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International Journal of English Language Studies
Number of Followers: 2  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2707-7578
Published by Al-Kindi Center for Research and Development Homepage  [14 journals]
  • English Spelling of the Glottal Stop and Voiced Pharyngeal Fricative in
           Arabic Personal Names by Educated Arabs on Facebook

    • Authors: Reima Al-Jarf
      Abstract: A sample of 560 Arab Facebook users consisting of students, faculty, schoolteachers, and other professionals with different proficiency levels in English was selected. The study analyzed how Arabic personal names on Facebook to find out how names with the glottal stop (hamza) [ʔ] and/or voiced pharyngeal fricative [ʕ] in initial, medial and final positions, with different Arabic short and long vowels before and after them are spelled; whether there are variations in their spelling; causes of spelling variations, and the spelling strategies used. Results showed that 63% of the names have an initial hamza; 10% have a medial hamza; 24% have a final hamza. 65% have one variant and 29% have two variants. Names with the highest occurrences are Eman (26); Ibrahim (18); Alaa & Ismail (17) each; and Asma (16). In some names there is a cluster of 2-3 vowels (Waeel, Ismaiel, Ismaeel, Ismaeil, Doaa Duaa). The voiced pharyngeal fricative [ʕ] in all names was substituted by a vowel as this phoneme/grapheme does not exist in English. Thus both [ʔ] and [ʕ] are represented by vowels and pronounced the same in English. 64.5% have an initial [ʕ], 30% have a medial [ʕ] and 5% have a final [ʕ]. 85% of the names with [ʕ] have one variant and 13.5% have two variants. اسماعيل has the highest number of variants (Esmail/Ismail, Ismael, Esmaiel/Ismaeil, Ismaeel) because [ʕ] ع is preceded and followed by long vowels. Some names with final [ʔ] and [ʕ] and followed by a long vowel were spelled with a single -a or double -aa. In Asma, Wafa, Haifa and Sana, [ʕ] was deleted because the spelling matches how the name is pronounced in the local dialect. In Abduh, Amro Enayah Waed, transferred the Arabic spelling system was transferred to English. [ʕ] was deleted is some names (Menem, Yakoub, Gomma) and the vowel was retained to facilitate pronunciation. An apostrophe was added in Ro’aa, Asma’a to split the vowel cluster. The study gives recommendations to help EFL students spell names with phonemes/graphemes that do not exist in English accurately and to help English speakers pronounce the English version correctly.
      PubDate: Sun, 15 Jan 2023 00:00:00 +000
       
  • Online and Face-to-Face English as a Foreign Language Proficiency in
           

    • Authors: Merzouk Farahi; Redouan Saidi
      Abstract: Due to the outbreak and alarming spread of the Covid-19 pandemic, there has been a recognized need for alternative ICT-based methods like online and blended methods of teaching school topics, English as a Foreign Language (EFL) in particular. It seems that this sudden transition to emergency remote teaching has presented a number of challenges and constraints for EFL practitioners, as well as opportunities throughout all the cycles of the Moroccan education system. In Morocco, EFL learning specifically has become of vital importance. Research on the status of English proficiency and input from an online or distance learning perspective, nonetheless, is scarce and focuses mainly on face-to-face learning and hardly on the impact of online and blended learning on language proficiency in EFL. However, the effectiveness of learning EFL in the Moroccan context - such as English as a foreign language fully online in the Moroccan education system has yet to be uncovered. The principal objective of this paper was to investigate whether learning EFL fully online can be as effective as learning it fully face-to-face. A quantitative methodological approach was adopted. Independent sample t-tests were carried out to compare online and face-to-face learners’ performance in Moroccan secondary schools in a Baccalaureate-level EFL course in the Regional Academies of Casablanca-Settat and Beni-Mellal-Khenifra, Morocco. The key variables ‘age’, ‘gender’, ‘learning outcomes’, ‘the residential environment’, ‘access to Internet’, ‘Net connection availability’ & ‘digital device used’ are controlled. The main findings, wherein the t-value of the seven subtests represented a mean difference of 31,380 in the fully face-to-face group and -17,582 in the fully online group, indicated that online EFL learning in Baccalaureate education cannot be at least as effective as face-to-face EFL learning. This study should, therefore, be of value to language course providers wishing to implement flexible EFL learning and to, broadly speaking, course designers and practitioners and computer-assisted language learning researchers.
      PubDate: Mon, 02 Jan 2023 00:00:00 +000
       
 
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