International Journal of Linguistics and Translation Studies <p><strong> </strong></p> <ul> <li class="show"><strong>Country of Publication:</strong> Italy</li> <li><strong>ISSN: </strong>2724-0908</li> <li><strong>Review</strong> <strong>Time: </strong>Four Weeks Approximately</li> <li><strong>Frequency: </strong>Quarterly</li> <li><strong>Acceptance Rate</strong>: 35%</li> <li>Submissions Received: 128 (2020)</li> <li>Submissions Accepted: 45 (2020)</li> <li><strong>Format</strong>:<strong> </strong>Online </li> <li><strong>Publication Dates:</strong> April, July, October, January</li> <li><strong>Scope: </strong>Linguistics, Language Teaching, Translation, and Culture</li> <li><strong>Open Access: </strong>Yes</li> <li><strong>Indexed: </strong>Yes</li> <li><strong>Policy: </strong>Peer-reviewed/Refereed</li> <li><strong>Publisher:</strong>Tawasul International Centre for Publishing, Research and Dialogue</li> <li><strong>E-mail: </strong></li> </ul> <p>Manuscripts submitted to <strong>IJLTS </strong>go through an internal review and if they meet the basic requirements, they are sent out for double blind review from experts in the field, either from the editorial board or identified reviewers. Comments from the external reviewers are sent to the authors and they are notified of the journal’s decision (accept, accept with revisions, reject). This entire review process will take anywhere between 2 - 4 weeks after submission of manuscript. Reviewers can recommend to author/s any related work that is not cited. IJLTS uses a double-blind system for peer review; The identities of both reviewers and authors remain anonymous.</p> <p> </p> en-US Tue, 05 Mar 2024 00:00:00 +0000 OJS 60 English for Medical Purposes: The Need for the Application of a Hybrid-Teaching Environment in Tunisian Medical Institutions <p><em>This paper is a review article that deals with the field of English for Medical Purposes. The objective of this piece of research is to show that based on various studies on medical discourse, it can be said that there is a continuum of hybrid Medical Englishes. As a result of this plurality, teachers of English in medical schools are supposed to take this variable into consideration. The first part of the article is a theoretical part that refers to research in the domain of English for Specific purposes and the domain of English for Medical Purposes. The theoretical part also mentions the different types of medical discourse. The second part is supposed to give the rationale or the conclusion that can be drawn from the theoretical part.</em></p> Imen Chaari Copyright (c) 2024 International Journal of Linguistics and Translation Studies Tue, 05 Mar 2024 00:00:00 +0000 Orchestrating Harmony in the Chaos of Maltese Language Learning through the Lens of Chaos/Complexity Theory <p><em>Despite considerable studies in the field of second language acquisition (SLA), the precise cognitive processes occurring in an adult’s mind during second language (L2) learning remain elusive. </em><em>This study </em><em>investigates the intricate process of adult</em><em>’s SLA</em><em>, specifically focusing on Maltese. Grounded in chaos/complexity theory</em><em> (C/CT)</em><em>, the research explores the non-linear, dynamic, and unpredictable nature of language learning, likening it to the emergence of order in seemingly chaotic systems. The study employs a qualitative approach, </em><em>by employing</em> <em>various </em><em>data collection methods such as structured tests, reflective journals, and interviews to track the learning progression of 35 adults learning Maltese over 15 months. The emphasis is on the acquisition of Maltese verbs and the emergence of </em><em>non-linear </em><em>learning </em><em>curves</em><em>, akin to the butterfly effect in </em><em>C/CT</em><em>. The findings underscore the chaotic yet harmonious nature of </em><em>Maltese </em><em>language learning, providing valuable insights for educators and learners alike.</em></p> <p>&nbsp;</p> Jacqueline Żammit Copyright (c) 2024 International Journal of Linguistics and Translation Studies Tue, 05 Mar 2024 00:00:00 +0000 An Investigation of the Impact of Teachers’ Corrective Feedback on Students’ Spoken Errors: The Case of Moroccan High School Teachers <p>The pursuit of best practices and the promotion of excellence and effective performance in the teaching process are the ultimate goals of the educational endeavour. Throughout this process, teachers’ feedback is crucial and helps to improve students’ performance. The current study attempted to look at the topic of feedback in the learning of second languages. The main goals of this study were to find out how well-informed teachers were about the value of feedback in second language acquisition, to investigate the types of feedback teachers use to correct their students’ spoken errors, and finally to assess teachers’ knowledge of the various types of feedback that can be used in EFL classrooms to foster learning. A survey was administered to 20 English instructors from Moroccan high schools as a sample because of the quantitative nature of the study. ‘SPSS’ was used to analyse the data obtained from the survey. The results showed that English teachers in Moroccan high schools have a sufficient level of knowledge about feedback because they employ various feedback strategies, using them in accordance with the requirements of the learning context and, most importantly, considering the psychology of learners before responding to their incorrect statements. Numerous pertinent pedagogical implications were raised by these findings.</p> Marwa Merabti, Nourreddine Menyani Copyright (c) 2024 International Journal of Linguistics and Translation Studies Tue, 05 Mar 2024 00:00:00 +0000 Evaluating Test-Retest Reliability of Language Tests in Moroccan Tertiary Education <p><em>Reliability is an essential element of assessment principles, and various methods were developed to measure language tests' reliability, including test-retest. This method is widely discussed in the literature; however, no studies investigating test-retest reliability have been published in Morocco. Therefore, the present study evaluated the test-retest method in the Departments of English Studies in the Moroccan Faculties of Letters and Humanities. One thousand seven hundred and seventy-two semester one students from three Moroccan universities took the grammar, paragraph writing, spoken English, and study skills tests on two occasions. The data consisting of students' scores in these modules were analyzed using descriptive statistics and reliability test analysis. The findings showed that variance among students and between test and retest scores was highly significant (p=0.001), and revealed that faculty, modules, and their interaction significantly affected the difference between test and retest scores. The implications of these results and the perspectives are discussed in the text.</em></p> Anouar Mohamed El Kasri, Mohammed Larouz, Moulay Sadik Maliki, Brahim El Yousfi Copyright (c) 2024 International Journal of Linguistics and Translation Studies Tue, 05 Mar 2024 00:00:00 +0000 Code Switching in Moroccan Nursing Education: Exploring Pedagogical Functions and Professors’ Attitudes <p><em>Adopting Code switching (CS) in education still constitutes a topic of controversial debate across multilingual societies. While some consider it a pedagogical tool that helps learners attain academic knowledge comprehensively, others claim that it is regarded as a sign of imperfect control of language. Within the Moroccan context, only a few rigorous studies have approached CS from a pedagogical perspective as this study is the first to explore its use in nursing education. Thus, this paper aims to measure how frequently CS is used, its functional roles, and professors' attitudes towards deploying it in the Higher Institute of Nursing Professions and Technicians of Health (HINPTH). The study deploys a mixed research design where data are collected through a survey questionnaire distributed to 27 professors. For a full understanding, the survey data are paired with a thematic analysis of findings from a previously conducted study with students within the same institute to ease the interpretation of attitudes and experiences voiced by professors. The findings have revealed that the majority of respondents hold positive attitudes toward CS pedagogical functions in understanding content while some warn against its undesirable learning outcomes. Practically, it is recommended that CS should be judicious and purposeful in its use.</em></p> <p> </p> <p><strong> </strong></p> Mohammed Elbouchti, Abdeslam Jamai Copyright (c) 2024 International Journal of Linguistics and Translation Studies Tue, 05 Mar 2024 00:00:00 +0000 Morphological Awareness and Cross-Language Transfer <p><em>This research investigated how knowledge of word structure (morphology) transfers across languages in an EFL context. The study involved 100 randomly selected students from basic education in Tunisia, with half from Grade 8 and the other half from Grade 9. The students' vocabulary sizes were assessed using an adapted version of Nation's Vocabulary Levels. Additionally, tests for inflectional and derivational morphemes in Arabic, French, and English were used to measure the students' awareness of word structure. The students also completed two tasks involving words that are similar in meaning and form across languages (cognates) in French-English and Arabic-English. The results showed that knowledge of word structure in Arabic did not relate to knowledge of word structure in English, but there were significant connections between knowledge of word structure in French and English. Furthermore, the study revealed that the similarity of English words with Arabic affected the transfer of knowledge of word structure, while knowledge of word structure in French had an impact on both similar and dissimilar English words.</em></p> <p> </p> <p> </p> Ahmed Zrig Copyright (c) 2024 International Journal of Linguistics and Translation Studies Tue, 05 Mar 2024 00:00:00 +0000 Aspects of L1/L2 Interference in Foreign Language classes in Higher Education Institutions in Georgia: A Case Study <p><em>This paper presents the findings from a research study conducted at one state university and one private university in Tbilisi, Georgia, in 2022-2023. The research engaged 23 university professors specialising in foreign languages and involved 203 Georgian and international students studying at various programs and language proficiency groups. The study's principal objective was to scrutinise the impact of employing L1 (native language) and L2 (second language) on acquiring a target foreign language.For Georgian students, English functioned as the target foreign language. Conversely, for international students, English served as the medium of instruction for learning Georgian as a foreign language. Beyond investigating the influences of language usage, the study sought to uncover prevalent patterns in using L1/L2 as instructional mediums. The primary objective of this research study is to examine the impact of using L1 (native language) and L2 (second language) on the acquisition of a target foreign language. Specifically, it aims to determine how L1 and L2 influence language learning outcomes and proficiency levels. The research aims to show the effectiveness of employing either L1 or L2 as an instructional medium in language education. Additionally, the study seeks to identify any patterns or variations in the use of L1 and L2 based on different language proficiency groups and language learning contexts.</em></p> Mariam Kilanava Copyright (c) 2024 International Journal of Linguistics and Translation Studies Tue, 05 Mar 2024 00:00:00 +0000 Investigating the Use of Bed-Time Stories and Moodle in EFL Classes: Attitudes, Benefits and Challenges <p><em>This study scrutinizes the effectiveness and the feasibility of an EFL story-based textbook supported by a Moodle platform in Moroccan high schools. Along with the use of Moodle as the learning management system, this study uses a story-based approach in foreign language teaching/learning. Before designing this story-based textbook, the researcher investigated the Moroccan EFL context to be more practical and the textbook stands on a solid ground by having an added value not just being repetitive. Therefore, a quantitative study was conducted to collect up-to-date data and see (a) whether stories are already used or not in Moroccan EFL classes (b) the benefits and challenges, if any, stories can have according to these teachers (c) some of the most challenging obstacles behind not using stories in Moroccan EFL classrooms. To answer these questions, a questionnaire was administered to 100 EFL teachers from Casablanca. The data collected through the questionnaire revealed that most informants appreciated the use of stories in EFL classes. Additionally, most of them perceive the story-based approach as a useful tool to help students develop language skills. To conclude, these findings suggest that stories help in boosting students’ motivation, retention, and thus developing language proficiency. The findings also provided some solutions to teachers’ common challenges while using stories.</em></p> <p> </p> BADR GLIOUINE, Said Zaidoune Copyright (c) 2024 International Journal of Linguistics and Translation Studies Tue, 05 Mar 2024 00:00:00 +0000 The Effect of Age, Gender and Parents’ Encouragement on Undergraduate Students’ Attitudes towards Learning English <p><em>The current study investigates undergraduate students' attitudes toward learning English, and the extent of parents’ involvement in the learning process. The population of this study consists of students registered in the Department of English from level one to level four, Faculty of Education and Languages, Amran University. The study sample selected for this study was composed of 83 students. The researchers used a questionnaire as a data collection tool consisting of 17 items. The statements of the questionnaire were verified and validated. The results revealed that the students have moderate attitudes toward learning English, their teachers, and their parents’ encouragement. This study recommends that teachers use different methods such as blemded learning while teaching English to enhance students' positive attitudes towards learning English. Also, it recommends parents’ active participation in the educational process. </em></p> Amran Mansour Abubakr Mahmoud , Vivek R. Mirgane, Othman Saleh Mohammed Copyright (c) 2024 International Journal of Linguistics and Translation Studies Mon, 18 Mar 2024 00:00:00 +0000 The Impact of CALL Teacher Preparation Program on EFL Teachers' Integration of Technology <p>This research examines how Computer Assisted Language Learning (CALL) instructors are currently using technology in language instruction, the difficulties they encounter, how Computer Assisted Language Learning Teacher Preparation Program (CALLTPP) affects English Language Teachers (ELTs) professional development and technology integration and the implications of CALLTIT for teacher education programs. During a six-month blended learning program called CALLTPP, five CALL teachers engaged in online sessions and asynchronous communication to improve their comprehension and use of CALL in the classroom. Convenience sampling was used to choose the participants, who then submitted narratives summarizing their experiences. The narratives' thematic analysis showed that CALLTPPs had a favorable impact on ELTs' capacity for incorporating technology and professional development. Participants stated that they felt more competent and confident when incorporating technology, which increased learning outcomes and pupil engagement. On the other hand, difficulties including perceived complexity and a lack of formal CALL education were noted. In addition to highlighting the necessity of continuing support and training for CALL teachers, the study underscores the significance of digital literacy and pedagogical understanding for successful CALL integration.</p> Nagamurali Eragamreddy Copyright (c) 2024 International Journal of Linguistics and Translation Studies Mon, 15 Apr 2024 00:00:00 +0000 An Epistemological Approach to The Translation of Tenses and Aspects in English-French and French-English Contexts <p>This paper delves into the complexities of translating tenses and aspects, particularly in English-French and French-English contexts, advocating for an epistemological approach that entails a meticulous examination of source language (SL) tense and aspectual elements, as well as considerations of situational context, textual nature (e.g., direct speech, narrative, retrospection, anticipation) and pragmatics. The concept of tense inherently encompasses aspect, which delineates the structure of actions conveyed by verbs. Aspect may denote completeness or incompleteness, iteration or punctuality, semelfactivity, telicity, atelicity, frequency, and permanence, among other qualities. Employing a qualitative method, this paper first outlines the theoretical underpinnings of the notions discussed, followed by concrete examples. The study reveals that tense, originally derived from the concept of time, is intricately linked with aspect and action. Aspect, moreover, extends beyond linguistic realms to encompass philosophical (e.g., Aristotelian aspect) and metalinguistic dimensions. A cross-linguistic examination of tense and aspect unveils multifaceted relationships encompassing lexical, philosophical, semantic, syntactic, pragmatic, and strategic dimensions, necessitating further elucidation.</p> Servais Martial Akpaca Copyright (c) 2024 International Journal of Linguistics and Translation Studies Tue, 16 Apr 2024 00:00:00 +0000 Towards a Systematic Inclusion of Translation-based Exercises in Beginners’ L2 Reading Comprehension Classes <p><em>A possible judicious use of L1 in EFL teaching has recently been approved on the grounds that students’ first language cannot be totally banned for it can still provide help in FL teaching and learning. However, little has been suggested as to how to reinvest L1 in a reasonable pedagogical manner which guarantees students’ exposure to the target language and benefits the learning process. In this paper, a methodological model, wherein a limited number of short L1-related exercises are mixed with common comprehension activities in L2-reading comprehension classes of beginners, is proposed. To examine the effectiveness of this systematic strategy, 63 beginners of FL learning in middle schools were exposed to translation-related exercises in the three phases of the reading comprehension lesson. To gather data, 13 classes of qualitative observation were carried out in which a checklist was used. Then, the collected data was analyzed thematically. Results showed that including translation-related exercises in L2 reading classes in a controlled systematic manner was a source of motivation, increased self-confidence and performance improvement for beginners.</em></p> Abdellah Badda Copyright (c) 2024 International Journal of Linguistics and Translation Studies Mon, 22 Apr 2024 00:00:00 +0000