International Journal of English and Education
type: channel
description: International Journal of English and Education (IJEE) is a scholarly open access, peer reviewed quarterly journal. The journal aims at providing a platform and encourages emerging scholars and academicians globally to share their professional and academic knowledge in the fields of English language, literature, linguistics and education. We are dedicated to ensuring that the IJEE remains a valuable resource for educators around the world. By publishing cutting-edge research, sharing innovative teaching practices, and promoting critical thinking in the field of education, we aim to empower educators to create dynamic and engaging learning experiences for their students.
language: en
publication name: International Journal of English and Education
items: Metaphorical Language Use in Modern English Poetry and Its Pedagogical Implications
items: Gender Representation in English Language Textbooks Used at the Secondary Level
items: Pragmatic Competence and Politeness Strategies in Classroom Discourse
items: The Role of Digital Storytelling in Enhancing ESL Vocabulary Retention
items: Reader Response to Postcolonial Narratives in Contemporary South Asian Fiction
items: Code-Switching Patterns Among Bilingual Undergraduates in Academic Writing
items: From ‘‘Show’’ to ‘‘Focus’’: Corpus Evidence of Reporting Verb Use and Academic Writing Development in ESL Student Writing
items: Forensic Linguistics Applications for Determining Disputed Authorship of Digital Communications via Quantitative Stylometry
items: Comparative Lexical Diversity Metrics in High Stakes English Proficiency Examinations including IELTS and TOEFL
items: Critical Discourse Analysis of Corporate Environmental Reports regarding Greenwashing and the Language of Sustainability
items: A Quantitative Assessment of L1 Attrition and Phonological Maintenance in Long Term Immigrant Communities
items: The Pragmatics of Public Apologies on Social Media within the Sociolinguistic Framework of Cancel Culture
items: Examining Perceptions of Native Speakerism in South Asia through the Lens of Global Englishes and Linguistic Imperialism
items: Quantifying Cognitive Load during Online Reading Tasks through Eye Tracking Technology and Heat Map Analysis
items: Evaluating Micro Learning Module Integration for Advanced ESL Learners within Flipped Classroom Pedagogy
items: Utilizing Podcasting as a Pedagogical Instrument for Developing Oral Fluency and Narrative Identity in Rural Settings
items: The Socio Educational Implications of Mobile Assisted Language Learning for the Integration of Refugee Populations
items: Facilitating Translingual Practices in Multilingual STEM Classrooms to Bridge Content and Language Gaps
items: A Longitudinal Study of Student-Led Corpus Queries in Secondary School Data-Driven Learning Contexts
items: Comparative Effects of Virtual Reality Immersion versus Traditional Role Play on Intercultural Communicative Competence
items: Automated Sentiment Analysis of Peer Feedback Patterns in Collaborative Writing Environments for Higher Education
items: Measuring Student Engagement and Multimodal Literacy through Interactive Digital Graphic Novels in Secondary Classrooms
items: Investigating Socio Pragmatic Competence Development within Immersive Metaverse Based Language Learning Environments
items: The Impact of Augmented Reality Driven Gamification on Lexical Acquisition and Long Term Vocabulary Retention
items: Evaluating the Efficacy of Explainable Artificial Intelligence Frameworks in Supporting ESL Learners within Tertiary Education
items: A Comprehensive Analysis of Generative AI Integration in Enhancing Syntactic Complexity for Undergraduate Academic Writing
items: The Practice of Autopoiesis as the Aim of Education
items: The Photograph and Other Stories
items: THE EFFECTS OF DI FLASHCARDS WITH A DI DISCRIMINATION AND MATCH TO SAMPLE ON LETTER IDENTIFICATION FOR FOUR PRESCHOOL STUDENTS WITH DOCUMENTED DEVELOPMENTAL DELAYS
items: Analyzing the Language of Poetry from a Perspective of Linguistics

Metaphorical Language Use in Modern English Poetry and Its Pedagogical Implications
type: item
description: Metaphor is seen as the essential resource of poetic language in making the abstract tangible through concrete imagery and packing complex thoughts and ideas into concise image-based structures. The present paper aims at analyzing metaphorical language in contemporary English poetry and its pedagogic significance in secondary and higher education. Based on the conceptual metaphor theory and associated studies in cognitive linguistics and stylistics, this paper will provide an overview of how modern poets employ conventional conceptual metaphors, develop new metaphors by combining them in different ways, and challenge them in order to create new meaning. An overview of empirical research in the area of how learners perceive and comprehend metaphors in poetry will also be provided. According to the review of literature, whereas metaphor comprehension is rather challenging for many second and even native language speakers, proper instruction, discourse analysis, and cognitive processing can lead to significant progress in metaphor comprehension and enjoyment of poetry.
subject: Articles
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creator: Narges Seidi
rights: Copyright (c) 2022 International Journal of English and Education
date: 2022-07-27
publication date: 2022-07-27
starting page: 29
ending page: 35

Gender Representation in English Language Textbooks Used at the Secondary Level
type: item
description: Among the most effective tools for the socialization of teenagers, textbooks have a significant effect, which is especially strong in the case of English language textbooks due to the role played by English as a language of education and exam testing worldwide. This paper presents an overview and analysis of existing research into gender representations in English language textbooks aimed at secondary school children. Based on studies conducted in South Asia, the Middle East, East Asia, and Africa, the paper analyses how male and female characters are presented in terms of their frequency, firstness, occupation, personality traits, and language use (such as generic masculine pronoun usage). The results of the review reveal that despite the critiques raised during several decades starting from the 1980s' content analysis studies, secondary English language textbooks in many countries still overrepresent men, restrict women to domestic and low-prestige occupations, and maintain traditional gender stereotypes, although a number of recent editions make gradual steps towards gender equality. The theoretical underpinnings of this study, its methodology (content analysis approach), and implications are presented.
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creator: Nadiyah Alharbi
creator: Sahar Mukhtar
rights: Copyright (c) 2022 International Journal of English and Education
date: 2025-07-27
publication date: 2025-07-27
starting page: 22
ending page: 28

Pragmatic Competence and Politeness Strategies in Classroom Discourse
type: item
description: However, pragmatics competence, i.e. appropriate usage of language in a particular social context, in relation to some goal and in terms of the social relationship of interlocutors, is the key element of classroom communication that is frequently neglected in language teaching due to preoccupation with grammatical accuracy. The current paper analyzes the implementation of pragmatic competence in terms of the usage of politeness strategies in classroom interaction through politeness theory, the notion of face, and the Initiation-Response-Feedback (IRF) model. It is claimed that classroom talk creates a specific discourse situation in which institutional hierarchies between the teacher and learner influence the usage of different types of politeness strategies: the teacher mostly uses positive politeness as well as bald-on-record directives, whereas the learner frequently resorts to negative politeness and off-record politeness in order to avoid the threat to face while interacting with a superior interlocutor. Empirical studies on the usage of politeness strategies in EFL and ESL classroom discourse are analyzed, their results are generalized in a comparative typology of politeness strategies in the classroom with examples, and some implications for teacher education and explicit pragmatic competence instruction are discussed.
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creator: Maryam Alhussan
rights: Copyright (c) 2022 International Journal of English and Education
date: 2022-07-27
publication date: 2022-07-27
starting page: 17
ending page: 21

The Role of Digital Storytelling in Enhancing ESL Vocabulary Retention
type: item
description: Vocabulary learning is considered to be one of the most persistent problems in ESL learners, and typical vocabulary teaching, vocabulary lists, drilling, and memorization usually result in transient memory but not durable retention. The digital storytelling (DST) approach, which implies the combination of narration and the use of images, sound, animation, and even video produced by the learner, has been suggested as an alternative multimodal way to vocabulary teaching during the last two decades. This paper provides a review of empirical studies and meta-analyses on DST and its effects on ESL/EFL vocabulary results, categorizing them by the mechanisms underlying those effects (dual coding, contextualized/inconspicuous vocabulary acquisition, engagement/affect), summarizes seven representative studies in tables, and illustrates the prevalence of various research designs employed in this literature through figures.
subject: Articles
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creator: Raziyeh Mashayekh
creator: Nasim Shangarffam
rights: Copyright (c) 2022 International Journal of English and Education
date: 2022-07-27
publication date: 2022-07-27
starting page: 12
ending page: 16

Reader Response to Postcolonial Narratives in Contemporary South Asian Fiction
type: item
description: Modern South Asian fiction in English, which includes novels such as Midnight’s Children by Salman Rushdie, The God of Small Things by Arundhati Roy, and The Reluctant Fundamentalist by Mohsin Hamid, is concerned with the history and psychology of colonization, partition, and globalization. Although postcolonial literary criticism in relation to this literature has generally been concerned with the author's methodology and textual construction, relatively little work has been done in terms of how the reader interprets these texts. In this essay, reader response theory, especially the transactional approach, the idea of the implied reader and textual gaps, and interpretive communities will be explored. The theory asserts that a socio-cultural position of the reader as a diasporic reader, South Asian reader, or Western reader determines which textual spaces are attended to, how untranslated languages and cultural references are treated, and how the text can be read as resistance, testimony, or exoticized spectacle. The article formulates a conceptual framework of postcolonial reader response on the basis of existing theories of postcolonialism and reader-response; provides a comparative chart of exemplary texts and the principal postcolonial issues that emerge in those texts; and delineates a chart connecting reader-response and postcolonial scholars with their respective interpretative functions. The article identifies the difference between interpretive communities as a problem and an opportunity.
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creator: Ariel U. Cubillas
rights: Copyright (c) 2022 International Journal of English and Education
date: 2022-07-27
publication date: 2022-07-27
starting page: 6
ending page: 11

Code-Switching Patterns Among Bilingual Undergraduates in Academic Writing
type: item
description: Code-switching refers to the act of moving back and forth between two languages within one utterance or discourse. Code-switching occurs often within the discourse of bilingual university students. Even though code switching has been researched extensively when speaking in different languages, code switching in the academic writing of bilingual university students has not been sufficiently examined, especially beyond composition classes teaching young children or graduate-level dissertation writers. This paper aims to review the theoretical and empirical literature on code-switching and translanguaging in order to explore the functions of code-switching in the academic writing of bilingual undergraduates. Utilizing theoretical frameworks of code switching and translanguaging, the paper explores the patterns and functions of code switching in the academic writing of bilingual undergraduates. In addition, the paper examines how instructors perceive the phenomenon of code-switching and how code-switching reflects the conflict between academic writing expectations for monolingual English-only writing and multilingual repertoires of bilingual writers. The paper also examines code meshing as one of the pedagogical approaches that aims to resolve this conflict. Implications for writing instruction and future research are discussed.
subject: Articles
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subject: Array
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creator: D. Fulgencio
rights: Copyright (c) 2022 International Journal of English and Education
date: 2022-07-27
publication date: 2022-07-27
starting page: 1
ending page: 5

From ‘‘Show’’ to ‘‘Focus’’: Corpus Evidence of Reporting Verb Use and Academic Writing Development in ESL Student Writing
type: item
description: Reporting verbs are central to academic writing, as they serve to credit sources, express stance, evaluate, and argue. This study examined their frequency, syntax, semantics, and discipline specificity in ESL students’ academic writing, utilising a corpus based linguistic approach. Drawing on schema theory, the constructionist view, and academic writing theory, the study analysed a corpus of student essays via frequency counts, concordance analysis, and syntactic and semantic examination. The results revealed that ‘focus’ (n = 1,131) and ‘show’ (n = 1,077) were the most frequent reporting verbs, accounting for more than half of all instances of reporting verbs in the corpus. Concordance analysis showed that ‘show’ was mostly used to introduce evidence and back up arguments, whereas ‘focus’ largely functioned as an organizational device to point readers’ attention and organize discussions. Nevertheless, many occurrences of both verbs performed a descriptive or organizational function instead of performing the rhetorical work of the reporting verbs’ attribution, evaluation, and stance-taking. Our findings suggest that students have some vocabulary, but lack the capacity to deploy reporting verbs rhetorically and critically. Explicit instruction on reporting verbs, genre pedagogy, and corpus-informed teaching may be required to improve academic writing skills and disciplinary literacy among university students.
subject: Articles
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creator: Ivy Jones-Mensah
creator: Angel Edward Kongo
creator: Benjamin Amoakohene
creator: Joseph K Ocloo
rights: Copyright (c) 2026 International Journal of English and Education
date: 2026-06-30
publication date: 2026-06-30
starting page: 73
ending page: 88
doi: 10.67050/IJEE/V15I2/IJEE262008

Forensic Linguistics Applications for Determining Disputed Authorship of Digital Communications via Quantitative Stylometry
type: item
description: Court cases involving authorship just as in the cyber world have been on an unprecedented peak with the rapid growth of digital communication media, in the form of emails, instant messaging and social media. The anonymity, brevity and informality of online text are quite challenging insofar as attempting to identify the real author of digitally produced texts. In this paper, will endeavor to respond to these issues by applying quantitative stylometric approaches of authorship attribution of online messages. The unique writing patterns found in the methodology are by using a series of linguistic measures which are Type-Token Ratio (TTR), Measure of Textual Lexical Diversity (MTLD), frequency of function words and character-level n-grams. As has been illustrated in this discussion, one can differentiate between the authors of texts using these stylometric characteristics since outline coherent lexical, syntactic and structural characteristics. These findings highlight the fact that, despite the brevity and the informality of texts, stylistic cues that can be quantified may be applied to effectively determine the author. It is a supplement to the growing literature on forensic linguistics because it presents an empirically valid and theoretically sound way of identifying the authorship and finds an application in the field of cybercrime investigations, plagiarism and linguistic evidence in the court of law.
subject: Articles
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creator: I Wayan Eka Mahendra
rights: Copyright (c) 2026 International Journal of English and Education
date: 2026-06-30
publication date: 2026-06-30
starting page: 65
ending page: 72
doi: 10.67050/IJEE/V15I2/IJEE262007

Comparative Lexical Diversity Metrics in High Stakes English Proficiency Examinations including IELTS and TOEFL
type: item
description: Lexical diversity is quite significant in reflecting language proficiency in high-stakes English tests that depict whether a candidate is capable of knowing and using various and appropriate vocabulary. However, there is very little comparative linguistic research on investigating the differences in lexical diversity of the major proficiency tests. This research fills this gap with a comparison and analysis of lexical diversity measurements of IELTS and TOEFL answers. It involves a corpus-based methodology, where with the help of computational tools, Type-Token Ratio (TTR), Measure of Textual Lexical Diversity (MTLD), Hypergeometric Distribution D (HD-D), and VOCD are measured. Results show that IELTS answers are more lexical than TOEFL answers, which are more controlled lexical due to integrated task designs. These results highlight the impacts of the test design on the production of language. Language test evaluation studies also utilize the research paper to offer information on how to improve test scores, scoring rubrics, and how a pedagogical approach to English language learners may be provided in the high-stakes testing environment.
subject: Articles
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creator: Aziza Safarova
rights: Copyright (c) 2026 International Journal of English and Education
date: 2026-06-30
publication date: 2026-06-30
starting page: 55
ending page: 64
doi: 10.67050/IJEE/V15I2/IJEE262006

Critical Discourse Analysis of Corporate Environmental Reports regarding Greenwashing and the Language of Sustainability
type: item
description: Over the past years, companies have started to focus more on sustainability communication as a tool of expressing the environmental responsibility and improving the trust of the stakeholders. There is a big disparity between the corporate sustainability assertion and real environmental practice, especially through greenwashing. This paper will examine the linguistic practices used in corporate environmental reports in order to find out how sustainability is discursively produced. Based on the qualitative approach based on critical discourse analysis (especially the three-dimensional model by Fairclough), the study will consider a sample of 5-10 corporate sustainability reports of large industries. The analysis reveals some common characteristics like the use of ambiguous lexical decisions, modality and hedging, passive constructions, and positive framing, all of which lead to ambiguity and selective representation. The results indicate that corporate discourse is often more focused on image building as opposed to transparency. The paper ends with the necessity of more transparent, responsible practices of sustainability communication to decrease the difference between the discourse and the real environmental performance.
subject: Articles
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subject: Array
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creator: I Wayan Eka Mahendra
rights: Copyright (c) 2026 International Journal of English and Education
date: 2026-06-30
publication date: 2026-06-30
starting page: 44
ending page: 54
doi: 10.67050/IJEE/V15I2/IJEE262005

A Quantitative Assessment of L1 Attrition and Phonological Maintenance in Long Term Immigrant Communities
type: item
description: Attraction to the first language (L1) attrition is a significant effect when dealing with immigrants, in which the long-term implications of a dominant second language (L2) may lead to certain types of linguistic change, particularly phonological. Despite the fact that research on language attrition has been on the rise in the recent past, very few studies have been carried out to give quantitative information on the dynamics of preserving and changing phonological characteristics. The study aims to establish the degree of L1 loss and phonological retention of the long-term immigrant speakers in a quantitative way. Phonological tests, speech acoustic analysis (vowel space and pitch), and language use and exposure structured questionnaires were used to collect data. The findings show that the phonological attrition is medium and manifested in the accuracy decline and further shift of norms with the increase in the length of residence. There was also a difference in generational aspect whereby the late migrants had greater phonological retention compared to the early migrants. L2 dominance was established to be a significant contributor in the phonological change. The paper highlights important implications of bilingual phonological systems and reasons why measures must be implemented to ensure that the immigrants maintain their languages.
subject: Articles
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creator: Ozodbek Nematov
rights: Copyright (c) 2026 International Journal of English and Education
date: 2026-06-30
publication date: 2026-06-30
starting page: 33
ending page: 43
doi: 10.67050/IJEE/V15I2/IJEE262004

The Pragmatics of Public Apologies on Social Media within the Sociolinguistic Framework of Cancel Culture
type: item
description: The advent of cancel culture in the digital world has changed the entire notion of social responsibility, particularly in the light of the increased number of social media apologies made on social media. This paper will look at how these apologies are compiled and their pragmatic and sociolinguistic perceptions. The research will address the problem of the role of linguistic strategies in the perceived sincerity and efficacy of apologies in the situations of the public backlash. The overall aim is to analyze practical aspects and discourse patterns of apology messages on various social media such as Twitter, Instagram, and YouTube. This paper adopts a discourse-analytic approach to qualitative study, supported by corpus-based observations, which are biased, to examine a corpus of publicly available apologies. The findings indicate that there are routine patterns that are recurrent, such as the responsibility acceptance strategy, deflection strategy, intensifiers, and image repair strategies such as the mortification strategy and corrective action. The study concludes that the effectiveness of the apologies by the government depends on the agreement between the linguistic selection and expectations of the audience. The following are just some of the lessons that can be extended to the field of sociolinguistics and digital communication to demonstrate how the role of language in identity, accountability, and social norms negotiation in the online setting alters.
subject: Articles
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creator: Oltinoy Masalieva
rights: Copyright (c) 2026 International Journal of English and Education
date: 2026-06-30
publication date: 2026-06-30
starting page: 21
ending page: 32
doi: 10.67050/IJEE/V15I2/IJEE262003

Examining Perceptions of Native Speakerism in South Asia through the Lens of Global Englishes and Linguistic Imperialism
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description: The influence of historical, cultural, and institutional aspects of South Asia on the hegemony of English is yet to be felt, and one of them is the problem of native speakerism. The paper will discuss the attitudes towards non-native and native English speakers in the framework of global Englishes and linguistic imperialism theories and the ways in which the colonial past impacts the current language attitudes. By adopting a mixed methodology approach, a sample of 200 participants (students and teachers in India, Bangladesh, and Sri Lanka) were sampled to fill out a structured Likert-scale questionnaire and semi-structured interview. The results demonstrate that the majority of the people (62 %) still have a preference towards native English speakers, which depicts the still-existing biases, whereas 70 % of the participants recognize the capability of non-native teachers, which represents the developing perceptions. Furthermore, 65 % of the population associates the prestige of English with social status, and it indicates the colonial inequalities. However, 68% of the participants realize that English is a global language and is a part of everyone and report that there is a gradual shift towards linguistic diversity acceptance. The conclusion of the paper is that despite the fact that native speakerism is still a reality, a new conceptualization of global Englishes is shifting the attitudes. These results highlight the need to have inclusive pedagogical practices and policy changes in English language teaching in South Asia.
subject: Articles
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creator: Inomjon Amirqulov
rights: Copyright (c) 2026 International Journal of English and Education
date: 2026-06-30
publication date: 2026-06-30
starting page: 10
ending page: 20
doi: 10.67050/IJEE/V15I2/IJEE262002

Quantifying Cognitive Load during Online Reading Tasks through Eye Tracking Technology and Heat Map Analysis
type: item
description: This study examines the impact of digital reading environments on comprehension and reading behaviour with a focus on cognitive load. An example of how this research study uses eye tracking and heat mapping information to understand cognitive load in digital reading tasks is provided. Saccades, fixation duration, and gaze behaviour are recorded and analyzed in different digital reading environments. This research study found that multimedia reading environments induce more cognitive load due to splitting focus and visual complexity. More stable reading behaviour is displayed when reading linear digital texts. Concentrated focus is found in a limited number of more complex reading behaviour regions on the heat map and is correlated with strain. The study further articulates the fixation behaviour of reading behaviour and comprehension, and found that longer, more complex cognitive behaviour demonstrated organized reading patterns. The firm relationship of organized reading behaviour for the expressed comprehension outcome is noted. These research outcomes relate to the provision of digital reading research and the research of the teaching and learning outcomes. The eye tracking and heat mapping of cognitive load reading behaviour dense into digital text provides more understanding and accurate reading behaviour research.
subject: Articles
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creator: Dilbar Abdurasulova
rights: Copyright (c) 2026 International Journal of English and Education
date: 2026-03-30
publication date: 2026-03-30
starting page: 178
ending page: 185
doi: 10.67050/IJEE/V15I1/IJEE261017

Evaluating Micro Learning Module Integration for Advanced ESL Learners within Flipped Classroom Pedagogy
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description: The Mesa has written about how flipped learning and microlearning can improve teaching English as a second language. The current study takes a look at how microlearning can impact listening comprehension and narrative identity within challenged learners of English as a second language in an advanced flipped learning classroom. There are three areas that will be used to measure the impact of a flipped learning classroom: listening comprehension, oral fluency, and narrative identity. The sample consisted of 100 teachers recruited participants, from which 50 were randomly selected to be in the experimental group of flipped learning, and the other 50 were the control group in the traditional classroom setting. There have been significant gains in all three developmental areas for the experimental participants. The experimental group showed gains of 25 and 20, respectively, in oral fluency and listening comprehension. The control group only showed gains of 10 across both areas. The control group showed a 15% improvement in narrative identity and a 10% increase in oral fluency and listening comprehension. The experimental group achieved a 22% increase in narrative identity, significantly higher than the control group. In the flipped learning group, 95% of participants reported high engagement and motivation, compared to 60% in the control group. From these results, one can see the positive impact that microlearning and flipped learning pedagogy have on teaching English as a second language to students. The impact is even more positive when the students are able to control, manage, and dictate the pace of the learning themselves and have in-class activities that are heavily participatory.
subject: Articles
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subject: Array
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creator: Aziza Safarova
rights: Copyright (c) 2026 International Journal of English and Education
date: 2026-03-30
publication date: 2026-03-30
starting page: 170
ending page: 177
doi: 10.67050/IJEE/V15I1/IJEE261016

Utilizing Podcasting as a Pedagogical Instrument for Developing Oral Fluency and Narrative Identity in Rural Settings
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description: Podcasting as an emerging didactic skill can potentialize reading culture as well as oral fluency and narrative identity among rural learners. In these resource-poor environments with infrequent interactive verbal language engagements, podcasting stands as an accessible and flexible language developmental approach. This paper seeks to analyze the potential that podcasting brings to rural education, especially that of personal narrative expression and speaking proficiency. This study investigates how podcasting assists the user in navigating geographic and self-imposed barriers to distance and verbal participation by enabling them to interact with language in a self-chosen, flexible, and positive manner. The potential of podcasting in fluency and pronunciation improvement, and the confidence of the language practitioner, is self-evident. Additionally, it presents the potential of narrative identity. A greater and deeper interest in language is produced among practitioners of the language when identity is promoted with the language. This research also describes the lack of infrastructure and technology among rural learners and how podcasting addresses these concerns. Finally, it demonstrates how podcasting propels rural learners to a greater proficiency with language and the impact podcasting can have on these practitioners. The paper concludes by encouraging the further use of podcasting as a tool to create rural learners who engage with language and have the potential to have a positive impact on the world.
subject: Articles
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creator: Munira Khujanova
rights: Copyright (c) 2026 International Journal of English and Education
date: 2026-03-30
publication date: 2026-03-30
starting page: 162
ending page: 169
doi: 10.67050/IJEE/V15I1/IJEE261015

The Socio Educational Implications of Mobile Assisted Language Learning for the Integration of Refugee Populations
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description: Mobile-Assisted Language Learning (MALL) is an important case study regarding migrant populations and relation to the wider socio-educational community. Refugees have unique obstacles when considering host country's language learning. MALL solves many of these challenges by allowing users to learn through cheaper and more flexible means. The proposed study will look into the ways in which mobile learning applications enhance the language learning of refugees and the accompanying social and educational integrations. Through the use of a mixed-methods study, the proposed study will analyses language proficiency tests and scores, surveys and interviews, the use or engagement of mobile applications, etc. The impact of MALL and what difference it might make to the language learning of refugees. The study's greatest fear is rising to the level of participants with higher language proficiency. More participants rose to the level than in projecting. The more MALL tools participants participated in (over 7) a week, the 20% greater language proficiency boost was seen in participants. The engagement seen in refugees was significant, as was the improvement in confidence. The research suggests that through MALL, refugees learn and overcome the barriers of education. MALL tools for integrated educational programs. The focus of the research is to help educationalists design a learning plan for refugees and to accelerate the process of welcoming them into the host country society.
subject: Articles
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creator: Gayrat Khamrayev
rights: Copyright (c) 2026 International Journal of English and Education
date: 2026-03-30
publication date: 2026-03-30
starting page: 154
ending page: 161
doi: 10.67050/IJEE/V15I1/IJEE261014

Facilitating Translingual Practices in Multilingual STEM Classrooms to Bridge Content and Language Gaps
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description: Multilingual classes are very challenging in STEM education, where students must learn and understand the content as well as learn language. This paper discusses the content and language gaps in Grade 8 students in a multilingual setting in Tamil Nadu, India, and how these gaps can be addressed through translingual practices. The methodology followed was a qualitative case study, which entailed a classroom observation, interviews, questionnaires, and lesson recording. According to the results, 82 % of the students reported an improvement in their conceptual knowledge and 78 % reported an improvement in classroom participation by being given the opportunity to use many languages. The visual scaffolding and local language explanations of the teachers also contributed to higher levels of understanding and interaction. However, such problems as the resistance of the institution and lack of formal training were actualized. The results of the research suggest that translingual pedagogy is quite effective in improving STEM learning and inclusive education. It proposes the integration of systematic translingual practices of teaching and policymaking as a means of responding to the needs of the multilingual learners. This study points out that translingual practice has been shown to decrease cognitive load as it allows the students to relate the previously acquired linguistic information with the newly acquired academic information thus helping students to understand the material better. The results also reveal that the level of collaboration with peers also grew as the students were given a chance to speak their native language when solving problems. Visual aids and interactive discussions that were incorporated in the multimodal teaching techniques enhanced the development of language and clarity of the concepts. These results highlight the need to implement multiflexible and welcoming pedagogical methods in multilingual STEM classes.
subject: Articles
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subject: Array
  topic: keywords
creator: Inomjon Amirqulov
rights: Copyright (c) 2026 International Journal of English and Education
date: 2026-06-30
publication date: 2026-06-30
starting page: 1
ending page: 9
doi: 10.67050/IJEE/V15I2/IJEE262001

A Longitudinal Study of Student-Led Corpus Queries in Secondary School Data-Driven Learning Contexts
type: item
description: This longitudinal study evaluates the role of enhanced student engagement in corpus queries via student-led queries and how these tasks impact proficiency and autonomous learning performance in secondary school students in the context of corpus learning and corpus-informed DDL activities. This mixed-methods study engaged a qualitative and quantitative participant field study evaluation model that utilized interviews and surveys alongside pre and post study instruments. This study monitored participant progress in fluency of grammar and language and documented a statistically significant 15 to 20% improvement across all participants. Increased engagement in corpus queries suggested a direct positive correlation to improvement in language proficiency. This further validates the positive impact that Data Driven Learning (DDL) techniques can have on independent learning and active engagement with language constructs. Mobile-Assisted Language Learning (MALL) was discussed both as a possible integration strategy for a refugee participant and a social learning tool for self-paced language integration. Concerns for socially adapting these self-paced learning constructs were noted. This study adds to current literature to corpus informed pedagogy and the study of language improvement initiated through student generated queries. This study advocates for the infusion of corpus DDL pedagogy into language acquisition activities and practices. Adding to the literature is a concern for language learning autonomy and social refugee population flexibility. These students need a socially learning construct for the acquisition of the language of the host. More studies need to be done on the impact of DDL in other context and on the impact of corpus tools DDL.
subject: Articles
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subject: Array
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creator: Aziza Safarova
rights: Copyright (c) 2026 International Journal of English and Education
date: 2026-03-30
publication date: 2026-03-30
starting page: 144
ending page: 153
doi: 10.67050/IJEE/V15I1/IJEE261013

Comparative Effects of Virtual Reality Immersion versus Traditional Role Play on Intercultural Communicative Competence
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description: In English Teaching, the building of Intercultural Communicative Competence (ICC) is a priority, especially in today's globalized education. Role play and other traditional methodologies can fall short in the areas of authenticity and genuineness in issues of real intercultural encounters. This research investigates the significance of ICC through a comparison of the effect of traditional role play and Virtual Reality (VR) immersion on English as a second language (ESL) students. Quasi-experimental research was used in a sample of undergraduates in two groups, where one group did VR Intercultural immersion, and the other group did classroom role play (as was structured). The united framework of ICC from before and after the period of the intervention was used for both, and was conducted a set number of instructional hours. This particular research on ICC was conceptualized from intercultural attitudes, knowledge, interpretative skills, and critical cultural awareness. The results showed that, although both methods of teaching demonstrated positive improvements in ICC, VC gained the edge. Particularly, because VR deepened students’ cultural comprehension, communicative flexibility, and ability to deal with change. The realistic and contextual scenarios VR brought to the classroom, made it easier for students to experience other cultures than traditional methods of role play. In conclusion, immersive VR classrooms have shown enormous potential to bring the direction of the language IC pilot project to new levels. Implementing and practicing immersive methods in the classroom alongside traditional methods is a positive recommendation, although, for the sake of practicality, this would have to be moderated to real ICT in education alongside the predicted roadblocks.
subject: Articles
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creator: Akbar Majidov
rights: Copyright (c) 2026 International Journal of English and Education
date: 2026-03-30
publication date: 2026-03-30
starting page: 135
ending page: 143
doi: 10.67050/IJEE/V15I1/IJEE261012

Automated Sentiment Analysis of Peer Feedback Patterns in Collaborative Writing Environments for Higher Education
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description: With the rise in the use of collaborative writing in higher education, the importance of peer feedback in developing learners' writing and critical analytical skills has become more significant. Determining the quality and tone of feedback has its own challenges due to subjectivity and large-scale issues. In this regard, this study aims to introduce an automated framework for conducting basic analysis of peer feedback in collaborative writing. 1150 peer feedback comments from collaborative writing in undergraduate English classes were examined using a hybrid Natural Language processing framework that integrates lexicon and machine learning. Feedback was analysed by dividing comments into positive, negative, and neutral sentiments using automated text preprocessing and feature extraction based on domain-specific symbols. The findings illustrate that the majority of comments were positive at 64.2%, and only 15.3% of comments were negative. The analysis framework registered 90.3% correct feedback sentiment assessment, 89.7% correct predictions of positive feedback, 90.3% of correct assessments of negative feedback, and 89.6% correct assessments of neutral feedback, which indicates feedback was analysed reliably. Further, positive feedback correlated with improvement of writing drafts to a fair extent (r = 0.71). Evidently, analysis of feedback interaction and quality showed the potential benefits of sentiment analysis in Peer Feedback. The study indicates that the application of basic sentiment analysis in a collaborative writing platform (for higher education), could significantly strengthen the monitoring of feedback in writing, enhance the collaborative writing, and provide the instructors with tools to handle large classes. The study represents the intersection of modern English education and Artificial Intelligence, and analyses the feedback of peer writing through a unique and scalable approach.
subject: Articles
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creator: Umrzoq Eshonqulov
rights: Copyright (c) 2026 International Journal of English and Education
date: 2026-03-30
publication date: 2026-03-30
starting page: 126
ending page: 134
doi: 10.67050/IJEE/V15I1/IJEE261011

Measuring Student Engagement and Multimodal Literacy through Interactive Digital Graphic Novels in Secondary Classrooms
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description: This study investigates the impact of digital interactive graphic novels on student engagement and multimodal literacy in the secondary classroom. Many digital tools are available, but traditional English classrooms are still using text-heavy approaches and may be missing out on engaging digital learners and developing their multimodal interpretive skills. Therefore, this study aims to fill the gap in engagement and literacy outcomes through interactive graphic novels. The study used a mixed-methods quasi-experimental design over six weeks with 60 secondary students. Quantitative data were collected from pre- and post-intervention surveys and assessments, while qualitative data were collected through unobtrusive classroom observations and semi-structured interviews. Statistical analysis showed that student engagement scores increased significantly, with a mean rise of 2.8 to 4.1 on a 5-point Likert scale (p < 0.01). In a multimodal literacy assessment, the pre-test mean of 56% and post-test mean of 78% showed a 22% improvement. Additionally, 85% of participants reported being more motivated and interested in learning with interactive digital texts. The qualitative data reflected these results, with increased student engagement, enhanced analysis of visual-textual components, and greater interactivity in learning tools. The research shows that interactive digital graphic novels are a way to improve engagement and develop multimodal literacy. The study showed that the curriculum needs improvement, and digital, multimodal texts should be incorporated into instructional practices to create learning opportunities that are more accommodating of varying learning needs. The study also suggests that more research should be conducted on a larger scale, with a particular focus on a more diverse student population.
subject: Articles
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creator: Aziza Safarova
rights: Copyright (c) 2026 International Journal of English and Education
date: 2026-03-30
publication date: 2026-03-30
starting page: 117
ending page: 125
doi: 10.67050/IJEE/V15I1/IJEE261010

Investigating Socio Pragmatic Competence Development within Immersive Metaverse Based Language Learning Environments
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description: With the advancement of immersive technologies, the Metaverse has made substantial contributions to how languages are learned. These technologies create situational environments that facilitate the communication of an enhancement of an individual's linguistic competence. However, the development of an individual's socio-pragmatic competence, which is the ability to utilize language in a socially appropriate manner, has not received a lot of attention. This study aims to analyze the metaverse's immersive approach to facilitating an individual's socio-pragmatic competence. Undergraduate English language learners are the target group of this study. The data were collected by analyzing learners' interactions through documentation and interviews after participants completed the interventions. The metaverse platform provided participants with a unique social experience through the use of avatars, enabling them to engage in social linguistic interactions and exchanges. The data indicated that the learners were remarkably more aware of the linguistic functions of politeness, turn-taking, and appropriate language. The metaverse enhanced the learner's socio-pragmatic competence, thereby reducing anxiety about communication and fostering more natural patterns of communication. The study suggests that the use of metaverse technologies in an immersive language-learning approach should become more common in language-learning environments. The metaverse should be used to support language learning, helping learners develop proficiency in the target language more effectively. The study aims to help educators understand the importance of metaverse technologies in creating adaptable learning environments that foster positive learning outcomes.
subject: Articles
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creator: P Harshini
creator: R Blessie Nithila
creator: D Bhavani Shree
rights: Copyright (c) 2026 International Journal of English and Education
date: 2026-03-30
publication date: 2026-03-30
starting page: 107
ending page: 116
doi: 10.67050/IJEE/V15I1/IJEE261009

The Impact of Augmented Reality Driven Gamification on Lexical Acquisition and Long Term Vocabulary Retention
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description: Persistence in challenges with acquiring vocabulary and retaining it over time is an issue in learning English as a target language that is further compounded by the lack of learner engagement and context in typical teaching methods. This research examines how Augmented Reality (AR) affects gamified learning experiences and, in turn, vocabulary acquisition and retention among English as a Second Language (ESL) students. A quasi-experimental research approach was used with 60 intermediate students. These students were split into the experimental group (AR-based gamified learning) and the control group (traditional methods). A pre-test, an immediate post-test, and a retention test (administered 3 weeks later) were administered to measure retention. There was a statistically significant improvement in the experimental group relative to the control group. The AR-gamified group showed a 34.6% increase in vocabulary acquisition from the pre-test (M = 42.3, SD = 6.1) to the post-test (M = 56.9, SD = 5.4), while the control group showed a comparatively lower increase of 12.8%. After three weeks, the experimental group retained 82.5% of its vocabulary, compared with 61.2% for the control group. The significance of these differences was confirmed by an independent samples t-test (p < 0.01). The retention and acquisition results support the idea that AR gamification improves long-term retention and acquisition. With the growing use of technology, pedagogically, more focus should also be placed on improving outcomes in language-learning teaching methods. This study has helped fill a gap in the literature on ESL learning and modern techniques. Wider demographic studies and longer-term studies in this field would also be beneficial.
subject: Articles
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creator: Shavkat Shapiyev
rights: Copyright (c) 2026 International Journal of English and Education
date: 2026-03-30
publication date: 2026-03-30
starting page: 98
ending page: 106
doi: 10.67050/IJEE/V15I1/IJEE261008

Evaluating the Efficacy of Explainable Artificial Intelligence Frameworks in Supporting ESL Learners within Tertiary Education
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description: This research assesses how XAI supports ESL learners at the tertiary education level. With the growing use of AI in language learning, many systems are “black boxes” and provide little transparency in the feedback generated. This opacity limits learners’ understanding, trust, and effective use of feedback, especially in academic situations for which ESL learners need more support. This research explores XAI’s role in improving comprehension, engagement, and autonomy in AI-enhanced environments. A mixed-methods approach was taken with ESL students at a higher education institution. Data was collected from language performance tasks, structured questionnaires and semi-structured interviews to capture as much of the quantitative and qualitative data as possible. The XAI framework in the research provided interpretable feedback which provided learners with a clearer understanding of the rationale of the corrections and suggestions. Learners using XAI systems achieved better language performance, feedback interpretation and engagement than learners using conventional AI systems. Increased trust and confidence in the learning process were reported by participants. This emphasizes, in educational technology, the value of Explainable AI. This research illustrates the importance of incorporating explainability into AI language learning systems, and adds to the emerging research in the AI and ESL education space. It advocates for the use of explainable AI in higher education as a means to promote more effective learner-centric approaches.
subject: Articles
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creator: P Harshini
creator: K Harini
creator: D Harini
rights: Copyright (c) 2026 International Journal of English and Education
date: 2026-03-30
publication date: 2026-03-30
starting page: 88
ending page: 97
doi: 10.67050/IJEE/V15I1/IJEE261007

A Comprehensive Analysis of Generative AI Integration in Enhancing Syntactic Complexity for Undergraduate Academic Writing
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description: This study explores how Generative Artificial Intelligence (GAI) can be integrated to improve the syntactic complexity of academic writing of undergraduate students in the English as a Second Language (ESL) setting. Syntactic complexity is one of the primary indicators of writing proficiency, yet an area of persistent difficulty for undergraduate students. This is typically characterized by the employment of a narrow range of sentence structures and an overuse of simple sentence structures. This study used a quasi-experimental design and involved undergraduate students in writing tasks with and without AI support. Data was collected in the form of writing samples before and after the intervention and analyzed using a set of predetermined linguistic measures, including the mean length of T-unit, clauses per sentence, and subordination index. Using AI writing tools showed the greatest increase in the students' writing syntactic sophistication. There was considerable increase in the number of students using writing tools to produce complex and compound sentences and there were more integrated clauses. Improvements in coherence and syntactic variety and in the overall structure and organization of the students' writing were noted in the qualitative data. The study also showed the potential Generative AI has as a scaffolding tool in the advancement of writing proficiency and a tool for helping students to develop a more sophisticated control of the language. Guided use of AI writing tools in the classroom setting, the study argues, helps to minimize the risk of students becoming overly reliant on the tools and of the tools discouraging engagement with the material. The study also adds to the expansive body of research on technology and language learning and offers recommendations for using AI technology in the writing instruction of undergraduate students.
subject: Articles
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creator: Dilafruz Eshbekova
rights: Copyright (c) 2026 International Journal of English and Education
date: 2026-03-30
publication date: 2026-03-30
starting page: 79
ending page: 87
doi: 10.67050/IJEE/V15I1/IJEE261006

The Practice of Autopoiesis as the Aim of Education
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description: This paper invites your travel from the “deep me” of self to other with the knight’s hidden inwardness (Kierkegarrd, 1990), to see what takes place in the dynamics of my selfreferred living system Maturana calls autopoiesis and then, moving from self-transcendence to “absolute otherness.” Here ‘I’ is in the space between Master signifier ‘I’ and the significant other, where ‘I’ is never alone but always transpersonal. This unified existential and experiential space puts their unity together that gives them the potential to educe new meaning to life in a way that conserves what already is, and also prepares them for creative performances in which the contextual significance of education is manifest.
subject: Articles
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creator: DR. SOHAILA JAVED
rights: Copyright (c) 2013 International Journal of English and Education
date: 2013-04-08
publication date: 2013-04-08
starting page: 565
ending page: 573

The Photograph and Other Stories
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description: This article explores themes of memory, aging, loss, and human endurance through the portrayal of an elderly woman reflecting on her life and family history. The narrative centers on a treasured photograph preserved for her grandchildren after the death of their parents, symbolizing remembrance and emotional continuity. The description of the woman’s frailty, physical hardships, and lived experiences highlights the realities of old age and the resilience developed through suffering and survival. The article further examines society’s fascination with longevity, as represented by the media’s sudden interest in the woman upon her approaching one hundred years of age. Through vivid imagery and emotional depth, the work presents a sensitive reflection on loneliness, family bonds, and the dignity of lived experience in the face of time and mortality.
subject: Articles
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creator: Mika Nyoni
rights: Copyright (c) 2013 International Journal of English and Education
date: 2013-04-08
publication date: 2013-04-08
starting page: 1
ending page: 20

THE EFFECTS OF DI FLASHCARDS WITH A DI DISCRIMINATION AND MATCH TO SAMPLE ON LETTER IDENTIFICATION FOR FOUR PRESCHOOL STUDENTS WITH DOCUMENTED DEVELOPMENTAL DELAYS
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description: The purpose of this study was to determine if the use of Direct Instruction (DI) flashcards combined with reinforcement, was effective at teaching a student to identify the letters of the alphabet. When the DI flashcard intervention did not improve student performance, a DI discrimination and match to sample paired with reinforcement were employed to teach our participants to recognize the 26 letters of the alphabet. A multiple baseline across letter sets was used. The study was conducted in a self-contained special education preschool classroom in a public school located in the Pacific Northwest. Low levels of improvement with the use of the DI flashcards, led to the decision to change the intervention to the DI discrimination and a match to sample procedure. Learning was not consistent amongst participants, but they all improved from their baseline performance. This study suggests that the use of DI discrimination and a match to sample method were effective at teaching preschool aged students to identify letters.
subject: Articles
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creator: Elizabeth Fitting
creator: T. F. McLaughlin
creator: K. Mark Derby
creator: Jessieanna Blecher
rights: Copyright (c) 2013 International Journal of English and Education
date: 2013-04-08
publication date: 2013-04-08
starting page: 499
ending page: 612

Analyzing the Language of Poetry from a Perspective of Linguistics
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description: This article looks at the language of poetry from linguistic point of view. The language of poetry is different from ordinary language. Poets use language in their compositions according to the concept of foregrounding. The purpose of foregrounding is to attract the attention of the readers. So, they go across the domain of deviation and parallelism which is pattern breaking and pattern making respectively. In other words foregrounding is the action of emphasizing something by means of linguistic devices (http://literarism.blogspot.com). In this article, an endeavor has been made to analyze and discuss about some of these linguistic devices, used in poetic language.
subject: Articles
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creator: Sardar Fayyaz ul Hassan
rights: Copyright (c) 2013 International Journal of English and Education
date: 2013-04-08
publication date: 2013-04-08
starting page: 394
ending page: 409