ABSTRACT

This paper examines strategies to improve reading skills among Grade Four learners in rural primary schools within the O.R. Tambo Coastal District, Eastern Cape, South Africa. The study sought to identify practical approaches for improving reading proficiency in this context. It was grounded in Lev Vygotsky’s social constructivism theory, which emphasises the importance of social interaction in learning; in this case, the emphasis is put on grades. An interpretive paradigm guided the research process. The study adopted a qualitative methodology with a case study design, and data were gathered through semi-structured interviews conducted with ten Grade Four teachers selected through convenience sampling. Thematic analysis was used to analyse the data. Key findings revealed effective strategies to enhance reading skills, including the use of picture books, the "Drop Everything and Read" initiative, grouping learners according to ability, and employing diverse teaching methods and styles. These strategies were designed to cater to the diverse needs of learners and promote engagement with reading. The study addresses a significant gap, as limited research and implementation efforts have been made in rural primary schools regarding reading enhancement strategies. The recommendations propose that educational stakeholders collaborate to cultivate a strong reading culture through targeted interventions. These include organising workshops focused solely on reading instruction strategies and fostering more significant support for teachers in rural settings. By implementing these recommendations, Grade Four learners stand to benefit from improved reading skills, laying out a stronger foundation for academic success in their learning. This research makes a meaningful contribution to the discourse on literacy development in under-resourced educational contexts.

Keywords: Reading Skills, Grade four Learners, Primary Schools, Literacy Enhancement, Academic Success.

 

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ABSTRACT

Pronunciation is often taken as a gauge of language proficiency and to judge overall English ability—sometimes inaccurately. As ESL learners reach tertiary-level education, pronunciation training often diminishes in priority, as they are assumed to have mastered basic pronunciation skills. Unfortunately, this may not be the case, and many pronunciation errors persist into adulthood. If this remains unaddressed, they can become fossilised, making them more challenging to correct later. In higher education settings, English language courses rarely focus on pronunciation training, particularly in the context of correcting erroneous pronunciation. This neglect can lead to communication issues and negatively impact individuals' growth and others’ perception of them in professional environments. Despite the potential of AI technology to transform language learning, there is a notable gap in the literature regarding the application of AI tools for pronunciation enhancement. This study aims to bridge this gap by investigating the use of ChatGPT for individualised pronunciation learning. It positions the study as a critical step toward enabling ESL learners to leverage the use of AI-driven approaches as potential solutions for pronunciation enhancement. Conducted among undergraduates taking English courses in a public university in Malaysia, this study adopts a quasi-experimental mixed-method design involving pre-test, post-test, and vocabulary identification. Findings indicated that ChatGPT has great potential for applications in pronunciation learning and can offer individualised self-accessed support for ESL students to improve their pronunciation.

Keywords: AI-driven approach, ChatGPT, individualised, pronunciation learning, and self-accessed learning.

 

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ABSTRACT

This paper presents a comparative and descriptive analysis aimed at evaluating lexico-semantic translatability errors in Khayyam's Quatrains (1048-1131) when translated using the Persian online translation tool Targoman. Fitzgerald’s (1859) human translation of the Rubaiyat serves as a reference point for assessing the quality of translation. The corpus for this study includes 30 quatrains from two translations (outputs from the Targoman Machine Translation & Edward Fitzgerald's translation, which is a human translation) of selected Persian classical poetry in the quatrain genre, authored by Omar Khayyam (1053-1123). These quatrains were chosen through a random sampling method from Khayyam's Rubaiyat. The study employs both comparative and descriptive analytical approaches to identify and evaluate the occurrence of lexico-semantic errors across different translation types. Using Liao's (2010) model, the most frequent errors in Targoman translations were Rendition Errors, especially issues with collocations, occurring 48 times. Errors followed this in translating phrasal verbs, which appeared 35 times. The least frequent errors, according to this model, involved the translation of proverbs (8 occurrences) and linguistic errors (1 occurrence). The purpose of this study is to assess the accuracy and effectiveness of Targoman's machine-generated translations of Omar Khayyam’s quatrains by comparing them with Fitzgerald’s human translations. The research aims to examine how well machine translation preserves the linguistic, semantic, and poetic nuances of the original text and to identify common errors that could affect the accuracy of meaning in translation. Additionally, the study concludes by emphasizing the need for further research into machine translation quality, highlighting its current limitations, and advocating for the use of more effective methods and strategies to address these issues.

Keywords: Human translation, Machine translation, Quatrains, Lexico-semantic errors, Targoman

 

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ABSTRACT


This paper presents a study on the cultural manifestation of foreign children's cartoon programmes made available for viewing in the Middle East, focusing specifically on verbal cultural references that may conflict with the values of the Arab audience. While prior research explored general cultural aspects in audio-visual media, limited attention has been given to the specific challenges of verbal cultural references in children’s cartoons. This study addresses this gap by analysing how verbal cultural inappropriateness is manifested and assessing the applicability of the Nida/Newmark typology of culture in this unique context. This study also evaluates the effectiveness of the Nida/Newmark typology of culture in identifying and categorising inappropriate cultural content. A qualitative analysis was conducted on selected Netflix cartoon series, with particular attention given to scenes that showcase various cultural elements, including customs, traditions, food, social organisation, and religion. Employing purposive sampling, the research deliberately selected culturally rich programmes to ensure a comprehensive examination that captures a variety of cultural representations. The findings revealed that the category of linguistic culture is the most prominent. In contrast, representations of social culture, religious culture, organisations and customs, material culture, and ecology are significantly less common. Notably, no cases are found in the categories of ecology, gestures, and habits. This absence is likely due to the study's focus on verbal content, as these elements are often conveyed through non-verbal communication. The study concludes that although the Nida/Newmark typology is effective for analysing verbal cultural inappropriateness in cartoons, it proves limited in scenarios where non-verbal cues, implicit cultural meanings, and evolving social norms are pivotal. Social or religious hints are conveyed through tones or gestures, and modern slang may not fit traditional categories. The insights gained from this research underscore the importance of cultural sensitivity in children's media, highlighting the need for further investigation into the broader implications of cultural representation in animated content.


Keywords: Children’s cartoons, Cultural inappropriateness, Nida/Newmark typology, Verbal cultural references.

 

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ABSTRACT 

The increasing popularity of the IELTS test preparation course in China has sparked a discussion about the level of knowledge among instructors in terms of language assessment literacy and their selected teaching methods approach. The primary objective of this study is to gain insights into the intended test evaluation goals by Chinese IELTS speaking test teachers and how it influences their selection of teaching methods. For this study, 32 Chinese IELTS speaking test teachers were invited to participate in the research. The findings indicate that teachers demonstrated a relatively satisfactory understanding of the IELTS speaking test design. However, there were differing opinions among teachers regarding the test criteria, particularly in regard to the absence of explicit mention of skills in the test materials. Moreover, the findings of the present study revealed a link between how teachers perceived the design of the target test and their support for two instructional strategies that they believed could facilitate students' learning of the abilities that will be evaluated in the actual test. The findings of this study offer valuable insights to educators, curriculum developers, and policymakers involved in IELTS, particularly regarding the significance of gathering teachers' perspectives on the goals of the target test. This study specifically highlights how vital it is to prepare teachers in language assessment literacy. Providing teachers with knowledge about testing allows them to make informed decisions and utilise more effective pedagogical practices. Through a thorough examination of test preparation in the Chinese context, the study could not only provide practical recommendations for enhancing IELTS instructional practices, but also contribute valuable insights to broader discussions surrounding the relationship between high stakes testing and teachers' pedagogical approaches.


Keywords: Language Assessment Literacy; IELTS speaking test design test preparation course; teaching methods

 

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