Guttural consonants in Arabic are characterized by articulation with an elevated larynx, a configuration that extends its influence to adjacent sounds. This coarticulatory effect produces measurable acoustic consequences, particularly in the formant structure of neighboring vowels. The present study investigates the relationship between larynx height, coarticulatory direction, and voicing in shaping the articulatory and acoustic modifications associated with guttural contexts. Using X-ray imaging, we examined the positional variations of the larynx during the production of the three short vowels /a, i, u/ adjacent to guttural consonants. Complementary acoustic analyses were conducted to evaluate the extent of formant shifts and changes in formant spacing induced by guttural spread. The findings indicate that guttural consonants exert a significant influence on vowel articulation and acoustics, with the magnitude of this effect strongly modulated by larynx height and voicing. By contrast, the direction of coarticulation (CV versus VC sequences) exhibited a comparatively weaker influence. Overall, the results provide clear evidence that laryngeal adjustments play a central role in the articulatory and acoustic properties of vowels in guttural environments. This study further demonstrates the utility of X-ray imaging for examining complex articulatory phenomena, offering valuable insights into the interplay between laryngeal movement and vowel acoustics in Arabic.

How do we know we used the right word in a sentence? The standard answer invokes grammatical rules, context, usage, and logic—but this article argues that the process of reasoning is guided by sensations. Human individuals experience sensations—not the molecular or neural mechanisms that produce them. Therefore, meaning arises from the sensations that words prompt, not from words themselves. Thinking operates through patterns of sensations, most below conscious awareness, while those that rise to consciousness guide the process by signaling alignment or conflict with patterns from past experiences. To explain this process, the article proposes the sensory schema framework, which investigates how sensations are organized at a more fundamental level than image schemas and conceptual metaphors in cognitive linguistics. Analysis across diverse domains—language, mathematics, science, art, and everyday behavior—reveals that sensory experience is inherently structured as products of intensity and extent, the core mechanism by which embodiment shapes conceptual knowledge. This cross-domain consistency demonstrates that patterns cognitive linguistics identifies within language reflect universal organizational principles of sensory experience. The article synthesizes core ideas from previously published works and demonstrates how the framework generates testable predictions for empirical research while offering applications in language acquisition, computational linguistics, and clinical assessment.

Humour is not only a source of entertainment but also a way to present sensitive issues in a lighter manner. The present research explores the humour literature in the Indian cultural context. It attempts to analyse the content of select short stories written by Khushwant Singh to find how humour becomes a handy instrument for an author to convey opaque messages in a manner palatable to the taste of even those who cannot handle the spice of grave discussions based on religion, ethnicity, and cultural evaluations. Humour helps highlight unspoken issues and break down unsaid and biased rules so that it does not seem like a violent revolutionary act. Moreover, it discusses how creatively using humour and embedding it in prose can help achieve the desired effects on the reader' s mind. It also outlines how an analysis of a fictional piece of literature can help enhance critical communication. This research is a content analysis highlighting linguistic theories. These theories explain how humorous effects arise from script opposition, conversational implications, and face-saving strategies by combining literary and linguistic approaches. The study shows how humour softens conflict and communicates sensitive issues effectively; a perspective not explored in earlier studies. This evidence-based study on the power of humour has multifaceted aims, such as providing thematic comprehension, identifying humour strategies, and using this analysis to practice communicating critical messages with an agile tone.

In an era where digital innovation reshapes the very fabric of education, the teaching of vocabulary in monolingual African classrooms remains one of the least transformed dimensions of language learning. This study investigates the pedagogical potential of digital technologies in enhancing vocabulary acquisition within English First Additional Language (EFAL) classrooms in the Dzindi circuit, a context characterised by minimal exposure to English beyond formal schooling. Grounded in Vygotsky' s Sociocultural Theory, which conceptualises learning as a socially mediated process facilitated by cultural tools and interaction, the study employed a mixed-methods design involving 180 Grade 10 learners and six English teachers across three schools representing diverse resource levels. Data were generated through pre- and post-vocabulary assessments, digital usage logs, questionnaires, interviews, and classroom observations. Quantitative data were analysed using t-tests, regression, and correlational analysis, while qualitative data were thematically interpreted within a dual-axis framework linking vocabulary acquisition to digital pedagogy. The findings reveal that offline-capable digital tools—such as flashcards, gamified quizzes, and multimedia integration—significantly enhanced vocabulary retention, engagement, and learner autonomy. However, outcomes were mediated by teachers' digital competence, infrastructural constraints, and institutional support. The study concludes that sustainable transformation requires contextually responsive tool design, capacity building, and institutional commitment to equity-oriented digital pedagogy that redefines vocabulary learning as an interactive, multimodal, and socially situated process.

Language learning is not merely a cognitive process; it is an emotional and psychological journey shaped by confidence, vulnerability, and mindset. This study explores key psychological barriers—including anxiety, fear of judgment, perfectionism, and cognitive fatigue—that hinder learners' progress and presents strategies to foster a growth-oriented approach. Drawing on qualitative data from language learners, the findings revealed that high-stakes environments, excessive teacher correction, and an overemphasis on accuracy often suppress fluency and self-expression. In contrast, adopting mistake-tolerant practices—such as gamified risk-taking and reframing errors as valuable achievements—can foster a more supportive and growth-oriented learning environment. These strategies not only normalize error-making but also enhance metalinguistic awareness, promote intrinsic motivation, and support long-term retention. Additionally, the study identifies specific emotional and social stressors—such as internalized negative self-talk, method paralysis, and unrealistic goal-setting—that contribute to mental blocks and disengagement. To address these barriers, this research advocates for a paradigm shift in TESOL education—one that integrates psychological support, emotional safety, and growth mindset principles into instructional design. A model TESOL syllabus and ten strategies for promoting mistake tolerance are proposed, incorporating reflective practices, low-pressure speaking tasks, and self-directed error analysis. By reframing mistakes as necessary steps in learning and building environments that empower students to take linguistic risks, educators can cultivate both communicative confidence and emotional resilience.

In early 2020, the Saudi Ministry of Education introduced Chinese as a foreign language (CHL) in selected high schools and universities across major cities such as Jeddah and Riyadh. Implemented in ten schools and three universities, this initiative marked the first stage of a national strategy to expand Chinese instruction across the Kingdom by 2030. The policy highlights Saudi Arabia's growing diplomatic and economic partnership with China, particularly after Crown Prince Mohammed bin Salman's 2019 visit to Beijing, where language learning was emphasized as a tool for strategic cooperation. This study examines the motivations—instrumental, integrative, or personal—driving Saudi undergraduates to learn Chinese, their attitudes toward the language, and the influence of persuasive discourse on the X platform. Specifically, it explores how mechanisms such as repetition, lexical choice, and reasoning affect learners' motivation and perceptions.Using a triangulation mixed-methods approach, data will be collected from 100 randomly selected first-year female students majoring in Chinese at Princess Noura University. The study aims to determine whether cultural, personal, or social media factors shape motivation. Preliminary findings suggest students view Chinese mainly as beneficial for business and national development, indicating an instrumental orientation reinforced by persuasive discourse. Some limitations were encountered, including participant numbers and academic obligations, which constrained availability for interviews.

Integration of artificial intelligence (AI) into the teaching process has become dominant. It is important to understand how teachers perceive the technology for teaching. This study aims to fill a significant gap in previous studies by examining the factors that influence the willingness of English teachers in Saudi Arabia to use AI tools for vocabulary teaching. It is unexplored enough in education. This study uses the technology acceptance model (TAM), which focuses on the relationship between perceived usefulness, ease of use, and teachers' willingness to use AI. Data were collected from 60 teachers via questionnaire. Then SPSS was used for data analysis. The results showed that perceived usefulness (β = 0.52, p < 0.001) and ease of use (β = 0.31, p < 0.01) were two significant predictors of teachers' intention to use AI in vocabulary teaching. This denoted approximately 47% of the variance between the two factors. However, certain challenges have emerged. They include insufficient training, insufficient support for Arabic, and insufficient funding from educational institutions. In conclusion, although teachers are enthusiastic about AI. Teachers' success depends on receiving regular fruitful training, developing the different AI tools in such a way as to meet Saudi culture and language, and getting more support from educational institutions. This study makes a significant contribution to the field of education by validating the applicability of the technology acceptance model (TAM) in teaching English vocabulary in Saudi Arabia and providing practical recommendations for educationist and policymakers.

This paper explores how Bernardine Evaristo’s Blonde Roots uses language to expose and challenge the ideologies that sustained colonialism and the transatlantic slave trade. By reversing the historical facts and roles of enslaver and enslaved, Evaristo reimagines slavery from an Afrocentric perspective, compelling readers to confront the constructed nature of racial hierarchies. The study draws on ideas from Paul Gilroy, Michel Foucault, and Gayatri Spivak to examine how narrative voice, metaphor, and dialogue in the novel represent trauma, power, and resistance. Using qualitative discourse analysis, the paper focuses on key episodes, such as the Middle Passage, the slave market, and the commodification of women, to show how linguistic patterns reflect the physical and psychological violence of slavery. Through close reading and linguistic annotation, the analysis highlights how Evaristo’s language transforms silence into speech and oppression into resistance. The study argues that Blonde Roots not only revisits the horrors of slavery but also invites a broader reflection on how history and memory are shaped through words. By transforming language into a tool of resistance and remembrance, the novel demonstrates that storytelling can serve as a form of historical repair and social critique, connecting past injustices with ongoing struggles against racial inequality.

This bibliometric study explores the scientific landscape of AI-powered technologies in language learning from 2022 to 2025. Using data retrieved from the Scopus database and analyzed through VOS viewer and Bibliophagy, the study examined 737 publications. We provide publication trends, key authors, geographical distribution, thematic patterns, and content analysis. The analysis showed a significant increase in publication output, especially in 2024. China, India, Indonesia, and Saudi Arabia present as leading contributors, reflecting a geographical shift toward Asian leadership in this field. The focus of the research was on higher education students, writing skills, and motivation. ChatGPT and other AI tools, such as Grammarly and QuillBot, are common subjects in discussions about AI-powered technologies. The most used research method in the studies is the quantitative method, underscoring the need for more qualitative and mixed method approaches to capture learners' and teachers' perspectives. We explore several challenges, including overreliance on AI, data privacy, and academic integrity. The findings also highlighted positive outcomes, such as improved self-efficacy, greater engagement, and providing real-time feedback in language learning. Notably, gaps remain in addressing early education levels, speaking skills, and the roles of teachers, presenting opportunities for future research and practical implementation in language education.

Understanding how -ing forms are rendered is crucial for maintaining the demand for accurate, contextualized translations in journalism. This study examines the complexities involved in translating the -ing form in English (SL) into the Indonesian language (TL), highlighting the grammatical, syntactic, and contextual nuances that influence translation choices. The -ing form, which may function as a present participle, gerund, or adjective, often lacks a direct equivalent in the TL, necessitating adaptations based on syntactic role and meaning. This study explores the linguistic features and classify the various translation techniques used to transfer the messages of the English -ing forms in The Jakarta Post's editorial text into the TL. Three important findings can be drawn from a close examination of the data gathered. First, it is observed that six English terms with the suffix -ing are used to represent nouns; these are then translated into six different adjectives in Indonesian. Second, there are five instances of English -ing forms that function as gerunds, or nouns in the context of a sentence. Third, the present participle is used in continuous tenses to indicate ongoing acts in five different cases. The study, which uses Molina & Albir's translation techniques for analysis, reveals that techniques like literal translation amplification, equivalent, and reduction are especially good at retaining the meaning and sense of natural language in the TL. By providing practical guidelines for translators engaged in English– Indonesian language pair work, this study makes a significant contribution to the field of translation studies.