The Journal of Studies in Language, Culture, and Society

Language For Specific Purposes In Action: Bridging The Gap Between University And The Socio-economic Sector - El@n Project As Model -

Aida Haouchi, Nadia Idri — Mon, 08 Sep 2025 00:00:00 +0800

The present study investigates Language for Specific Purposes (LSP) as a strategic interface between higher education language curricula and a changing socio-economic environment, with particular reference to Algeria’s EL@N ( Multilingual e-learning consortium for Intensive Language Teaching Centres (CEILs) in Algeria) Erasmus + CBHE Project as a model case. This paper introduces the special issue by offering an overview of the international conference organized by the University of Bejaia and, in turn, explains how English for Specific Purposes (ESP) programs may be re-shaped to address modern labor market needs and enhance professional involvement. Through a rich qualitative analysis of EL@N—a virtual learning, multiple-language consortium of collaborative higher education networks from Algeria and Europe—this research demonstrates the innovative potential of e-pedagogy in specialized language learning. Findings identified three factors critical to program success: (1) integrating next-generation, flexible pedagogical technology tools (such as intelligent tutoring tools and data analysis); (2) mechanisms for ongoing professional development opportunities for LSP instructors; and (3) cooperative relationships between higher education, industry partners, and policymakers. Therefore, outlining how these elements interact to promote inclusive, context-specific, sector-related ESP programs, the work highlights the intrinsic significance of LSP in ensuring both academic success and socio-economic progress in multiple-language settings.

The Role Of Needs Analysis In Designing Lessons Dovetailing With Workplace Demands

Manel Mizab, Belkis Ayad — Mon, 08 Sep 2025 00:00:00 +0800

As workforces increasingly grow, and as the demand for English language skills is changing and expanding in many professional domains, English for Specific Purposes (ESP) has been established as an integral sector of language learning. In this paper, the essential role of both needs analysis and practical lesson preparation are discussed. Indeed, as part of our startup project, LinguaMee, a needs analysis questionnaire has been administered to a sample of 45 employees in different sectors (SOMIPHOS, SOMIFER, MOBILIS ATM, and SONALGAZ, hospitals, and CFPA). Results revealed that the sample needed English for several purposes, including information access, data analysis and decision making, customer service, report writing and documentation, and negotiations and international collaborations. Participants also report the challenges they face in communication, time management, and learning opportunities. These data form solid ground to tailor lessons that cater to the target learners’ needs. Thus, the integrated approach (language, skill, and learners) is used to design lessons that accommodate workplace language requirements. However, as this is an ongoing project, sample lessons in medicine and business are presented.

Enhancing Esp Language Learning With Corpus Tools And Data-driven Approaches

Houda Boumediene — Mon, 08 Sep 2025 00:00:00 +0800

This article discusses how corpus tools and techniques can be integrated into the ESP classroom to promote learners' specialized language proficiency. Guided by the principles of DDL, this study demonstrates corpus-based methods that enable learners to develop a sophisticated understanding of professional and academic language use. The study, based on both existing corpora and custom-built datasets, manages to show some extramural purposes that could guide learners at different levels of proficiency to master the domain-specific varieties of languages. The methodology adopted in this study is both quantitative and qualitative in nature; the research work was supported by corpus analysis tools such as COCA and Sketch Engine in order to analyze authentic linguistic data. The results highlight the recurring lexical patterns and structures employed in the specialized discourse, focusing on compound nouns relevance to the fields of pedagogy and psychology. The statistical methods are based on frequency analysis and concordance observation, while the qualitative techniques involve synthesis, classification, and semantic analysis. All these are combined in a way that ESP instruction comprehensively examines corpus-driven insights. The findings show that the data-driven approach outperforms intuition-based instruction regarding the delivery of precise, contextualized insights into patterns of language. With this approach, learners can work directly with authentic texts and linguistic data; thus, developing in them a critical approach and deeper understanding of specialized information. The study further points out that educators and learners have to be specifically trained in corporations, that corpora have to be aligned with course goals, and that technologies must become more user-friendly for wider diffusion. It finally argues that corpus techniques should be systematically included in ESP curricula to enhance both language acquisition and critical thinking in specialized fields. This will help bridge both theoretical and practical knowledge and prepare the learner for effective communication in their respective professional domains.

Empowering Tomorrow's Leaders: The Transformative Impact Of English For Specific Purposes

Rut Muňiz Calderon, Dorsaf Ben Malek — Mon, 08 Sep 2025 00:00:00 +0800

English for Specific Purposes (ESP) extends beyond conventional language learning, serving as a channel between academic knowledge and the practical demands of professional sectors. This paper examines the role of ESP in equipping students with vital linguistic, intercultural, and professional competencies. A virtual exchange project involving students from Spain, Tunisia, Ukraine, and Slovenia serves as a case study, demonstrating the transformative power of ESP in fostering interdisciplinary collaboration and problem-solving. Using qualitative and quantitative data, this study assesses the impact of ESP on students' skill development, cross-cultural understanding, and employability. The findings highlight ESP’s potential to cultivate global leaders equipped with the resilience and adaptability needed for the socio-economic landscape.

Enhancing Medical Terminology Acquisition Through Coursera’s English For Medical Purposes (emp) Courses

Ikhlas Gherzouli, Sndousse Nasri, Nour El Houda Angal — Mon, 08 Sep 2025 00:00:00 +0800

This study investigates the efficacy of Coursera's English for Medical Purposes (EMP) courses in enhancing medical terminology acquisition among second-year students at the Faculty of Medicine, Farhat Abbas Setif 1 University, Algeria. Employing a mixed-methods approach with a pretest-posttest control group design, the research commenced with qualitative inquiries, including classroom observations and focus group discussions, to identify the specific challenges students face in mastering medical terminology. Informed by these insights, selected Coursera Medical Terminology courses were implemented as an intervention. The study involved 280 randomly assigned students, with the experimental group completing the EMP courses while the control group received traditional instruction. Data collection encompassed pre- and post-tests to assess medical terminology knowledge, as well as a satisfaction scale to evaluate participants' attitudes toward the online learning experience. Statistical analysis using SPSS 20 revealed a significantly greater improvement in terminology acquisition among the experimental group compared to the control group. Furthermore, participants reported high satisfaction levels with the online EMP courses. This research contributes to the growing body of literature on the effectiveness of online language learning within specialized contexts, suggesting that integrating EMP courses into medical curricula can substantially enhance students' proficiency in medical English. Future investigations could explore the long-term retention of acquired terminology and its impact on clinical communication competencies. The findings have significant implications for medical education and international healthcare communication, underscoring the potential of technology-enabled learning solutions to address language barriers and improve patient-provider interactions.

The Impact Of Labour Market On Esp Courses For Marine Engineers

Alona Yurzhenko, Olena Kononova — Mon, 08 Sep 2025 00:00:00 +0800

The paper is devoted to the analysis of the modern maritime labor market (e.g., crewing agencies, shipowner companies) on the development of ESP courses for future ship engineers on LMS MOODLE. The technologies and concepts that are central to the Fourth Industrial Revolution were listed in the research. It was highlighted that the requirements for ESP are growing. An analysis of recent research and publications has been done. The research was conducted on the base of Kherson State Maritime Academy, Ukraine. The results of the research proved Artificial intelligence is playing an increasingly important role in the maritime industry. It was also proved that ESP programs constantly change from time to time due to the changes in the labor market.

How Far Is Technology Integration In Elt By The Umbrella Of Ai Dependence And The Paradigm Of Shifting From Dictionaries To Algorithms For Flt

Amine Chaami — Mon, 08 Sep 2025 00:00:00 +0800

The promise and peril of AI in Language Learning have necessarily transmuted learning paradigms through personalized instruction, enhanced accessibility, and improved pedagogical proficiency. AI is for supporting both learners and teachers; it is by tailoring individual learning styles and instructional teaching needs. This article systematically examines the remunerations and restrictions of AI-dependent language learning by analyzing how algorithmic content mediates learning processes of foreign languages. The study highlights the overreliance on AI systems by accentuating the necessity for a holistic approach to technology integration in foreign language learning. Through a comprehensive criticism of contemporary advancements and empirical user experiences, this research elucidates AI's transformative potential in foreign language instruction. Eventually, the research paper is for strategic implementation agendas that attach AI's proficiencies while preservation pedagogical integrity, and thereby promoting sustainable educational conclusions for future generations.

The Effectiveness Of Media Students’ Use Of Artificial Intelligence Applications In Learning English At Algerian Universities

Walida Haddadi — Mon, 08 Sep 2025 00:00:00 +0800

This study aimed to explore the effectiveness and challenges of using AI applications by Media Studies students to learn English in Algerian universities, in light of the recent shift toward reinforcing this language. Despite the benefits it offers—such as supporting self-directed learning anytime and anywhere, and encouraging collaborative and interactive learning—smart learning still poses certain difficulties and challenges. These require investigation in order to propose solutions that ensure optimal use of AI in the digital age, in which a university’s global standing is determined by how well it integrates technology into its policies. The study employed a descriptive survey method for a sample of Media Studies students at Sétif 2 University, relying on an electronic questionnaire. The results revealed several findings, most notably the confirmation of AI applications’ effectiveness in learning reading, speaking, pronunciation, listening, and writing skills. However, AI mainly serves as a supporting factor—particularly for reinforcing certain advanced skills, such as conversation skills that require human interaction and communication. This underscores the need for broader, more systematic use of these applications, taking them beyond personal interest in learning English and incorporating them into academic practices, using intelligent learning systems within the educational policy of Algerian universities.

The Role Of Artificial Intelligence Technologies In Enhancing English Language Learning According To The Perspectives Of A Sample Of Phd Students

Tahar Braknia, Ahlem Guerfa, Abdelwaheb Sakhri — Mon, 08 Sep 2025 00:00:00 +0800

This study explores the role of artificial intelligence applications in improving English learning for PhD Students, focusing on their views on the effectiveness of these tools. With the increasing academic dependence on the English language in research publishing, participation in conferences, and international cooperation, applications such as Grammarly, Duolingo and ChatGPT have become innovative solutions to face language learning challenges. However, there is still a research gap in assessing these tools' effectiveness from the users' perspective. This study used a quantitative approach, employing a 35-item questionnaire to gather data on the use of AI applications in English language learning. A total of 122 PhD students from various disciplines participated. The survey included questions on the frequency of AI tool usage, perceived effectiveness, and specific language skills improvement. Statistical significance was tested using regression analysis and ANOVA, with a significance level set at 0.05, targeting PhD Students from different specialisations with experience in using artificial intelligence applications to learn languages. The study demonstrates that AI techniques play a significant role in enhancing English language learning, particularly in improving core language skills. AI-driven tools, such as chatbots and personalized learning systems, have shown potential in reshaping language learning practices by offering more interactive and effective experiences. According to the participants’ perceptions, these tools support improved reading, writing, listening, and speaking skills more efficiently than traditional methods. The findings indicate that AI serves as a valuable support tool in academic language acquisition, helping PhD students access scholarly resources in English, expand their domain knowledge, and stay up to date with the latest research.

Technology Integration In Elt: Assessing Icts Availability And Use At Constantine 1 University For Bolstering Efl Learners’ Cultural Literacy

Fatima Zohra Semakdji, Amira Reghis — Mon, 08 Sep 2025 00:00:00 +0800

The current research aims at assessing the availability of ICT tools in the teaching and learning of EFL culture at the Department of English, Constantine 1 Frères Mentouri University. It also aims at investigating the actual use of ICT resources by the teachers and the students for enhancing the students’ cultural literacy. The three basic research questions raised in the present investigation are the following: What ICT tools are available for teaching and learning EFL culture at the Department of English, Constantine 1 Frères Mentouri University? How are ICT resources actually used by the teachers under study for enhancing their students’ cultural literacy? How are ICTs actually used by the students under investigation in their learning of EFL culture? A descriptive research design, using a combination of quantitative and qualitative methods, has been adopted in this investigation. As regards the instruments employed for collecting data, two questionnaires were administered to the teachers and students under study. The findings of the study have revealed that there is very limited availability of ICT tools in the teaching and learning of EFL culture at the aforementioned department. The ICTs available at the targeted department include only computers, multimedia projectors, printers and photocopiers. More strikingly, such tools are not all accessible to the teachers and the students. Results have also demonstrated that there is lack of competence on the part of the teachers and the students in the use of ICT resources for fostering the students’ cultural literacy. Based on such results, a number of recommendations are put forward to address the shortcomings spotted in the current area. It is stressed that ICT facilities be increased and varied in the teaching and learning of EFL culture at the Department of English, Constantine 1 Frères Mentouri University. Furthermore, the teachers and the students should reflect on their use of such technology-mediated resources for better development of EFL cultural literacy in the Algerian university context.

Boosting Speaking Proficiency With Duolingo: An Innovative Tool For Efl Learners

Khadidja Samira Zitouni — Mon, 08 Sep 2025 00:00:00 +0800

Achieving fluency in English and developing strong oral communication skills are crucial in today’s globalized society. Proficiency in English not only enables efficient communication and access to knowledge but also improves both social and professional engagements. This study explores the effectiveness of Duolingo application in enhancing the oral proficiency of EFL learners, especially those struggling with public speaking anxiety and limited language abilities. The research aims to address the app's benefits and learners' perceptions to offer insights into improving language teaching methods and creating a more supportive learning environment. A mixed-methods approach, featuring a pre-experimental design, was employed to gather data through pre-tests, post-tests, and an opinionnaire. The sample consisted of 50 randomly selected first-year EFL students from the English department at the University Center of Barika. The findings indicate that while the app provides notable benefits, its effectiveness is maximized when users receive clear instructions and personalized feedback. Learners generally have a favourable opinion of Duolingo, valuing its interactive elements and real-time feedback. However, technical problems and challenges with initial navigation can detract from the overall experience. The study offers recommendations for improving user engagement and learning outcomes. It highlights the necessity for providing users with clear guidance and instructions to maximize their utilization of the Duolingo application. Also, the study suggests that integrating interactive and stimulating learning activities within the app will enhance learners’ motivation and vocabulary retention.

Artificial Intelligence, Startups And English Language: What Potential Unintended Effects On Higher Education, Scientific Research And Labor Market

Moufida Attia — Mon, 08 Sep 2025 00:00:00 +0800

Three recent decisions were made to assign new missions to Algerian universities: promoting startups, supporting the use of artificial intelligence, and adopting English as a language for teaching. However, these three missions will likely have many negative effects that could prevent the intended goals from being reached. This research paper aims to highlight these potential negative effects by conducting an inductive thematic analysis based on an examination of related decrees, instructions and laws. The results revealed that supporting artificial intelligence may decrease efforts by students and professors in research, which could affect their skills. Encouraging students to create their own startups may impact the level of wage labor in Algeria, especially given the large number of measures simultaneously undertaken by other ministries to promote entrepreneurship. Additionally, the use of English could reduce the use of the national languages, facilitate migration, and widen the gap between skills and labor market requirements. These potential negative effects must be addressed to prevent them from occurring. Therefore, strengthening cooperative efforts between ministries may eliminate the predicted negative effects that entrepreneurship supportive measures might cause to the labor market. On the other hand, revealing the potential risk related to the use of artificial intelligence highlights the necessity of providing guides and laws. Finally, if an assessment concludes that the use of English will affect negatively national languages, then a set of measures must be undertaken to preserve them.

English As A Medium Of Instruction And Research In Algerian Higher Education: Investigating Francophone Teachers’ Perspectives And Cognitive Language Processing

Abdelhak Hammoudi, Maouahib Zerouati — Mon, 08 Sep 2025 00:00:00 +0800

The Algerian higher education sector is shifting towards English as the primary language of teaching and research. The effectiveness of this shift remains to be confirmed, particularly with regard to the continued role of French as a medium of instruction. This study aims to examine the attitudes of Algerian Francophone university teachers towards this shift, the place of the French language in their English-based teaching and research, and whether the adoption of English impacts Francophone teachers' cognitive language use. The study used a mixed-methods approach that combined a survey (N=50), analysis of 11 texts for linguistic patterns, and linguistic analysis to explore Francophone teachers' cognitive tendencies in their English written research. The results revealed that 14.0% of the participants hold negative attitudes towards teaching and research in English. As far as the role of English in Francophone teachers’ thinking processes, the analysis found that English is not their primary language of thought but rather a tool for expressing ideas that were initially formulated either in French 44.0% or both French and mother tongue 24.0%. Also, AI-assisted analysis of Francophone teachers shows that 100% of their academic writing is generated by AI, proving a reliance on AI for translation rather than direct thinking in English. These findings highlight the challenges facing the transition to English-language education in the Algerian context, particularly its impact on teachers’ attitudes, cognitive engagement, and research productivity. Ultimately, the findings confirmed that teachers rely on their language of training and academic development, with English serving merely as a translated medium of expression.

Glocalised Policy Analysis Of English-medium Instruction In Algerian Higher Education: Balancing Global Aspirations And Local Realities

Fouzia Rouaghe, Tarek Assassi, Mobina Rahnama — Mon, 08 Sep 2025 00:00:00 +0800

This paper critically examines the introduction of English as a Medium of Instruction (EMI) in Algerian higher education, a policy shift aimed at enhancing global competitiveness and academic internationalisation. Despite commendable efforts, such as faculty training via MOOCs and partnerships with Anglo-American institutions, the EMI initiative faces significant systemic, pedagogical, and sociocultural challenges. These include limited stakeholder consultation, inadequate needs analysis, outdated curricular frameworks, and faculty resistance, particularly due to linguistic unpreparedness and increased workload. Rooted in Algeria’s complex linguistic landscape-shaped by Arabisation, the historical dominance of French, and rising interest in English-the EMI rollout reflects tensions between global aspirations and local realities. The paper argues for a glocalised approach to EMI, one that contextualises global standards within Algeria’s unique cultural and educational milieu. This involves developing discipline-specific English for Academic Purposes (EAP) and English for Specific Academic Purposes (ESAP) courses, localising teaching materials, enhancing teacher training, and embedding stakeholder-driven curriculum development. Through this framework, EMI can shift from a top-down linguistic reform to a holistic educational transformation that respects national identity while enabling international engagement. The study underscores the need for inclusive governance, sustained professional development, and realistic alignment with labour market demands to ensure long-term success. Ultimately, Algeria’s EMI policy must transcend linguistic ambition to become a meaningful contributor to educational quality, equity, and global relevance.

The Potential Implementation Of Content And Language ‎integrated Learning ’clil’ In The Algerian Higher ‎education System:‎ A Case Study At The Department Of Architecture At Mouloud ‎mammeri University, Tizi Ouzou

Hocine Lemlikchi, Naimi Amara — Mon, 08 Sep 2025 00:00:00 +0800

Content and language integrated learning (CLIL) stands as an innovative educational approach ‎that uses a foreign language for both content and language learning. As CLIL involves students ‎learning a specific subject and a second language at the same time, it has lured in considerable ‎interest in language learning in different countries. This approach advocates that learning a ‎language can be a means of com¬municating information or ideas of some content that deeply ‎stimulate the learner’s interest. Therefore, this research paper focuses on developing a quantitative ‎model to evaluate the potential implementation of CLIL in Algerian higher education settings. To ‎achieve this, we need to identify a set of criteria that discern CLIL, each being assigned a weight ‎based on its importance. The criteria are thereby evalu¬ated to assess the extent to which each ‎criterion supports the statement that the principles of CLIL can be implemented. An aggregation ‎function is then used to combine the rates obtained for the criteria, taking into account their ‎respective weights. The result is an aggregate score that represents the ex¬tent to which CLIL is ‎suitable for the Algerian context. This index can be used as a comprehensive indicator of the level ‎of implementation of CLIL and makes it possible to recommend specific actions to increase the ‎effectiveness of the use of CLIL in the English language learning process. Applying this model to ‎a case study to evaluate CLIL in the Algerian higher education system provides a quantitative ‎measure that can guide educators and institutions to foresee the implementation of CLIL and ‎identify deficiencies that need to be addressed to fully benefit from CLIL in the Algerian higher ‎education system.‎

Teaching English In Bejaia Primary Schools: Teachers' Job Satisfaction And Commitment Towards Their Profession

Assia Sili, Fadhila Aliouchouche — Mon, 08 Sep 2025 00:00:00 +0800

Teachers’ attitudes towards their profession represent an essential part of the teacher’s profile because it is often reflected in their teaching philosophy and practices in the classroom. Therefore, analysing professional attitudes would considerably contribute in enhancing the teaching experience. This study aims to explore primary school teachers of English attitudes towards their profession by focusing on two main aspects: job satisfaction and commitment. The research adopted a quantitative research approach. It involved sixty-six teachers from Bejaia, who responded to a validated job satisfaction scale developed by Ho and Au (2006) and a commitment scale designed by Thien et al. (2014). The findings revealed that the teachers held moderate attitudes towards their profession. While they reported moderate satisfaction with most aspects, they expressed a certain dissatisfaction with the teaching conditions. Similarly, the teachers held moderate commitment to their job, primarily either affective or continuance. The study concluded with practical recommendations to enhance teachers’ job satisfaction and commitment.

Benefits And Challenges Of Algerian Efl Teachers’ Enrollment In Didactics Master’s Program

Yassmine Boukhalkhal, Madjda Nour Elhouda Hamaidi, Nabil Aziz Hamadi — Mon, 08 Sep 2025 00:00:00 +0800

This study examines the benefits and challenges of EFL teachers’ enrollment in a didactics Master’s program through a multiple case study of five teachers. Participants were selected from different contexts where the phenomenon of enrolled versus non-enrolled teachers is central, in order to compare and contrast the data. The data were collected using a) a semi-structured interview, b) the teachers’ lessons’ plan, c) Licence and Master’s degree curriculum development and harmonization, and d) the enrolled teachers’ Master’s degree timetables to assess time constraints. The results revealed that although the program theoretically intends to enhance the teachers’ knowledge base and professional development, it is difficult to determine whether the teachers fully benefit from the program due to time, location, and national education policy constraints.

Exploring Algerian Efl Master Graduates' Perceptions Towards Synchronous Writing Tutoring

Roumaissa Nechad, Fatima-Zohra Belkhir — Mon, 08 Sep 2025 00:00:00 +0800

This study reports on online writing centres' research as a technology-related support tool for EFL writing instructors. It investigates the efficacy of introducing synchronous one-to-one writing tutoring to support EFL Master graduates from different Algerian Universities in preparing for the doctoral contest of the academic year 2024-2025. The primary objective of this study; thus, is to explore Algerian EFL Master's graduates' attitudes toward the online writing tutoring approach. To this end, the study employs an exploratory, descriptive and correlational design, centring on virtual tutoring sessions as the core intervention. It incorporates document analysis to compare students’ pre- and post-consultation drafts and a post-consultation feedback questionnaire. The findings reveal that online writing tutoring positively impacted students' understanding of academic writing, which, in turn, fostered positive attitudes toward it as a valuable support for their writing development. This underscores the efficacy of the target innovative pedagogy for language education, offering practical implications for educators seeking to improve EFL students’ writing skills.

Reassessing The Role Of Translation Strategies In Rendering Cultural References: A Critical Study Within Contemporary English-arabic Contexts

Enas Younis Mustafa — Mon, 08 Sep 2025 00:00:00 +0800

This study critically investigates the effectiveness of translation strategies in rendering cultural references between English and Arabic. Drawing on Venuti’s domestication/foreignization model and Newmark’s procedures. The research analyzes student, professional, and published translations of over 150 samples. Using a mixed-methods design, the study incorporates translation tasks, questionnaires, and interviews to explore strategic choices and their impact on cross-cultural meaning transfer. Findings highlight a preference for balanced strategies, with notable variation across translator types and text domains. The study contributes to bridging theoretical insights with real-world translation practices.

Scour For The Ethos, Pathos, And Logos Found In The Rhetorical Magnificence In Kennedy’s Berlin Speech As A Model: Perspectives Of Composure And Clarity With Stress Patterns Case Study: Master One Students, University Of Constantine1

Nacif Labed — Mon, 08 Sep 2025 00:00:00 +0800

Authorial studies on foreign language learning zeroed in on the importance of raising the learners’ learning through intensive practices for understanding in vivo the stress patterns in use. In this article, we will discuss a classroom learning practice with third-year students. The idea is that the F.L learner should understand that even if they have difficulties with the language they are learning, they have to learn how to approach situations with greater composure and clarity. Students are expected to engage in a cognitive activity in a way that is ethical and beneficial practicing how to follow guidelines with the consideration for the purpose of the activity. The methodology followed is to ask Master One students–who have had enough experience with the foreign language- to scour for the ethos, pathos, and logos in rhetorical magnificence of Kennedy’s Berlin speech.

Challenges In Preposition Usage Among Peri-operative Nursing Students At Jos University Teaching Hospital (juth), Plateau State, Nigeria

Innocent Nasuk Dajang, Gaksu, Faith Danjuma — Mon, 08 Sep 2025 00:00:00 +0800

Effective communication is vital in healthcare, particularly for peri-operative nursing students, whose work demands accuracy in language and clarity in instructions. Prepositions, as crucial elements of English grammar, present a unique challenge for non-native speakers, especially in specialized fields such as nursing where linguistic precision is necessary for academic success and patient safety. This study investigates the difficulties associated with the use of prepositions among peri-operative nursing students at Jos University Teaching Hospital (JUTH), Plateau State, Nigeria. The research employs a mixed-methods approach, combining surveys, interviews, and written assessments to explore the prevalence and causes of prepositional errors. Findings indicate that mother-tongue interference, limited grammatical instruction, and inadequate exposure to professional English are significant factors. These challenges hinder students’ academic performance and their ability to communicate effectively in clinical settings, potentially jeopardizing patient outcomes. The study is grounded in the theoretical framework of second language acquisition and communicative competence, providing a nuanced understanding of the issue. Recommendations include the integration of targeted grammar instruction within nursing education, the adoption of communicative language teaching methodologies, and the use of digital tools for language learning. Addressing these challenges is critical for enhancing the academic and professional capabilities of nursing students, ensuring better healthcare delivery.

Stories Of Self And Other In Algerian Primary Education: Evaluating Cultural Senses And Representations In 'my Book Of English 5ps'

Abdelmalek Lahmar — Mon, 08 Sep 2025 00:00:00 +0800

This study scrutinizes the balance in cultural representations within the cultural content of the Algerian primary school English textbook My Book of English 5PS and examines its contribution to fostering intercultural communicative competence (ICC) among young learners. Drawing on Adaskou et al.'s (1990) framework of cultural senses—semantic, aesthetic, sociological, and pragmatic—and Cortazzi and Jin’s (1999) classification of cultural types—source, target, and international cultures—the research adopts a mixed-methods approach, incorporating both qualitative and quantitative analysis. The findings reveal a dominant focus on aesthetic and sociological elements, with source culture being the most frequently represented, followed by target and international cultures. While the textbook reinforces national identity, it provides limited opportunities for learners to engage with global and English-speaking cultures. This imbalance may hinder the development of a comprehensive intercultural outlook. The study emphasizes the need for a more diverse and balanced cultural representation in future textbooks to better prepare students for global citizenship and effective intercultural communication.