Publisher: CCSE   (Total: 43 journals)   [Sort by number of followers]

Showing 1 - 43 of 43 Journals sorted alphabetically
Applied Physics Research     Open Access   (Followers: 6)
Asian Culture and History     Open Access   (Followers: 10)
Asian Social Science     Open Access   (Followers: 4)
Cancer and Clinical Oncology     Open Access   (Followers: 9)
Computer and Information Science     Open Access   (Followers: 16)
Earth Science Research     Open Access   (Followers: 10)
Energy and Environment Research     Open Access   (Followers: 13)
Engineering Management Research     Open Access   (Followers: 6)
English Language and Literature Studies     Open Access   (Followers: 17)
English Language Teaching     Open Access   (Followers: 33)
Environment and Natural Resources Research     Open Access   (Followers: 6)
Environment and Pollution     Open Access   (Followers: 10)
Global J. of Health Science     Open Access   (Followers: 5, SJR: 0.416, CiteScore: 1)
Higher Education Studies     Open Access   (Followers: 63)
Intl. Business Research     Open Access   (Followers: 6)
Intl. Education Studies     Open Access   (Followers: 8)
Intl. J. of Biology     Open Access   (Followers: 1)
Intl. J. of Business and Management     Open Access   (Followers: 15)
Intl. J. of Chemistry     Open Access   (Followers: 10)
Intl. J. of Economics and Finance     Open Access   (Followers: 13)
Intl. J. of English Linguistics     Open Access   (Followers: 9)
Intl. J. of Marketing Studies     Open Access   (Followers: 11)
Intl. J. of Psychological Studies     Open Access   (Followers: 4)
Intl. J. of Statistics and Probability     Open Access   (Followers: 3)
Intl. Law Research     Open Access  
J. of Agricultural Science     Open Access   (Followers: 4)
J. of Education and Learning     Open Access   (Followers: 2)
J. of Educational and Developmental Psychology     Open Access   (Followers: 15)
J. of Food Research     Open Access   (Followers: 3)
J. of Geography and Geology     Open Access   (Followers: 12)
J. of Management and Sustainability     Open Access   (Followers: 7)
J. of Materials Science Research     Open Access   (Followers: 8)
J. of Mathematics Research     Open Access  
J. of Molecular Biology Research     Open Access   (Followers: 3)
J. of Plant Studies     Open Access   (Followers: 1)
J. of Politics and Law     Open Access   (Followers: 9)
J. of Sustainable Development     Open Access   (Followers: 25)
Mechanical Engineering Research     Open Access   (Followers: 18)
Modern Applied Science     Open Access   (Followers: 1)
Network and Communication Technologies     Open Access   (Followers: 4)
Public Administration Research     Open Access   (Followers: 2)
Review of European Studies     Open Access   (Followers: 13)
Sustainable Agriculture Research     Open Access   (Followers: 3)
Similar Journals
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International Journal of English Linguistics
Number of Followers: 9  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1923-869X - ISSN (Online) 1923-8703
Published by CCSE Homepage  [43 journals]
  • Reviewer acknowledgements for International Journal of English
           Linguistics, Vol. 12, No. 5

    • Abstract: Reviewer acknowledgements for International Journal of English Linguistics, Vol. 12, No. 5, 2022. 
      PubDate: Fri, 30 Sep 2022 16:09:23 +000
       
  • EFL Teachers’ Perceptions and Beliefs About a Professional Development
           Programme at an English Language Institute at a Saudi Arabian University

    • Abstract: This research study, based on qualitative research design, reports on the findings from native and non-native university English language teachers’ perceptions and beliefs with regards to a professional development programme they attended in their teaching context where they work at an English language institute (ELI) that is part of a Saudi university. The sample consisted of five male English as a Foreign Language (EFL) teachers who were involved in teaching intensive EFL courses at a Preparatory Year Programme (PYP). In this study, semi-structured interviews were utilized as the data collection method. Analysis of the data revealed that all teachers had a wide understanding of some essential issues related to professional development. Most of these teachers supported adopting the obligation policy of teacher involvement in the professional development programme. On the other hand, several participants voiced few concerns towards the available activities that are marked by being irresponsive to their needs, inadequate for the teaching context and unhelpful for them to reflect on their teaching practice. Also, the data highlighted the absence of the teachers’ role in the implemented professional development programme. The findings, however, indicated that the participants found the group discussion useful and enriching to their learning experiences. Furthermore, the data findings pinpointed that the teachers provided some useful suggestions for future improvement in the study context. Their suggestions tackled the trainer’s competence, needs analysis and the involvement of teachers in setting the agenda of their professional development programs.
      PubDate: Fri, 19 Aug 2022 05:01:47 +000
       
  • I Want but I Can’t: The Dilemma of EFL Learners in Practising
           English in the Saudi Context

    • Abstract: The current literature suggests that learners in foreign English language learning contexts may suffer from the lack of opportunities to practise English. Language practice is regarded as fundamental for mastery of English. This study aimed to investigate Saudi EFL learners’ English language use outside the domain of the classroom. A mixed-method approach was adopted for data collection by employing an online survey with an open-ended section and conducting semi-structured interviews. The study participants were male and female students undertaking BA English programs at Saudi universities across the main five regions in the country. The study adopted a convenience sampling technique, and a total of 627 students responded to the survey (M = 291; F = 336), and eight students were interviewed (M = 5; F = 3). The data collection process went through two phases to obtain deeper insights into the investigated phenomenon: first, administering the online survey and conducting the analysis to extract the main themes of inquiry; and second, using these themes as a guide for conducting the interviews. The study’s main findings include learners finding themselves in a dilemma where they desire more practice of English outside the domain of the classroom and, at the same time, lack proper opportunities for practice. Implications of the study are also discussed.
      PubDate: Thu, 11 Aug 2022 10:18:08 +000
       
  • A Battle Against One’s Soul: An Analysis of Lady Macbeth’s Functions
           as the Other Self to Macbeth

    • Abstract: The play Macbeth is one of William Shakespeare’s most well-known tragedies. This research is intended to analyze the functions of Lady Macbeth as the other self to Macbeth. She is not only the motivator of Macbeth’s self-assertion, but also the silent bearer of Macbeth’s burden of conscience and the reflector of Macbeth’s self-alienation. Undoubtedly, Lady Macbeth plays a crucial role in the tragic end of Macbeth since it’s she that improvises Macbeth to commit crime. Her incitements and actions, nevertheless, are only the overt show of Macbeth’s inward eagerness to assert himself as a brave man. Lady Macbeth, furthermore, conscientiously suffers the burden of Macbeth’s sense of guilt later on. And her alienation from Macbeth indicates the latter’s self-alienation, who has gone the wrong direction but can no longer find the way back. Their relationship shows the process of Macbeth’s self-definition and vividly depicts the ambivalence of Macbeth’s tortured self.
      PubDate: Wed, 10 Aug 2022 05:04:43 +000
       
  • Between Authenticity and Commodification: Valorization of Ethnic Bai
           Language and Culture in China

    • Abstract: In an era of globalization, language and culture are discursively constructed as technical skills in exchange for marketable values. This is particularly true with ethnic minority languages and cultures which are gaining increasing importance and emerging as commodities for promoting tourism and the local economy. Adopting the concepts of “cultural capital” (Bourdieu, 1986) and “commodification of language and authenticity” (Heller, 2003, 2010), this study examines how ethnic Bai-related language and cultural practices are capitalized as a commodity to enhance the local economy and empower Bai people’s identification with their heritage maintenance. The data were collected through semi-structured interviews and online observations via WeChat and TikTok. Findings demonstrate that the convertibility of Bai language and cultural capital into economic capital is largely mediated by the promotion of heritage tourism, marketing strategies, and the use of social media. Despite the increasing status of Bai language and culture, this study also demonstrates the tensions between authentication and commodification of Bai heritage language and cultural practices. The study argues that in the socio-economic process of discursive shift, Bai language and culture as “semiotic resources” (Kress, 2010) are not merely seen as symbols of ethnic identity but also regarded as marketable products to cater to market demand. The study can shed light on the empowerment of ethnic minority languages and their heritage maintenance in modern China.
      PubDate: Wed, 10 Aug 2022 05:02:11 +000
       
  • Teaching Complex Sentences in ESL Reading: Structural Analysis

    • Abstract: Informed by the reading ability of English complex sentences, as well as the syntactic acquisition and cognition, this empirical study, based on a structural analysis approach, investigated 32 Chinese high school students in their ESL (English as Second Language) reading course. The results indicated that: (1) the differences between students’ pre- and post-test are significant; (2) structural analysis approach was found to have independent positive predictive effects on Chinese high school students’ syntactic proficiency. The findings can generate implications for TESL (Teaching English as Second Language) and provide insights to theoretical conceptualization of L2 (Second Language) reading.
      PubDate: Sat, 30 Jul 2022 08:36:42 +000
       
  • Foreign Language Education as Glocal Capital: Statements of Educational
           Outcomes on China’s Double First-Class University Websites

    • Abstract: The study draws on the Bourdieusian theory of capital to examine the way China’s Double First-Class (hereinafter referred to as “DFC”) universities capitalize on the values of foreign language education. Based on the content analysis of the representations of the officially published and accessible websites of 42 DFC universities, this thesis reports on a qualitative inquiry on the multilingual ideologies of China’s foreign language education in the context of China’s increasing global status. Findings show that China’s DFC universities advertise as ideal “glocal capital” providers for students and construct their foreign language education as a medium for achieving the global vision and local values. Findings also reveal the shifting paradigm of China’s foreign language education from previously orienting towards West-European and Anglophone languages to including the languages of peripheral countries in response to China’s socioeconomic transformations and global development. The study highlights the emerging patterns of China’s foreign language education, which is geopolitically motivated but unequally distributed in educational resources. The study is closed with some implications for enhancing China’s foreign language education and cultivating quality language talents for China’s global and local markets.
      PubDate: Sat, 30 Jul 2022 08:34:59 +000
       
  • EAL Teachers’ Beliefs About the Assessment of Language Learning in
           State-Funded Primary and Secondary Schools

    • Abstract: This study presents the results of an investigation on beliefs about learning assessment involving nine in-service EAL (Note 1) teachers from state-funded primary and secondary schools in Santarém, western Pará, Brazil. It capitalises on authors who discuss beliefs in the educational context, considering general learning assessment, English learning assessment, and beliefs about teaching English in state-funded schools. Data were gathered by means of semi-structured interviews and analysed following the principles of content analysis as an attempt to find points of convergence and divergence among the beliefs found. Results indicate that most of the participants’ beliefs are not consistent with the Brazilian National Curriculum Parameters for teaching additional languages, and that the participants appear to misunderstand the concepts of feedback, and diagnostic, formative, and continuous assessments. These findings can be used to improve proposals for initial and continuing education of EAL teachers both in western Pará and in the other regions of the country, as a means to promote their compliance with the National Curriculum Parameters.
      PubDate: Sat, 30 Jul 2022 08:31:21 +000
       
  • BBC and New York Times’ Coverage of the May 2021 Israeli Onslaught on
           Gaza: A Critical Discourse Analysis

    • Abstract: The latest Israeli onslaught on Gaza in May 2021 demonstrated the pivotal role of the international media as an influential source of knowledge-gaining, agenda setting, and opinion shaping for various social groups and audiences. Based on theoretical constructs and analytical tools drawn from Critical Discourse Analysis (Fairclough, 1992, 1995), this study aims to analyze how the New York Times and the BBC covered the Israeli onslaught on Gaza during May 2021. I examine the main topics and key linguistic structures the two influential media outlets use in constructing Palestinian and Israeli actors and their violent actions and how such coverage contributes to the construction of a particular ideological representation of the events. The results show that the two media outlets mainly served Israel’s justifications and interests at the expense of Palestinian narrative and rights through the conflation of two main topics in their representation of the Israeli onslaught on Gaza. The Israeli war was constructed as a war against Hamas, and not against the Palestinian people. They depict the onslaught as a retaliation to Hamas’s rockets. Furthermore, the human and material losses inflicted by Israel on Gaza were framed along the lines of “there are victims on both sides”. The two topics reduce Israel’s moral and political responsibility for the massive losses in human life and destruction inflicted upon the Palestinians in Gaza. This study shows the potent role of news media in framing, legitimizing, or delegitimizing political actors and their actions and maintaining power asymmetries between different political groups.
      PubDate: Fri, 08 Jul 2022 08:31:42 +000
       
 
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