This article analyzes the techno-pedagogical device of the "Littémath" project, highlighting its playful and didactic potential for student engagement. The main objective is to provide a precise, contextually grounded description of the device, drawing on relevant literature to clarify its application modalities. We demonstrate the significant contribution of the "night + dream + riddle" schema and enrich the bibliography while correcting identified grammatical and syntactical errors. The experimentation was conducted with a primarily first-year student audience at the Faculty of Sciences of Ibn Tofail University in Morocco. In the context of an online writing workshop, the tale was used as a pedagogical tool to develop written and oral French language skills. Following the reading of the tale "The Math Demon," learners were invited to formalize the resolution of riddles in writing, thereby preparing for a phase of collective co-creation of a tale according to a defined actantial schema. This approach allowed students to explore reasoning and demonstration skills in mathematics, encouraging them to engage their thinking in the face of complex problems. Consequently, this article examines the perspectives of integrating the tale as a pedagogical support in teaching French within scientific disciplines.

The article is dedicated to the problem of reflecting the natural phenomena’s semantic peculiarities in a language. The investigation is conducted in line with the comparative semantic analysis of the language phenomena. The results show that, though formally unrelated from the ontological point of view, the concepts denoting the four basic elements – fire, water, earth, air – reveal similar associative features, allowing us to speak of them as the mental entities of the same plane. The conventional association of these entities being opposed in pairs, where fire is considered to be the antipode of water and earth is opposed to air through the concept of sky, needs some definite corrections as, for instance, water may be opposed to air due to their being fluent substances, and earth may create metonymical relations with fire through the concepts of volcano, magma, lava and the like. The metaphorical models may pertain to different spheres of human relations, such as emotions and facial expressions. The names of the four elements and the main metaphorical models reflecting them in most cases of their speech actualization transform some value content through evaluative lexical units and speech constructions. The results achieved in this investigation may be important for further development of the cognitive linguistics and comparative semantics of the language.

Language proficiency and digital critical thinking—evaluating material, questioning narratives, and conducting reasoned conversations online—are required for EFL students. Philosophy of Education supports critical thinking with ethics, epistemology, and pedagogy. The study aims to investigate how philosophy-based language teaching can be deliberately incorporated into EFL instruction to develop digital critical thinking among Indonesian students. This study used a qualitative analysis of EFL students’ and lecturers’ comments. The study explores how philosophical inquiry—through Socratic questioning, ethical debates, and open-ended discussion—shapes learners’ analytical, ethical, and reflective interaction in digital contexts. Results show that these kinds of approaches improve communicative confidence, increase cognitive participation, and inspire critical assessment of digital content. Students state that they were more conscious of bias, intention, and ethical obligation in online interactions and that their passive consumption has changed to become active reflection. Teachers observed better language use related to moral reasoning and greater awareness of tone and perspective. This study concludes that the need to include philosophical pedagogy in EFL environments extends beyond enhancing linguistic proficiency to cultivate the cognitive and ethical competencies necessary for responsible digital citizenship. This study can be implemented by integrating Philosophy-Based Language Teaching (PBLT) into EFL instruction to improve students' language confidence, digital critical thinking, and ethical awareness as responsible digital citizens.

This study investigates the evolving perceptions of English language diversity among Thai university students, specifically comparing English-major undergraduates and pre-service English teachers. Grounded in the frameworks of World Englishes (WEs), English as a Lingua Franca (ELF), and Transformative Learning Theory, the research explores how attitudes toward native-speaker norms shift when learners are exposed to theoretical knowledge and real-world experience. Using a mixed-methods design, 305 participants undertook a 16-week WEs course followed by internships or teaching practicums. Quantitative findings revealed significant improvements in participants’ acceptance of English varieties and confidence in using and teaching English beyond native-like standards. Qualitative data, gathered from interviews, journals, and observations, highlighted reflective transformation and pedagogical adaptations, though some students retained a preference for native norms. The study underscores the value of integrating WEs/ELF content into teacher education curricula, supported by structured reflection and contextual application. It calls for systemic reform to decolonize ELT practices and align policies with the multilingual realities of English use. By bridging academic learning with practical exposure, the findings offer a model for cultivating inclusive, confident English educators and users who are prepared to engage effectively in globalized, linguistically diverse environments.

In the conceptual realm of any language, there are a number of the most significant concepts; the majority are universal for all languages; however, their value component may differ due to some value ideas of one or another ethnocultural community. The purpose of the study is to identify the distinctive and common features that make up the concepts of “wealth” and “poverty” in Kazakh, Chinese, and English. To achieve this goal, general scientific methods were used, as well as special research methods, such as experiments, modeling, and forecasting. The main result of the study was the conclusion that the linguistic representation of the concept of “wealth” and “poverty” in the Kazakh, Chinese, and English languages in the collective consciousness of native speakers of this language is represented by lexical units with a variety of semantics, which is due to the cultural, historical and spiritual traditions of a particular people. Results confirm that the components of the concept of “wealth” and “poverty” in Kazakh, Chinese, and English are interconnected, mobile, and dynamic, which change with the evolution of the social world. The study also noted that the concept itself contains not only a linguistic but also a cultural and philosophical aspect. The practical value of the results lies in the possibility of their use in further scientific developments in comparative philology and psycholinguistics.

The aim of the study is to identify the main linguocultural features of language use and communicative strategies in corporate blogs for Russian-speaking and English-speaking audiences. The research utilized methods of analysis, synthesis, questionnaire surveys, and comparison. During the study, the main linguocultural features characterizing the use of language and communicative strategies in corporate blogs for Russian-speaking and English-speaking audiences were identified. The research analyzed communicative strategies used in corporate blogs in Russian and English. Similarities and differences in approaches to content creation, audience interaction, as well as in the structure and formatting of blog posts were identified. A comparative analysis was conducted on the Russian-language blog Travelblog.kz and the English-language blog Helpful Resources, which revealed differences in linguistic and cultural features, highlighting the importance of considering linguocultural factors for effective communication. The survey results showed significant interest among residents of Kazakhstan in corporate blogs, indicating widespread adoption of this format among the audience. The research findings can be used to improve corporate blogging practices in Russian and English.

This study examines self-regulated language learning in multilinguals by exploring how functional categories of learning strategies are employed across languages differing in proficiency and learner-assigned status. The dataset contains responses from 128 Polish university students, proficient in English (L2) and less advanced in their L3s—Russian, German, Swedish, Danish, Hebrew, or Ukrainian – studied as their chosen degree majors. Self-regulatory strategy use in both English and the L3s was measured using an adapted version of the Strategy Inventory for Language Learning. A linear mixed-effects model revealed a significant interaction between language and strategy category: memory and social strategies were used significantly more frequently in L3s, while no significant differences were found for cognitive, compensation, metacognitive, or affective strategies. A significant three-way interaction between language, strategy category, and L3 proficiency suggested that learners’ strategic choices are shaped by both language-specific proficiency and personal investment in their L3s.

The present study explores the role of peer feedback in developing the essay writing ability of English as a Foreign Language (EFL) learners in a multilingual setting who engage in peer feedback on Google Classroom. Writing is an essential skill for academic and professional communication, and peer feedback is recognized as effective in improving students' writing performance. Yet, learners in multilingual EFL classrooms experience difficulties related to linguistic and cultural diversity that may have an impact on their writing development. The methodology is a mixed one, that is, quantitative and qualitative methods are used as well. There were 12 students from the English Education program of Universitas Muhammadiyah Makassar involved in the study. The students engaged in essay writing, peer feedback tasks, and utilising Google Classroom across a semester. The quantitative part included the quality of students' essays before and after receiving peer feedback, and the qualitative part included students' attitudes towards peer feedback, Google Classroom, and how multilingualism affects writing skills. The findings revealed that peer feedback had a significant effect on their essay quality, especially in aspects as organization, coherence, and grammar. Students also reported favorable attitudes toward peer feedback and Google Classroom, although a few experienced hurdles concerning their English proficiency. The results suggest that peer feedback has its promise in multilingual EFL classrooms and how well digital programs, such as Google Classroom, may facilitate collaborative learning. The research is a part of the ever-increasing exploration of peer feedback, multilingualism, and technology in EFL.

This study investigates how translanguaging supports student comprehension in English as a Medium of Instruction (EMI) classrooms, focusing on narrative text discussions at the University of Riau Kepulauan, Indonesia. While EMI aims to enhance graduates’ global competitiveness, many students encounter persistent language barriers that hinder full participation and understanding. To explore this issue, qualitative descriptive research was conducted with university students working collaboratively in small groups to answer comprehension questions. Data were gathered through audio recordings of their discussions and analyzed using Miles, Huberman, and Saldaña’s interactive model of data condensation, display, and conclusion drawing. Analysis of eight key excerpts revealed that students purposefully alternated between English and Indonesian to clarify concepts, elaborate on ideas, and negotiate meaning. This practice functioned not merely as casual code-switching but as a deliberate pedagogical and communicative strategy. Translanguaging acted as cognitive and social scaffolding that bridged gaps in comprehension, promoted inclusive participation, and facilitated critical thinking by drawing on students’ full linguistic repertoires. The findings show that translanguaging enables students to connect general interpretations to local experiences and supports genre classification and nuanced discourse development. It also creates an intersubjective space for the co-construction of meaning, highlighting students’ agency in managing their linguistic resources. Overall, this research underscores translanguaging as an effective, student-centered approach in EMI contexts and suggests that more flexible language policies are needed to better support multilingual learning environments.

This paper undertakes an interdisciplinary analysis of the problem of understanding and knowledge in the context of contemporary artificial intelligence models. The starting point is the distinction between the weak and strong versions of the AI hypothesis, which reflect two fundamentally different visions of machines’ cognitive potential. The article focuses on the question of whether algorithmic information processing can lead to genuine semantic and conceptual understanding. Against the backdrop of classical epistemological theories and the philosophy of language, the paper examines the limitations of the syntactic approach to cognition, in which knowledge is reduced to operations on symbols devoid of reference to the world or meaning. Special attention is given to John Searle’s “Chinese Room” argument, which illustrates the fundamental difference between formal symbol manipulation and conscious understanding. The author argues that while artificial intelligence can efficiently perform complex cognitive tasks, it lacks intentionality and the capacity to transcend the symbolic domain.