality, data privacy concerns, reduced human interaction, and the risk of overdependence on technology. The study concludes that AI-powered platforms can significantly enhance English language learning when used effectively and responsibly, and that a balanced combination of human instruction and intelligent technologies represents the most effective approach for future language education.
Teaching Lexical Cohesion in Linguistics Textbooks and Its Analysis in the Context of Corpus Linguistics
This study examines the role of lexical cohesion in linguistics textbooks and its significance in the organization of academic discourse. Lexical cohesion is regarded as one of the major mechanisms ensuring semantic unity and coherence within a text. The research focuses on the theoretical approaches proposed by M.A.K. Halliday and Ruqaiya Hasan, particularly reiteration and collocation as the principal forms of lexical cohesion. In addition, the study discusses the contributions of corpus linguistics and communicative language teaching approaches to the analysis and teaching of cohesion. The research highlights the methodological challenges encountered in presenting cohesion devices in language teaching materials, including simplification, genre differences, and the selection of authentic examples. Furthermore, the study emphasizes the importance of corpus-based approaches such as lexical syllabus, lexical approach, and pattern grammar in understanding cohesive relations within discourse. The findings indicate that lexical cohesion plays a central role not only in connecting lexical items but also in structuring arguments, maintaining terminological consistency, and improving the overall quality of academic writing. Consequently, the study argues that cohesion should be taught and analyzed within a broader discourse-oriented and corpus-theoretical framework.
Lexical Representation of Culturonyms in American Political Discourse: A Case Study of George W. Bush’s Presidential Rhetoric
Culturonyms — lexical units that encode culturally specific concepts, values, and realities — constitute a privileged site for the linguistic analysis of political discourse, since they reveal how language mobilizes shared cultural meanings to construct identity, legitimize policy, and shape collective perception. This article examines the lexical representation of culturonyms in American presidential political discourse through a case study of the rhetoric of George W. Bush, whose two-term presidency (2001–2009) produced a distinctive and widely documented body of politically consequential language. Drawing on the theoretical frameworks of linguoculturology, critical discourse analysis, and conceptual metaphor theory, the study develops a classification of the culturonyms characteristic of this discourse — politionyms, ideologonyms, ethnonyms and toponyms, religionyms, and militaronyms — and analyzes the lexical-semantic mechanisms through which they function. The analysis demonstrates that culturonyms operate as condensed carriers of cultural and ideological meaning, deploying binary moral framing, religious-providential register, and metaphorical conceptualization to construct a particular vision of national identity and international order. The study argues that the analysis of culturonyms offers a methodologically productive approach to understanding the interface between language, culture, and power in political discourse, and contributes to the broader fields of linguoculturology and political linguistics. All linguistic examples discussed are drawn from the public record and from the existing scholarly literature on this period of American political rhetoric.
Problems of Professional and Methodological Training of English Language Teachers in Higher Education Institutions in Azerbaijan: Modern Challenges and Development Prospects
The rapid pace of globalization, the development of international academic collaboration, and the growing need for foreign language abilities in the job market have all emphasized the strategic relevance of the English language in the higher education system. In recent years, one of the priorities of Azerbaijan's educational reforms has been to improve the quality of foreign language teaching, particularly English language training. Nonetheless, a number of systemic issues persist regarding the professional training level of English language instructors working in higher education institutions, their methodological competences, and their capacity to use new instructional technology. The article examines, from a scientific and practical standpoint, the methodological preparation level of English language instructors working in higher education institutions in Azerbaijan, the challenges that they faced in implementing the communicative approach, teachers' chances to pursue ongoing professional growth, and current regional disparities. The study used a combination of methods, and it compared local and international scientific sources, normative texts, pedagogical observations, survey data, and interview outcomes. According to the findings, many higher education institutions in Azerbaijan continue to use the old grammar-translation technique to instruct English. A substantial number of instructors lack appropriate preparation in communicative language education, student-driven methods, digital platform integration, and alternative evaluation models. At the same time, there are significant discrepancies in resources, training opportunities, and international interaction between capital city and regional colleges. The essay makes scientifically supported proposals for strengthening the teacher training system, broadening the use of communicative methods, implementing continuing professional development programs, and boosting digital pedagogical abilities. The study's findings show that developing teachers' methodological and professional competences is an important requirement for increasing the quality of English language instruction in higher education.
Language, Power, and Persuasion in English Judicial Discourse: A Pragmatic Analysis of Courtroom Interaction
The courtroom is among the most consequential and rigidly structured of all institutional settings, a domain in which language is not merely a vehicle for communicating predetermined facts but the very instrument through which power is exercised, evidence is constructed, and verdicts are produced. This article examines the pragmatic mechanisms of language, power, and persuasion in English judicial discourse, analyzing how courtroom participants — judges, barristers, witnesses, and defendants — deploy and respond to linguistic strategies within the asymmetrical power structure of the adversarial trial. Drawing on the theoretical frameworks of forensic linguistics, pragmatics, conversation analysis, and critical discourse analysis, the study investigates the role of question design and witness control in examination and cross-examination, the operation of the Gricean cooperative principle and its strategic violation in courtroom interaction, the functions of politeness, face, and coercion in the management of testimony, and the rhetorical architecture of persuasion in legal argumentation. The analysis demonstrates that courtroom discourse is governed by a profound communicative asymmetry in which institutionally sanctioned speakers control the topic, sequence, and interpretation of talk, while lay participants are constrained by procedural rules that systematically restrict their discursive agency. The article argues that an understanding of these pragmatic mechanisms is essential not only for forensic linguistics and legal theory but for the broader project of ensuring procedural justice and access to legal institutions for speakers of all linguistic and social backgrounds.
Physical Activities as a Mediating Factor in the Relationship Between Play-Based Learning and School Readiness Among Preschool Children
This study investigated physical activities as a mediating factor in the relationship between play-based learning and school readiness among preschool children in Oyo West Local Government Area, Oyo State. A mixed-methods research design using a convergent parallel approach was adopted. The study involved 200 preschool children aged 4–5 years and 20 preschool teachers selected through multistage sampling techniques from registered Early Childhood Care, Development and Education (ECCDE) centres. Data were collected using the Play-Based Learning Observation Checklist, School Readiness Assessment Scale, Teachers' Perception and Implementation Questionnaire, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, Pearson Product Moment Correlation, regression analysis, and t-test, while qualitative data were analyzed thematically. Findings revealed a positive and significant relationship between play-based learning and school readiness, with physical activities strengthening this relationship by improving children's attention, behaviour regulation, and learning engagement. Teachers demonstrated positive perceptions of play-based learning as an effective approach for promoting cognitive, socio-emotional, and physical development. However, major challenges identified included inadequate play materials, large class sizes, limited instructional time, curriculum pressure, parental expectations for academic instruction, and insufficient professional support. The study concludes that physical activities play a significant mediating role in enhancing the effectiveness of play-based learning for improving school readiness. It recommends increased teacher training, provision of play resources, curriculum flexibility, parental sensitization, and stronger institutional support to improve implementation of play-based learning in preschool education.
The Adjective Category in Azerbaijani and French: A Contrastive Analysis of Structural, Semantic, and Functional Properties
This article presents a systematic comparative analysis of the adjective category in Azerbaijani and French across three interconnected analytical dimensions: structural formation and morphological typology, syntactic position and agreement behavior, and lexical-semantic classification. The two languages represent radically different morphological typologies — Azerbaijani as an agglutinative Turkic language and French as an inflectional Romance language — whose divergence produces fundamental differences in adjectival behavior that constitute a major source of learning difficulty for Azerbaijani learners of French. The analysis identifies six principal areas of contrast: the complete absence of grammatical gender in Azerbaijani adjectives versus the obligatory masculine-feminine agreement system of French; the invariant form of Azerbaijani adjectives versus the number agreement morphology of French; the strictly prenominal position of Azerbaijani adjectives versus the variable pre- and postnominal position of French adjectives; the analytic comparison system of Azerbaijani versus the partly suppletive comparison system of French; and the different semantic classification systems operative in the two languages. The article further examines the implications of these contrasts for the teaching and learning of French as a foreign language in Azerbaijani educational contexts, proposing that contrastive awareness instruction — explicit pedagogical engagement with the structural divergences identified in the analysis — constitutes the most theoretically principled and practically effective approach to addressing the characteristic errors that Azerbaijani learners produce in French adjectival grammar.
Between Global Reach and Cultural Erasure: English Hegemony, Linguistic Diversity, and the Politics of Language Survival in the Age of Globalization
The unprecedented global ascendancy of English as the dominant medium of international communication, scientific discourse, and digital exchange has generated a debate of profound theoretical and sociolinguistic consequence: does the structural dominance of a single global language constitute an existential threat to the world's extraordinary reservoir of linguistic diversity? This article systematically investigates the relationship between English global hegemony and minority language decline, examining the sociolinguistic, socioeconomic, educational, and ideological mechanisms through which language shift occurs in multilingual communities. Drawing on theoretical frameworks of linguistic imperialism, language ecology, and reversing language shift, the study analyzes the multifactorial nature of language endangerment, demonstrating that the decline of minority languages is not reducible to English dominance alone but results from the convergent operation of globalization, urbanization, migration, educational policy, technological mediation, and the symbolic economies of prestige that determine which languages are perceived as valuable. The analysis identifies the conditions under which English and minority languages can genuinely coexist within sustainable multilingual ecosystems, and proposes the principles of an ecologically balanced language policy framework that supports linguistic diversity as a form of intangible cultural heritage while enabling communities to access the communicative and economic resources that global English provides. The article argues that the central challenge is not the fact of English's global reach but the ideological conditions under which it operates — conditions that can be contested, reformed, and redirected through principled multilingual education, community-based language revitalization, and institutional recognition of linguistic rights.
Language Acquisition Theories and Their Applications in Modern Language Education
Language acquisition is one of the most significant and complex fields in linguistics, psychology, cognitive science, and education. It examines how children acquire their first language and how adolescents and adults learn additional languages in formal, informal, multilingual, and technology-mediated environments. During the last century, several influential theories have attempted to explain this process, including behaviorist, innatist, cognitive, interactionist, sociocultural, input-based, and output-oriented approaches. Each theory focuses on a different aspect of language development, such as imitation, reinforcement, biological predisposition, mental growth, comprehensible input, social interaction, scaffolding, motivation, identity, and cultural context. This article reviews the main theories of language acquisition, compares their central principles, evaluates their limitations, and discusses their pedagogical applications. It argues that language acquisition should not be understood as a purely biological, psychological, or social process alone. Rather, it is a dynamic and multidimensional process shaped by the interaction of internal capacities and external learning conditions. The article also considers the growing influence of digital technologies, online platforms, artificial intelligence, and multimedia resources on contemporary language learning. It concludes that effective language teaching requires an integrated approach that combines structured practice, meaningful exposure, interaction, learner autonomy, emotional support, and responsible technological integration.
Syntactic Structure of the Complex Sentence in French: A Theoretical and Pedagogical Analysis
This article investigates the syntactic structure of complex sentences in French, analyzing the principal types of subordination, their formal markers, functional roles, and pedagogical implications. French complex sentence syntax — encompassing relative clauses, completive clauses, and adverbial clauses of cause, time, condition, purpose, and concession — constitutes one of the most grammatically intricate and communicatively essential domains of the language, yet it remains systematically challenging for learners at all proficiency levels. Drawing on generative syntax, functional grammar, and applied linguistics, the study examines the mechanisms of subordinate clause formation, the distributional properties of subordinating conjunctions and relative pronouns, the mood selection constraints governing subordinate clauses, and the information-structural functions of complex sentence constructions in discourse. Special attention is devoted to the subjunctive mood as a structurally defining feature of French subordination, the syntactic behavior of infinitival complements, and the typological contrasts between French complex sentence structure and that of structurally distant languages such as Azerbaijani. The article further examines the pedagogical dimensions of complex sentence instruction in foreign language contexts, proposing evidence-based strategies for developing syntactic competence in advanced French learners. The findings confirm that mastery of complex sentence structure is a prerequisite for communicative and academic proficiency in French and that its systematic instruction requires the integration of formal syntactic knowledge, mood selection rules, and discourse-pragmatic awareness.
The Phonetic and Phonological Characteristics of Nasal Vowels in French
This article examines the special role of nasal vowels (voyelles nasales) within the phonetic and phonological system of the French language. Unlike other Romance languages and many members of the Indo-European family, French is distinguished by its nasal vowels. The articulatory mechanism of these vowels is characterized by the lowering of the soft palate, allowing the airflow to pass simultaneously through both the oral and nasal cavities. This process produces a unique acoustic timbre that contributes to the distinctiveness of French phonology. From a phonological perspective, nasal vowels function as independent phonemes with a distinctive meaning-bearing role. Minimal pairs (such as beau "beautiful" and bon "good") clearly demonstrate their semantic significance. Contemporary phonological tendencies reveal neutralization processes, particularly between [œ̃] and [ɛ̃], which indicate a simplification trend in modern French, especially in Parisian speech. The article also discusses orthographic manifestations of nasal vowels, denasalization phenomena, and the challenges they pose for learners of French as a foreign language. Ultimately, nasal vowels are evaluated as fundamental components that ensure the structural integrity, phonetic richness, and dynamic evolution of French. Their study provides valuable insights into both theoretical linguistics and practical pronunciation training.
Mapping Interlanguage through Error Analysis: A PEN Framework for Pedagogical Intervention in Rural ESL Contexts
Within contemporary English Language Teaching, narrowing the divide between learners' first language and the target language is essential for fostering communicative competence beyond rote grammatical instruction. This study quantitatively investigates persistent grammatical error patterns in the essays written by rural ESL learners in Gujarat, India and proposes the Productive Failure–Error Analysis–Noticing (PEN) framework as a conceptual pedagogical model emerging from empirical evidence. Grounded in Interlanguage Theory and Error Analysis, the study analyses a corpus of 423 descriptive essays produced by Class XII students from nine Jawahar Navodaya Vidyalayas in Gujarat, India, with a stratified sample of 127 essays examined in detail. Seventeen categories of morpho-syntactic and orthographic errors were identified, with spelling, articles, noun usage, and lexical choice structures emerging as the most frequent domains. Statistical analyses reveal significant variations across gender and academic streams, indicating patterned interlanguage development influenced by interlingual, intralingual, and overgeneralization factors. Findings are systematically mapped onto the PEN framework, establishing a clear connection between empirical analysis and pedagogical intervention. Building on these findings, the study synthesizes insights from errorful learning and productive failure, operationalized through Written Corrective Feedback, and culminates in Schmidt's Noticing Hypothesis as the key learning trigger. The resulting PEN framework offers a structured, feedback-driven model that reconceptualizes learner errors as productive resources for language development. The study contributes to SLA and ELT by advancing a theoretically integrated and pedagogically actionable model for rural ESL contexts.
The Irreplaceable Role of Human Doctors in the Age of Artificial Intelligence
Artificial intelligence (AI) has emerged as one of the most transformative forces in contemporary healthcare, demonstrating remarkable capabilities in medical image analysis, diagnostic accuracy, predictive monitoring, and drug discovery. This article critically examines the central question of whether AI can fully replace human doctors, analyzing both the documented capabilities of AI systems and their persistent structural limitations. Drawing on recent empirical studies and theoretical frameworks from medical informatics and bioethics, the analysis identifies three principal domains of AI superiority — speed and data processing, pattern recognition in imaging, and predictive analytics — alongside three critical domains of irreplaceable human competence: emotional intelligence and the therapeutic relationship, ethical reasoning and accountability, and the clinical judgment required in complex and ambiguous cases. The article further presents evidence from a survey of 30 medical students, whose responses largely affirm the view that AI functions most productively as a supportive tool for physicians rather than a substitute for them. The role of English language proficiency as a prerequisite for engagement with AI-mediated global medical knowledge is additionally examined. The findings support a collaborative model of human-AI partnership in medicine, arguing that the future of healthcare lies not in technological substitution but in the complementary integration of computational precision and human compassion.
Gamified Digital Environments to Foster Motivation in Advanced English Grammar Learning
This theoretical article examines how gamified digital environments can foster motivation and engagement in advanced English as a Foreign Language (EFL) grammar learning at the university level. Drawing on Self-Determination Theory (SDT), Flow Theory, and Second Language Acquisition (SLA) frameworks, the study analyzes how game-based strategies enhance both intrinsic and extrinsic motivation in the mastery of complex grammatical structures. Core gamification elements — points, badges, leaderboards, leveling systems, immediate feedback loops, and narrative progression — are examined for their roles in satisfying learners' psychological needs for autonomy, competence, and relatedness, as well as for their alignment with the challenge-skill balance identified by Flow Theory as the condition for optimal engagement. The analysis demonstrates that gamification has the potential to transform traditionally abstract and decontextualized grammar instruction into interactive, learner-centered experiences by embedding practice in meaningful, goal-oriented contexts. The article also critically addresses potential limitations including novelty-dependent engagement, risks of overemphasis on competitive rather than collaborative dynamics, and the conditions under which gamification produces shallow rather than deep learning. The article concludes by proposing pedagogically grounded principles for the strategic integration of gamified tools into advanced EFL grammar curricula, arguing that such integration, when theoretically informed and instructionally coherent, can sustain long-term engagement and foster deeper grammatical awareness.
Between Algorithm and Artistry: A Comparative Analysis of AI Translation Tools and Human Translators
The rapid advancement of neural machine translation (NMT) and large language model-based translation tools has intensified scholarly and professional debate about the comparative capabilities of artificial intelligence and human translators across a range of translation domains. This article provides a systematic comparative analysis of AI translation tools and human translators across five critical dimensions: linguistic accuracy and fluency, cultural competence and pragmatic appropriateness, handling of specialized and domain-specific discourse, treatment of ambiguity and contextual inference, and ethical and professional responsibility. Drawing on translation theory, cognitive linguistics, and recent empirical studies of AI translation quality, the analysis demonstrates that while contemporary AI translation systems have achieved remarkable fluency and near-human accuracy in literal, domain-stable, and high-resource language pair contexts, they remain systematically deficient in cultural mediation, pragmatic competence, creative adaptation, and the ethical judgment that responsible translation demands. The article argues that the most productive framing of the AI-human translator relationship is not competitive substitution but complementary integration: a model in which AI tools augment human translator productivity and consistency while human expertise addresses the communicative, cultural, and ethical dimensions that AI cannot reliably manage. Implications for translator training, the professional translation market, and the ethics of AI-mediated communication are discussed.
Enhancing Reading Proficiency Through Innovative Teaching Practices
Reading proficiency constitutes a cornerstone of academic achievement and lifelong learning, yet its systematic development in English as a Foreign Language (EFL) classrooms continues to present substantial pedagogical challenges. This article examines a range of innovative teaching practices that have demonstrated documented effectiveness in advancing reading proficiency among EFL learners, with particular attention to theoretical frameworks, empirical evidence, and practical implementation considerations. Drawing on a synthesis of recent research in applied linguistics, cognitive psychology, and educational technology, the study analyzes five principal innovative approaches: reciprocal teaching and metacognitive strategy instruction, extensive reading programs, multimodal and technology-enhanced reading environments, genre-based and text-structure instruction, and collaborative reading frameworks. The analysis is situated within the theoretical traditions of schema theory, the Simple View of Reading, Transactional Theory, and sociocultural learning theory, which together provide a comprehensive explanatory framework for the reading comprehension gains produced by these approaches. The findings indicate that innovation in reading instruction is most effective when it simultaneously addresses decoding efficiency, vocabulary knowledge, background knowledge activation, metacognitive strategy use, and learner motivation — dimensions that traditional comprehension-question pedagogies typically address inadequately. The article concludes by proposing an integrated pedagogical model for reading proficiency development and identifying priorities for future research in the field.
Morphological Awareness and Word-Formation Morphemes as a Pedagogical Instrument for Vocabulary Semantization in Foreign Language Instruction
Morphological awareness — the conscious understanding of word-formation processes and the semantic and syntactic properties of derivational morphemes — constitutes one of the most productive and transferable competencies available to foreign language learners for autonomous vocabulary development. This article examines the theoretical foundations and pedagogical applications of morpheme-based semantization: the method by which learners derive the meaning of unfamiliar derived words from the meaning of their constituent morphemes, thereby extending their productive and receptive vocabulary without reliance on direct instruction or dictionary consultation. Drawing on morphological awareness research, word-formation theory, vocabulary acquisition studies, and communicative language teaching, the study analyzes the structure of derivational processes in Russian and English, assesses the empirical evidence for morpheme-based vocabulary instruction, and proposes a framework for integrating word-formation analysis into communicatively oriented foreign language curricula. Special attention is paid to the development of word-formation dictionaries as pedagogical instruments that systematically codify the semantic and combinatorial properties of derivational affixes, enabling learners to construct and interpret derived words independently. The findings confirm that systematic morphological awareness instruction produces significant gains in vocabulary breadth, reading comprehension, and metalinguistic awareness, and that word-formation competence is a critically underexploited resource in foreign language vocabulary pedagogy. The article concludes with practical implications for curriculum design, lexicographic resource development, and teacher training in the context of foreign language instruction.
The Evolution of English Pronunciation from the Shakespearean Era to the Present: A Historical Phonological Analysis
The English language has undergone profound phonological transformation since the Elizabethan period, when William Shakespeare composed his dramatic and poetic works in a variety of Early Modern English that would be largely unintelligible to contemporary speakers in its original pronunciation. This article examines the major stages of English phonological evolution from the late sixteenth century to the present day, with particular attention to the completion of the Great Vowel Shift, the development of Received Pronunciation, the divergence of American and British varieties, and the emergence of contemporary accent levelling and new dialect formation. Drawing on historical phonology, dialectology, and variationist sociolinguistics, the study traces the systematic sound changes that transformed Early Modern English phonology into the diverse range of accents and dialects attested in present-day English. The analysis focuses on four major phonological processes: vowel shifting and chain shifts, consonant changes including rhoticity and /h/-dropping, prosodic changes in stress and rhythm, and the sociolinguistic mechanisms driving ongoing change. The article argues that English pronunciation has never been static and that understanding its historical trajectory is essential for both linguistic theory and the broader cultural understanding of the English-speaking world.
Impact of Language and Culture on Tourism: Sympathy Triggering Economic Development
This study explores the role of language and culture in shaping tourism experiences and their influence on economic development through emotional engagement, particularly sympathy. As global tourism continues to expand, cultural authenticity and linguistic accessibility have become key determinants of tourist satisfaction. This paper adopts an IMRAD structure to analyze how language and cultural representation contribute to emotional connections between tourists and destinations, encouraging longer stays, repeat visits, and increased spending. Using qualitative analysis of secondary data, including tourism reports, academic literature, and case studies, the research identifies how culturally rich narratives and language inclusivity foster empathy and positive perceptions among tourists. The findings suggest that destinations which successfully integrate linguistic diversity and cultural storytelling tend to generate stronger emotional bonds, which translate into economic benefits. The study concludes that tourism strategies emphasizing cultural sensitivity and multilingual communication can enhance both visitor experience and local economic growth.
Absolute Goodness and Social Reality: Dostoevsky's Philosophical Idea in The Idiot Through the Image of Prince Myshkin
This article presents a systematic philosophical and literary analysis of Fyodor Dostoevsky's novel The Idiot through the character of Prince Myshkin as the artistic bearer of the idea of the "positively beautiful man." Drawing on an interdisciplinary framework integrating dialogic theory, religious-philosophical hermeneutics, existential philosophy, and structural semiotics, the study examines how Dostoevsky deploys the figure of Prince Myshkin to explore the fundamental contradiction between absolute moral idealism and the ontological conditions of empirical social existence. The analysis demonstrates that Myshkin's tragedy is not a consequence of personal psychological insufficiency but of the constitutive incompatibility between his absolute ethical orientation and the pragmatic, violence-structured world he inhabits. Through close reading supported by the theoretical frameworks of Bakhtin, Berdyaev, Shestov, Lotman, and Jakobson, the article reveals the novel's philosophical thesis: that absolute goodness, taken to its ultimate expression, is not a redemptive force within the social world but the cause of an inevitable rupture with it. The analysis traces this argument across four dimensions — dialogic incompleteness, religious-philosophical testing of the Christian ideal, existential tragedy, and semiotic exclusion — demonstrating that Myshkin's fate constitutes a uniquely complex model of the human moral condition in modernity.
Impact of Gestures on Theatrical Scene Language
This study examines the impact of gestures in theatrical scene language, emphasizing their role as a central component of non-verbal communication in performance. Drawing on theoretical perspectives from scholars such as Adam Kendon and Keir Elam, the research adopts a qualitative-descriptive methodology combining literature review and performance analysis across diverse theatrical styles, including realism, physical theatre, and mime. The findings reveal that gestures function as powerful semiotic tools that enhance emotional expression, clarify narrative structure, and contribute to character development. They also serve as a bridge across linguistic and cultural boundaries, enabling audience comprehension in multilingual or non-verbal contexts. Furthermore, the study highlights the cognitive dimension of gesture interpretation, supporting theories of embodied perception associated with Maurice Merleau-Ponty. The results demonstrate that gestures operate on multiple levels—emotional, symbolic, and spatial—while interacting dynamically with verbal language and other theatrical elements. However, their effectiveness depends on appropriate use and contextual integration within performance. The study concludes that gestures are not merely supplementary but integral to theatrical communication, shaping both meaning production and audience engagement, and should therefore occupy a more prominent place in theatre studies and actor training.
Artificial Intelligence in Language Learning: Opportunities, Challenges, and Pedagogical Implications for EFL Classrooms
The rapid proliferation of artificial intelligence technologies has introduced transformative possibilities for English as a Foreign Language (EFL) instruction, simultaneously generating complex pedagogical, ethical, and institutional challenges that demand systematic scholarly attention. This article examines the multidimensional role of artificial intelligence in language learning, analyzing its applications across four principal domains: AI-driven personalization and adaptive learning systems, natural language processing tools for writing and grammar development, conversational AI for speaking practice, and AI-assisted assessment and feedback. Drawing on a synthesis of recent empirical research and theoretical frameworks from second language acquisition and educational technology, the study evaluates both the documented benefits and the structural limitations of AI integration in EFL contexts. The findings indicate that AI technologies substantially enhance vocabulary acquisition, grammatical accuracy, learner autonomy, and communicative practice opportunities, particularly for learners in non-anglophone contexts with limited access to authentic English interaction. However, significant challenges persist, including the risk of over-reliance on AI-generated output, the ethical dimensions of AI-assisted academic production, digital equity concerns, and the pedagogical imperative to maintain the irreplaceable human dimensions of language instruction. The article concludes by proposing principles for the pedagogically responsible integration of AI into EFL classrooms, arguing that the most effective approach positions AI as an amplifier of human pedagogical intentionality rather than a substitute for it.