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.
Fostering Intercultural Communicative Competence through Multilingual Education
The accelerating forces of globalization, technological connectivity, and transnational mobility increasingly position individuals in contact with diverse linguistic and cultural perspectives. These developments highlight the need for educational approaches that cultivate not only linguistic proficiency but also intercultural communicative competence (ICC)—the capacity to interpret cultural meanings, negotiate differences, and communicate appropriately across cultural boundaries. This study examines how multilingual education fosters ICC among university students in Azerbaijan and Uzbekistan, two post-Soviet contexts marked by deep-rooted linguistic diversity and evolving language policies. Drawing upon cognitive and sociocultural frameworks, the research investigates how exposure to Azerbaijani, Uzbek, Russian, and English shapes learners’ intercultural attitudes, knowledge, and communicative behaviors. A mixed-methods design was employed, combining quantitative survey data from 480 students with qualitative interviews conducted with 20 language instructors. Statistical analysis revealed a strong positive correlation between multilingual proficiency and key ICC dimensions, including cultural empathy, openness, and adaptability. Qualitative findings further demonstrate that multilingual classrooms serve as dynamic spaces for identity reflection, cultural negotiation, and collaborative meaning-making. The study underscores multilingual education as both a linguistic and cultural resource, offering implications for curriculum design, teacher preparation, and language policy aimed at cultivating globally competent and culturally responsive citizens.
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Social And Cultural Factors in the Formation of Individual Style in the German Language
This article examines the social and cultural factors that shape individual linguistic style in the German language. Drawing on sociolinguistic, stylistic, and intercultural communication research, it explores how regional variation, social class, education, digital media, migration, and identity practices influence personal language use. German’s rich dialect landscape provides speakers with diverse stylistic resources, while contemporary mobility and regiolect formation further expand these options. Social structures—including occupational norms and educational expectations—guide stylistic choices in formal and informal contexts. Digital communication and youth culture accelerate stylistic innovation, fostering hybrid forms that transcend traditional boundaries. Multilingual environments and migration contribute additional layers of diversity, reshaping linguistic norms and challenging monolithic views of German. The findings highlight individual style as a dynamic, context-dependent construct negotiated through social meaning and identity performance. Understanding these factors offers insight into linguistic variation in modern German-speaking societies and informs broader theories of style.
The Advantages and Disadvantages of Teacher-Centred Instruction in Foreign Language Teaching Amidst Contemporary Demands: An Analysis Based on the Experience of Azerbaijan
This article analyzes the shifts occurring in foreign language education due to advances in science and technology, specifically examining the application of the teacher-centered instruction model within the Azerbaijan education system. The rapid proliferation of English, driven by globalization and strengthening international relations, has introduced numerous innovations into language pedagogy. The article highlights the gradual transition from the traditional teacher-centered approach towards a student-centered model. The key advantages of teacher-centered instruction are noted, particularly in the initial stages of language acquisition in primary grades (ages 5-6), where the teacher's role as a guide and resource is crucial. Concurrently, the disadvantages of this approach, including passive participation, restricted student freedom, and the potential use of outdated materials—are discussed. The paper also explores the application of teacher-centered elements across different age groups (primary, 5-9, and 10-11 grades) and the importance of specific methods in inclusive education, such as individualized training, repetition, and emotional support for students with special needs. The conclusion emphasizes the necessity of integrating an optimal and flexible mix of methods, leveraging technological innovations, and tailoring instruction to the students' ages and needs to ensure the effectiveness of modern language teaching. In the contemporary world, various changes have been occurred in recent years, including shifts in the teaching of second or target languages. Advances in science and technology have given rise to numerous innovations in teaching methods. The traditional teacher-centered approach is gradually giving way to a more student-centric teaching model, which, in turn, has led to alterations in teaching methods for educators.
Project-Based Learning in Language Teaching
This article explores the use of Project-Based Learning (PBL) in language teaching, synthesizing findings from empirical studies conducted between 2000 and 2024. PBL is an instructional approach where students engage in real-world, long-term projects that require them to use language for authentic communication. The review highlights the positive impact of PBL on language development, particularly in speaking, listening, reading, and writing skills. Key benefits include increased learner motivation, greater autonomy, and the development of 21st-century skills such as collaboration, critical thinking, and digital literacy. However, challenges such as time constraints, group dynamics, and assessment complexities are also identified. Teachers’ roles in providing guidance, scaffolding, and clear assessment rubrics are critical for effective PBL implementation. The article discusses how PBL aligns with communicative language teaching (CLT) and task-based language teaching (TBLT), emphasizing its potential to create meaningful, interactive, and student-centered learning environments. Future research is recommended to address the challenges in PBL implementation and to explore its long-term effects on language proficiency across diverse learner contexts.
Integration of Artificial Intelligence into Language Teaching
The incorporation of Artificial Intelligence (AI) into language education has significantly reshaped conventional teaching methodologies, offering adaptive, data-informed, and highly interactive learning environments. This article explores the present uses, pedagogical benefits, and emerging challenges of AI-enhanced language instruction. Through a qualitative review of recent empirical research, the study demonstrates that AI tools—such as automated writing assessment platforms, speech-recognition systems, intelligent tutoring programs, and conversational chatbots—facilitate personalized learning pathways, deliver instant feedback, and broaden opportunities for authentic communication practice (Alisoy, 2025). The evidence suggests that AI fosters greater learner autonomy, enhances linguistic accuracy in both writing and pronunciation, and alleviates teacher workload by automating routine instructional tasks. Moreover, learning analytics support educators in making data-driven decisions by revealing trends and gaps in learner performance. Despite these advantages, the analysis also highlights several critical concerns, including issues of data security, the dependability of automated feedback, algorithmic bias, and the pressing need for comprehensive teacher training. These challenges underline the necessity of ethical frameworks and responsible integration. In conclusion, while AI has substantial potential to enrich language learning outcomes, its effective implementation requires a balanced synergy between technological innovation and human-centered pedagogy.
The Role of Innovative Technologies in Foreign Language Teaching
The rapid advancement of innovative technologies has had a profound impact on foreign language teaching (FLT), reshaping the way languages are learned and taught. In recent years, digital tools such as mobile applications, online learning platforms, artificial intelligence (AI)-driven tutors, and immersive technologies like virtual reality (VR) and augmented reality (AR) have become essential components in modern language education. These technologies facilitate personalized learning experiences, increase student engagement, and provide opportunities for cultural immersion, thus enhancing both linguistic proficiency and cultural understanding. This article explores the multifaceted role of these technologies in FLT, focusing on their ability to support self-directed learning, adapt to individual learner needs, and provide real-time feedback. Drawing on current research and case studies, the article examines how digital platforms like Duolingo, Babbel, and Memrise utilize gamification to motivate learners, while AI tools such as ChatGPT and Google Translate assist in language practice and correction. Moreover, it explores how VR and AR technologies are transforming traditional language classrooms by simulating real-world environments where learners can interact with native speakers. The findings suggest that while these tools offer numerous benefits, such as improved accessibility and flexibility, they also raise challenges related to over-reliance on technology, the quality of content, and privacy concerns. Ultimately, the article argues that when used thoughtfully, innovative technologies can significantly enhance the language learning experience, making it more interactive, efficient, and inclusive. However, it also emphasizes the need for careful integration of these technologies into existing curricula to maximize their potential and ensure balanced, effective language acquisition.
Significance of Reading in Foreign Language Teaching and Correct Reading Strategies
This study investigates the significance of reading in foreign language teaching and the effectiveness of three reading strategies—extensive reading, intensive reading, and interactive reading—on language acquisition. The research involved 120 intermediate-level learners of a foreign language, divided into four groups: extensive reading, intensive reading, interactive reading, and a control group. Data was collected through pre- and post-tests measuring reading comprehension and vocabulary acquisition, as well as surveys, classroom observations, and interviews. The results revealed that all three experimental groups showed significant improvements in reading comprehension and vocabulary acquisition compared to the control group. The Intensive Reading Group demonstrated the most significant vocabulary gains, while both the Extensive Reading and Interactive Reading Groups showed substantial improvements in reading comprehension. The study highlights that the choice of reading strategy can significantly influence learning outcomes, with intensive reading being particularly effective for vocabulary acquisition and extensive reading contributing to reading fluency. The Interactive Reading Group demonstrated high levels of learner engagement and motivation, underscoring the value of social interaction in language learning. The findings suggest that integrating multiple reading strategies into language teaching can foster a more comprehensive approach to language development.
The Impact of Creative Writing Activities in English Lessons on Students' Critical Thinking Skills
This study examines the effects of creative writing activities on the development of critical thinking skills among high school students in English lessons. A total of 100 participants were involved, with 50 students engaging in creative writing practices—such as story composition, poetry analysis, and reflective journaling—while the remaining 50 followed a traditional English curriculum. Data were collected through pre- and post-tests measuring critical thinking skills, complemented by qualitative evidence from student journals, interviews, and classroom observations. The results revealed a substantial improvement in the experimental group, which demonstrated a 25% increase in critical thinking scores, compared with a modest 5% increase in the control group. Qualitative findings further indicated that creative writing strengthened students’ ability to consider alternative viewpoints, solve complex problems, and reflect on their thinking processes. Students also reported greater confidence in expressing ideas and a deeper awareness of the rationale behind their decisions. Overall, the study suggests that creative writing serves as an effective pedagogical approach for enhancing critical thinking and cognitive development. It highlights the broader educational value of creative writing beyond the English classroom and proposes directions for future research on its long-term impact.
A Self-Determination Theory Model of Gamified EFL Intrinsic Motivation
The growing use of gamification in English as a Foreign Language (EFL) areas has provoked important issues regarding how the design of a game can motivate and keep learners engaged for a long time. This paper presents a theoretical framework of the role of game elements grounded on self-determination theory in sustaining internal motivation in the case of collectivist EFL cultures, as opposed to previous models that considered gamification merely as a form of external reward. Through the analysis of the mediating factors of task authenticity and anxiety reduction, and the moderating variable of cultural power distance, the research offers a context-sensitive comprehension of the mechanisms through which gamified, need-supportive structures protract learner engagement. The proposed model brings into focus the importance of feedback loops, progression indicators, and social interaction in the process of enhancing perceived competence and relatedness in EFL learning. The structure additionally provides for the crafting of gamified pedagogical environments that support intrinsic motivation and sustainable learning practices. Hence, this study is a forte for theory development by incorporating self-determination theory in the EFL sector and providing a systematic basis for later investigations into the synergy between gamified learning and motivation.
Conceptualization and Metonymy: Cognitive Mechanisms of Meaning Construction in Language
This paper examines how conceptualization and metonymy jointly underpin meaning construction in language within the framework of Cognitive Linguistics. Conceptualization is treated as the dynamic, construal-based, and embodied process through which linguistic expressions prompt mental representations, while metonymy is argued to be a domain-internal access operation that provides cognitively economical routes to complex conceptual structures. Integrating insights from Cognitive Grammar, Frame Semantics, and Conceptual Integration Theory, the study shows how reference-point relations, frame activation, and local compressions in blended spaces account for familiar patterns such as AUTHOR→WORK (“She reads Shakespeare”) and PLACE→INSTITUTION (“The White House issued a statement”). The analysis highlights the roles of salience, profiling, and cultural models in stabilizing metonymic preferences across languages and registers, and it outlines operational diagnostics for distinguishing metonymy from metaphor in corpus data. We argue that metonymy is not a peripheral stylistic device but a fundamental cognitive mechanism embedded in embodied experience and socio-cultural practice. The paper concludes with implications for linguistic theory, cross-linguistic variation, corpus methodology, and applied domains including translation, lexicography, and natural language understanding.
A Comparative-Linguistic Analysis of Australian and New Zealand English
This study examines linguistic similarities and differences between Australian English (AusE) and New Zealand English (NZE), focusing on phonology, lexicon, and sociolinguistic attitudes. Drawing on corpus data, phonetic analysis, and attitudinal surveys, the research identifies both shared features—such as non-rhoticity and a common colonial origin—and distinguishing characteristics, including vowel quality, region-specific vocabulary, and the integration of Indigenous terms. NZE exhibits centralized KIT and raised DRESS vowels, while AusE demonstrates broader diphthongs and lengthened FACE vowels. Lexical distinctions reflect cultural and historical influences, with Māori borrowings in NZE and informal slang in AusE signaling social and national identity. Survey data indicate that speakers perceive their accents as markers of belonging, personality, and cultural affiliation. These findings illustrate how closely related English varieties can diverge through phonetic innovation, lexical adaptation, and sociocultural factors, contributing to national identity while maintaining mutual intelligibility. The study provides insights into language evolution in postcolonial contexts.
Билингвальная среда и формирование речевых навыков учащихся: опыт азербайджанских школ
В статье рассматривается влияние билингвальной среды на формирование речевых навыков учащихся в школах Азербайджана. Особое внимание уделяется роли русского языка как второго языка в условиях многоязычного общества и особенностям его усвоения школьниками. На основе анкетирования, лингвистических тестов и наблюдений выявлено, что учащиеся, находящиеся в более насыщенной билингвальной среде, демонстрируют более высокие показатели устной речи и коммуникативной активности. Вместе с тем сохраняются трудности, связанные с интерференцией и грамматической корректностью. В работе обсуждаются методические подходы, способствующие развитию речевых навыков, и предлагаются практические рекомендации для учителей.
Exploring the Impact of Foreign Language Anxiety on ESL Learners’ Oral Performance: A Strategic Intervention-Based Study
Foreign language anxiety (FLA) continues to act as a key affective barrier in English as a Second Language (ESL) speaking contexts, hindering learners’ communicative competence, fluency, and participation. Although prior research has examined the causes and impacts of FLA, short-term, classroom-based interventions remain underexplored. This quasi-experimental study investigated the effectiveness of a one-week, theory-informed strategy plan in reducing FLA and enhancing oral performance among 40 ESL learners. Drawing on the Foreign Language Anxiety framework by Horwitz, Horwitz, and Cope (1986), the intervention targeted communication apprehension, test anxiety, and fear of negative evaluation through guided peer collaboration, positive self-talk, scaffolded discussions, and mock speaking tasks. Pre- and post-test assessments, evaluated using the Foreign Language Classroom Anxiety Scale (FLCAS) and structured group discussions, revealed statistically significant improvements across all performance measures (fluency, confidence, participation, content relevance, and language use). Effect sizes indicated medium to strong practical significance. Findings demonstrate that even short, targeted interventions can yield measurable gains in communicative confidence. This study contributes a replicable, classroom-friendly model and underscores the need for future research on extended interventions, diverse learner populations, and the integration of digital or AI-mediated affective supports.
Examining International Space Law from the Perspective of the Concept of “Sovereignty”
International space law, as the newest branch of international law, presents new concepts related to sovereignty in view of the difference between the space domain and the air and land. Since the beginning of human activity in outer space, the principle of freedom of exploration and use of outer space, along with the principle of preventing the appropriation of celestial bodies, has dominated the space activities of states. But in the absence of the possibility of exercising sovereignty in their traditional sense in outer space, how can states monitor the activities of their subjects in outer space and exercise jurisdiction over their property, facilities, and equipment in outer space? On the other hand, how can the relationship between sovereignty and ownership be explained in space law? The answers to these questions are the subject of the following article.
Promoting World Peace and the Role of International law
International law in its broad and general sense seeks to establish universal and humanitarian norms for the maintenance and promotion of world peace. For this reason, examining the mechanisms and processes that hinder the establishment of world peace is considered part of the rules for establishing world peace. By transcending national sovereignty and paying attention to human rights provisions, international law aims to create peace and harmony among people throughout the world, and in this regard, racial, ethnic, national, and religious issues are considered secondary and subsidiary factors. Thus, solidarity through the rule of law, the prohibition of the use of force, the acceptance of international and humanitarian norms, and the expansion of the role of international organizations and respect for their programs and mechanisms can greatly contribute to the expansion of world peace. In this regard, the present author attempts to examine the role and position of international law in the promotion of world peace, and also, using a descriptive-analytical method and using documentary and library sources, to consider the obstacles and challenges to world peace.
The New Silk Road: Economic Importance, Investment, and the Shifting Global Balance of Power
The New Silk Road megaproject - known as "One Belt, One Road" and the "Belt and Road Initiative" - ​​apparently encompasses a wide range of energy, transport and communications projects, along with transit routes, oil and gas pipelines, ports, airports, and railways with Chinese capital worth more than $1 trillion. Despite the growing importance of this megaproject, few Persian-language articles have been published on the method, scope, and extent of investment in the Belt and Road Initiative. Therefore, the preceding article attempts to explain the method of investment in this megaproject. "How and with what mechanism does investment in the Belt and Road Initiative shape China's geoeconomic power?" This is the fundamental and central question posed in this article, which provides an analytical reading of the investment mechanism in the New Silk Road megaproject and the exercise of this country's geoeconomic power. Despite the importance of China's geopolitical competition with the United States, the author ignores this factor and instead, by mentioning the details of this investment, explains the geoeconomic aspects of this megaproject. Also, the internal problems facing it, such as the issue of debt-trap diplomacy, will be examined. The article shows how the investment pattern of this grand strategy affects the future world order. Finally, the article shows how the geoeconomic power of the New Silk Road can be translated into geopolitical power and reveals its geostrategic dimension.
Space Grand Strategy in the Light of International Relations Theory
International politics has undergone a transformation in the 21st century. The course of such changes, while demonstrating the intertwining of international politics and a new phenomenon such as outer space, challenges the ability of international relations theories in a situation where the impact of international politics developments has been imprinted on their entire body. International relations theories have experienced emergence, decline, or transformation one by one, from the formation of the first space activities during the early space age to the growth of innovation in space technologies and the continuation of activities in the new space age. This article relies on a qualitative approach and a theoretical-applied research method in order to answer the question of what is the status of international relations theories in dealing with the transformed international politics affected by space technologies? The findings of the research, after addressing the relationship between politics and outer space and the approaches of theories categorized in the form of (a) classical: neorealism and neoliberalism, (b) synthesis: structuralism and postmodernism, and (c) modern: postmodernism and environmentalism, indicate the need to strengthen, correct, and adjust, or even fail, and emphasize the presentation of a new theoretical model that places a range of actors at the center of its attention, includes material and immaterial structures together, and considers the processes resulting from the virtualization of reality that shape the developments in international politics in the twenty-first century and affected by outer space.
Training a Bespoke Grammatical Error Correction Model for Azerbaijani EFL Learners: A Low-Resource NLP Innovation for Educational Enhancement
This paper presents a custom-trained grammatical error correction (GEC) system tailored to the specific L1 interference patterns of Azerbaijani English-as-Foreign-Language (EFL) learners. By collecting and annotating 3,000 learner sentences (incorrect-correct pairs) and fine-tuning a modern large language model (LLM), we demonstrate that a localized GEC model outperforms off-the-shelf tools like Grammarly and GPT-3.5. The custom model achieved a precision of 0.78 and F₀.₅ score of 0.74, compared to 0.59 for Grammarly and 0.68 for GPT-3.5 (Table 1). Notably, it corrected errors in articles, prepositions, verb tenses, and subject–verb agreement more accurately (Table 2). These results underscore the impact of L1-specific data on model effectiveness. We discuss implications for EFL pedagogy, local NLP development, and equitable AI, noting that incorporating learners’ native language patterns (L1 transfer) can significantly improve automated feedback. Ethical considerations such as data privacy and algorithmic fairness are addressed. This work illustrates how focused NLP innovation in low-resource settings can create practical AI tools that support language learning more effectively than generic systems.
Donald Trump: International Economics and Economic Globalization (Economic Policy)
The main objective of this paper is to examine Trump’s foreign policy in the context of economic globalization from the perspective of international economics, which is carried out through documentary analysis. The main research question is: What is Trump’s foreign policy in the context of economic globalization from the perspective of international economics? The results show that the American political space has become extremely polarized and partisan after Trump came to power. Democrats and Republicans have become increasingly inflexible on many issues. As a populist president, Trump faces increasing demands from the public, mainly Republican voters, on the economy, and this has made the domestic environment of America increasingly important to Trump, to the point where some have called it a new isolationist policy in America. Trump's foreign policy is based on self-interest. He prefers self-interest and economic nationalism to the globalization of the international economy, and views economic globalization with skepticism. Trump does not pay attention to economic globalization, and under the pretext of nationalism, he is canceling or reforming some trade agreements. Trump is opposed to the establishment of a liberal order in America and seeks to end it, believing that the global economy is not beneficial to America, and he seeks to fundamentally redefine America's national interests. Trump's protectionist policies will worsen the situation in the world economy. This policy will affect the international monetary and financial system.
Language Learning Through Games: A Computational Linguistics Perspective
Game-based learning has emerged as a powerful approach for second language acquisition, especially for English as a Second Language (ESL) learners. This article explores how digital games, augmented by natural language processing (NLP) and speech technologies, can facilitate language learning in multilingual contexts. We adopt an interdisciplinary perspective bridging computational linguistics, game-based learning theory, and AI-driven language pedagogy. The study follows an IMRaD structure. In the Introduction, we review theoretical foundations of game-based language learning, highlighting engagement, motivation, and contextualized practice afforded by games. We also discuss how NLP techniques (e.g. speech recognition, chatbots) enable interactive, personalized language practice. The Methodology describes the design of an interactive ESL learning game incorporating NLP (for feedback and dialogue) and outlines a simulated experiment comparing it with traditional instruction. The Results (simulated for illustrative purposes) indicate that the game-based approach yields higher vocabulary retention, greater learner engagement, and improved oral proficiency than conventional methods, aligning with prior empirical findings. A sample comparison of outcomes is presented in a table. The Discussion interprets these results, noting the positive implications for computational linguistics (e.g., NLP-driven adaptive feedback), second language acquisition (e.g., increased meaningful interaction), and educational technology (e.g., scalable immersive learning tools). We also address challenges such as ensuring accurate language processing and integrating games into curricula. The article concludes that NLP-enhanced games offer an effective, engaging medium for ESL learning, meriting further research and development.
The Influence of Anglicisms and Other Foreign Borrowings on the Vocabulary of Modern French: Analysis, Debates, and Language Policies
Modern French is the result of a continuous linguistic evolution, marked by constant contact with other languages. This article examines the impact of linguistic borrowings, with a particular focus on anglicisms, which have become a prominent phenomenon in the 20th and 21st centuries. The analysis explores the typology of anglicisms (lexical, semantic, syntactic, morphological, graphical, phonetic, and pseudo-anglicisms), distinguishing them from historical borrowings from Latin, Germanic, Arabic, and Italian. It is shown that the influence of English—driven by globalization and technological advancements—penetrates various layers of the French language structure. The article addresses contemporary debates surrounding the integration of such borrowings, which oscillate between the perception of enrichment and the fear of a threat to linguistic identity. Particular attention is paid to regional specificities, especially the situation in Quebec compared to metropolitan France. Finally, the linguistic policies implemented by institutions such as the Académie française and the Office québécois de la langue française are examined, assessing their effectiveness in the face of rapid language change.
A Quantitative Investigation of the Titles of Research Articles on Education for Sustainable Development
Education contributes to the vision of a sustainable world by promoting sustainability and sustainable development in the teaching and learning processes both globally and locally (Salīte et al., 2024, p. 2). The idea of an environmentally-balanced and sustainable planet forms an intrinsic part of Education for Sustainable Development (ESD). Fairly recently, there has been a surge in research publications that focus on ESD (Kapranov, 2020a). Concurrently, studies on the ESD-related discourse are on the rise as well (Collins & Garrity, 2025; Luchenko & Yurchenko, 2023). However, there is insufficient research on the titles of research articles (RAs) on ESD (Kapranov, 2021). Seeking to address the current research gap, this contribution presents a quantitative study that aims to establish the frequency of lexical items in the titles of RAs on ESD. Specifically, the study involves a corpus of titles of RAs that are published by the Journal of Teacher Education for Sustainability within the period of time from 2014 to 2024. The corpus is processed in the computer program AntConc (Anthony, 2022) in order to identify the frequently occurring lexica associated with the titles. The results of the quantitative examination indicate that the titles in the corpus are characterised by such frequently occurring lexica as prepositions (e.g., of) and such notional words as education. These findings are illustrated and discussed in relation to the existing literature on titles in RAs. The article concludes with an outline of the major findings and their applicability to academic writing in the domain of ESD.
education for sustainable development (ESD)
Challenges Encountered in Translation of Culture-bound and Subject-specific Terminology While Using Google Translate
This study explores the limitations and challenges of using Google Translate as a translation tool, particularly in academic, professional, and literary contexts. While Google Translate provides rapid, accessible translation, various linguistic, semantic, and contextual issues often compromise accuracy and meaning. Using qualitative analysis, we examined translated samples from English to various languages and vice versa. The findings highlight the shortcomings in grammar, idiomatic expression, cultural nuance, and subject-specific terminology, suggesting that Google Translate is best used as a supplemental tool rather than a replacement for human translators. Recommendations are provided for optimizing the use of Google Translate within academic and professional settings.
Machine Learning Approaches for Automated Vocabulary Acquisition in ESL Classrooms
Purpose: This study investigates the efficacy of machine learning (ML) approaches for automated vocabulary acquisition in English as a Second Language (ESL) classrooms. It focuses on transformer-based models (specifically BERT), comparing their performance to traditional supervised algorithms and examining effects on learner vocabulary gains. Methods: University-level ESL students in Azerbaijan (N = 60) participated in an experiment with an ML-driven vocabulary learning tool. A pre-trained BERT model was fine-tuned via TensorFlow for vocabulary prediction tasks and deployed to personalize practice for an experimental group, while a control group received conventional instruction. Support Vector Machine (SVM) and Random Forest models served as baseline algorithms for predictive performance benchmarking. Vocabulary knowledge was assessed pre- and post-intervention using standardized tests, and ML models were evaluated on accuracy, precision, and recall. Results: The fine-tuned BERT model achieved higher predictive accuracy (88%) than SVM (75%) or Random Forest (78%), with superior precision and recall. The experimental group outperformed the control on post-test vocabulary gains (mean improvement = 10.1 vs. 5.7 words, p < .01). Implications: Results indicate that transformer-based ML can enhance vocabulary learning outcomes, offering context-aware recommendations that surpass traditional models. We discuss how deep neural networks and reinforcement learning techniques can be integrated into ESL pedagogy to support adaptive vocabulary instruction. The study contributes a framework for applying state-of-the-art ML in language education and highlights implications for personalized learning and curriculum design.
The Silent Dialogue: Exploring the Role of Inner Speech and the Prefrontal Cortex in Cognitive and Emotional Regulation
This study investigates how internal speech supports executive functions such as planning, decision-making, attention management, emotional regulation and self-control. Interaction between internal speech and the prefrontal cortex has been studied and the effects of individuals on cognitive-emotional processes have been revealed. In the research, qualitative data obtained from semi-structured interviews with 20 young adults living in Azerbaijan were evaluated by thematic analysis. The results show that internal speech plays a critical role in controlling individuals' behaviour, maintaining emotional balance, and decision-making processes. In addition, the negative effects of internal criticism on psychological well-being have also been revealed.
The Context of 19th-Century English Horror Stories
19th-century English horror stories represent a significant literary genre that reflects the social, economic, and psychological changes of the period. Influenced by the Industrial Revolution and urbanization, these stories not only incorporate supernatural elements but also highlight the fears arising from technological advancements, urban life, and modern society. The horror stories of this era illuminate human suffering, the anxieties about irreversible changes, and the dystopian consequences of innovation. Mary Shelley's Frankenstein explores the dangers of uncontrolled technological progress and its catastrophic consequences. Charles Dickens' The Signal-Man addresses the horrors brought about by industrial technological advancements and social isolation. Edgar Allan Poe's The Tell-Tale Heart delves into psychological horror and the deep effects of guilt on the human soul. Female characters in horror literature of this period also occupy a significant place. Victorian gender norms and societal expectations often depict women as weak and defenseless figures, thereby underscoring social criticism and recurring anxieties. Horror stories functioned both as entertainment and as a means to highlight the social and psychological issues of the era. This article examines how 19th-century English horror stories responded to the period’s social and economic conditions and the dual role of horror as both entertainment and critique.
Theatrical Structures and Performance Traditions in Azerbaijani Folklore
This article examines the theatrical structures and performance traditions embedded within Azerbaijani folklore, proposing that oral narratives, ritual practices, and musical storytelling constitute a form of proto-theatre. Drawing on theoretical insights from performance studies and folklore research—particularly the works of Richard Bauman and Victor Turner—the study frames Azerbaijani folklore not only as a repository of cultural heritage but also as a dynamic performative system. Through the analysis of epic tales (dastans), lyrical folk songs, the Ashiq bardic tradition, and seasonal rituals, the article identifies key dramatic elements such as structured plots, character archetypes, stylized dialogue, spatial symbolism, and musical integration (Sadikhova, 2022). Special attention is given to the Ashiq as a multifaceted performer, whose blend of narration, music, improvisation, and audience interaction represents a theatrical tradition rooted in oral culture. The article also explores how Azerbaijani playwrights like Huseyn Javid and Jafar Jabbarly adapted folklore into modern theatrical forms, especially during the Soviet and post-Soviet periods, contributing to the development of a distinct national stage. By situating folklore within a theatrical framework, this study underscores the richness and relevance of indigenous performance traditions. It calls for further research in comparative folklore theatre, field documentation, and the integration of folk forms in contemporary education and cultural preservation.
The Role of Theatre in the Formation of National Ideology
This article explores the complex role of theatre in the formation and dissemination of national ideology. It argues that theatre operates not only as a reflective medium but also as an active participant in shaping national consciousness. Drawing on theories from sociosemiotics, performance studies, and postcolonial analysis, the article examines how theatrical practices legitimize state power, construct collective memory, and reinforce or challenge dominant narratives. Historical examples, including state-sponsored performances and commemorative dramas, are analyzed alongside contemporary intercultural and globalized theatre practices. Particular attention is given to how theatre serves as a site of ideological negotiation—capable of both stabilizing hegemonic structures and promoting pluralistic, resistant expressions of identity. Through its symbolic language, ritual forms, and emotional resonance, theatre emerges as a key apparatus in constructing and contesting what it means to belong to a nation. The findings have important implications for cultural policy, education, and the ongoing evolution of national discourse.
The Bilingual Brain: Cognitive Benefits and Challenges of Multilingualism
Bilingualism has been extensively studied for its cognitive effects, with research highlighting both advantages and challenges. This article explores how bilingualism enhances executive function, cognitive flexibility, and working memory, while also introducing language interference, increased cognitive load, and lexical retrieval difficulties. Findings indicate that bilingual individuals outperform monolinguals in tasks requiring inhibitory control, attentional switching, and problem-solving, with neuroimaging studies showing greater activation in executive function regions of the brain. Additionally, bilingualism has been linked to delayed cognitive decline and enhanced neuroplasticity, contributing to long-term brain health. However, some studies question whether these benefits are consistent across different age groups and task types, suggesting that bilingual advantages may be influenced by external factors such as proficiency, socioeconomic background, and linguistic environment. Despite these challenges, bilingualism remains a dynamic cognitive process that shapes brain function and adaptability over a lifetime. This study also discusses the practical implications of bilingualism in education, healthcare, and artificial intelligence, emphasizing its role in cognitive training, dementia prevention, and machine learning advancements.
The Linguistic Expression of Emotion: A Cross-Cultural Analysis
This study examines the relationship between language and emotion through a cross-cultural lens, exploring how different linguistic structures influence emotional perception and expression. Grounded in the linguistic relativity hypothesis, it investigates whether the way emotions are categorized, verbalized, and understood differs across languages and cultural contexts. Through a theoretical and qualitative analysis of linguistic resources, multilingual corpora, and cross-cultural pragmatic frameworks, this study highlights significant differences in emotional articulation. Findings suggest that while basic emotions are universally recognized, their linguistic encoding varies; some languages provide finer distinctions between emotional states, while others rely on contextual rather than explicit expression. Western individualistic cultures tend to favor direct emotional articulation, whereas collectivist cultures often depend on indirect or pragmatic cues. Additionally, bilingual speakers report experiencing different emotional intensities depending on the language of expression, reinforcing the emotional resonance hypothesis. These insights have profound implications for cross-cultural communication, translation studies, and the cognitive processing of emotions. The study calls for further exploration of underrepresented languages and multilingual emotional articulation to gain a deeper understanding of the intricate relationship between language and emotion.