International Journal of Linguistics and Translation Studies

Investigating the Relationship between Neuro-Linguistic Programming Techniques and EFL Classroom Management Satisfaction

Maroua Harrif — 2025-01-29

Neuro-Linguistic Programming (NLP) studies very closely the processes people use to build their unique, distinctive maps or models of the world. Bandler (1979) asserts that NLP is an attitude and a methodology, which leaves behind a trail of techniques. This study investigated the relationship between NLP techniques and Classroom Management (CM) Satisfaction. Eight NLP techniques including Win-win Situation, Representational Systems, Chunking, Pacing to lead, Modeling, Maintain Rapport, Anchoring, and Outcome Checklist are examined in this paper in terms of their correlation with CM Satisfaction. The Participants (N = 200) completed a self-administered questionnaire (SAQ) divided into two parts. The first part had to do with CM satisfaction. The second part contained eight questions related to NLP techniques. To achieve the purpose, the researcher has adopted a correlational research design, and the main variables were NLP Techniques and CM Satisfaction. Cronbach Alpha was used to measure the internal consistency between items in the scale, and Pearson’s correlation coefficient to analyze the relationship between CM Satisfaction, the dependent variable, and NLP techniques, the independent variable. The analysis of the results shows that Pearson’s Correlation Coefficients of the variables used in this research paper vary between ⟦r =.556 and r =.886⟧. Therefore, CM Satisfaction and NLP Techniques are correlated positively and all the hypotheses tested are confirmed. It was concluded that there is a positive relationship between CM Satisfaction and NLP Techniques.

Project-Based Learning and Students’ Content Achievement: Second Baccalaureate Students as a Case Study

Abdessallam khamouja — 2025-01-29

Students’ achievement refers to the extent to which learners have acquired their short or long-term educational goals. Good academic achievements give students the opportunity to enhance the necessary knowledge and practical skills they will need in their future schooling. This pushes teachers to rely on modern teaching methods in their teaching process, such as project-based learning, to make their students successful in their learning. Therefore, the researcher conducted a quasi-experimental research design to find out if there is any significant difference between the means of the experimental and control groups before and after the experiment at the second-year baccalaureate level. Forty students participated in the experiment. They were divided into the experiment and control groups. The experimental group was given a project to conduct, and the control group started studying Unit 4 of the Ticket 2 English Textbook. The findings indicate that there is a significant difference between the means of the experimental and control groups after the experiment. Consequently, it is suggested that teachers should adopt project-based learning in their teaching process to help students learn the subject content successfully.

Writing Development in the L2: A Look into Depth of Processing Using Verbal Protocols

Sergio Adrada-Rafael — 2025-01-29

Depth of processing (DOP) refers to the way information is processed in the mind and how it affects recall. Studies have examined DOP in different areas of L2, such as reading, and more recently attention has been paid to learners’ writing, but it remains to be more thoroughly studied. Therefore, to better understand the role of DOP in the incorporation of corrective feedback on the writings of English as a Foreign Language (EFL) language learners, and to find out how DOP is related to changes in the learners’ final written product, the present study asked 30 intermediate EFL learners having Persian as their L1 to edit their writings based on the feedback they received, either thinking aloud or being silent. Findings suggested that learners processed lexical items at a deeper level than grammatical items. A significant difference was found when comparing the quality of the two writing versions. Thinking aloud did not impact learners’ performance when compared to the silent condition. These findings contribute to the strand of recent studies that have looked into the role of DOP in L2 writing and highlight how DOP contributes to L2 learners’ writing development.

Prioritizing Cross-cultural Competence in the 21st Century EFL Classroom: High School Teachers Perspectives and Pedagogical Practices

RACHID SLIOUAT — 2025-01-29

In today’s interconnected world, cross-cultural competence is a core skill for an individual to be able to navigate diverse cultural landscapes and effectively communicate and collaborate in cross-cultural situations. This study aims to gain insights from High School teachers of English on their perspectives and practices in developing cross-cultural competence among students. It also aims to understand how teachers perceive the importance of these skills, the extent to which they prioritize them in their teaching, and the challenges they face in fostering cross-cultural understanding. For doing this, a mixed methods approach was used to explore teachers’ perspectives, practices and challenges related to developing cross-cultural competence in their classrooms. The study examined 63 high school EFL teachers using a structured online survey with multiple-choice and open-ended questions as an instrument for data collection. The qualitative data were analyzed thematically; whereas the quantitative data were analyzed using the SPSS. Results show that participants view cross-cultural competence as relevant and important for students. The study also explored that understanding cultural differences and similarities is among the top skills teachers intend to develop through discussions and debates. The participants also declared that students’ level and insufficient resources and materials are the main challenges they face in integrating cross-cultural competence in their teaching. Most importantly, it was revealed that teachers are in desperate need of training and textbook updating. These findings provide policymakers with valuable insights to ensure the integration of cross-cultural competence in today’s EFL classes.

Subtitling the Sacred: Navigating Strategies and Challenges in Subtitling Religious Content

Safaa Al-Shlool — 2025-01-29

Subtitling religious content, particularly sacred texts, presents complex challenges within audiovisual translation, requiring a careful balance between linguistic fidelity, cultural sensitivity, and technical constraints. This study explores the hurdles faced by subtitlers when working with religious material and examines the strategies they employ to navigate these challenges. A survey was conducted to gather insights into the nuanced practices of subtitlers across various audiovisual genres. The survey was distributed via professional networks on Facebook, targeting specialised groups with memberships ranging from 10,000 to over 100,000, and through direct outreach on LinkedIn. Despite efforts to encourage participation through anonymity, the response rate was limited, with only 28 subtitlers completing the survey. The findings reveal that subtitlers prioritise linguistic accuracy while employing strategies such as literal translation, compensation, transposition, and omission to handle the complexities of religious content. Participants identified challenges in preserving meaning and addressing culturally or theologically sensitive material. These challenges are classified into intrinsic factors, such as the theological and linguistic nuances of the source text, and external influences, including technical constraints, media platforms, media genre, censorship policies, audience perspectives, and subtitlers’ own perspectives. Moreover, the study highlights a significant gap in formal guidelines for subtitling religious content, leaving subtitlers to rely heavily on their professional judgement, expertise, and personal discretion. This research offers valuable insights that can inform the development of specialised training and standardised practices in this critical yet underexplored field of audiovisual translation.

Localizing Heritage Commission’s Website in Saudi Arabia (Arabic –English) Between Domestication and Foreignization

Atheer Almanjumi — 2025-01-29

The current paper discusses the localization of the Heritage Commission's website in Saudi Arabia concerning Venuti's foreignization and domestication strategies. The study examines the translation strategies involved in localizing the Heritage Commission’s website in Saudi Arabia from Arabic to English. In addition, to investigate the most common strategy used in localizing the website. Therefore, the comparative qualitative and quantitative methods will analyze the data collected. Observations while studying indicate that the procedure for literal translation, transliteration, and descriptive equivalence is closely related to foreignization. It is noted that transposition, omission, addition and adaptation will be included in domesticating procedures. The study revealed that the website can be localized by domestication or foreignization depending upon the factors affecting the text, such as culture. Foreignization is the most frequently used method of localizing the Heritage Commission website in Saudi Arabia.