Ampersand Pub Date : 2025-09-29 DOI: 10.1016/j.amper.2025.100240

Areej Hathal Alotaibi, Ashwaq Abdullah AlJahlan, Ghadeer Fehaid AlHarbi, Talal Musaed Alghizzi

{"title":"The impact of English as a medium of instruction in international education on Arabic language preservation and cultural identity: Parents’ perspectives and strategies","authors":"Areej Hathal Alotaibi, Ashwaq Abdullah AlJahlan, Ghadeer Fehaid AlHarbi, Talal Musaed Alghizzi","doi":"10.1016/j.amper.2025.100240","DOIUrl":"10.1016/j.amper.2025.100240","url":null,"abstract":"<div><div>The adoption of English as a Medium of Instruction (EMI) in international schools has raised concerns about the preservation of the Arabic language and cultural identity, particularly within the context of Saudi Arabia. This study investigated parents' perceptions of these challenges and explored strategies employed to preserve their children's Arabic proficiency in predominantly English-speaking educational environments. Sixty parents completed an online questionnaire that focused on parents whose children attended EMI international schools. The research collected both quantitative data on language proficiency and usage as well as qualitative data regarding parents' perspectives and challenges in preserving Arabic at home. The findings demonstrate a strong dedication to preserving Arabic as an essential component of cultural heritage and religious tradition. The dominance of English over academic and social domains leads children to prefer English while hindering their Arabic literacy skills. The main obstacles to Arabic language retention stem from the extensive use of English, peer pressure, and insufficient exposure to Arabic. Parents employ different methods to handle these issues, including enforcing Arabic use at home, religious and cultural involvement, educational support, and Arabic media resource utilization. This study underscores the crucial role played by parental involvement in Arabic language preservation and globalization.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"15 ","pages":"Article 100240"},"PeriodicalIF":0.0,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145265781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

ChatGpt-generated modifications on human generated TESOL abstracts by Vietnamese researchers 越南研究人员对人工生成的TESOL摘要进行chatgpt生成的修改

Ampersand Pub Date : 2025-09-09 DOI: 10.1016/j.amper.2025.100239

Nguyen Van Nguyen, Truong Minh Hoa, Issra Pramoolsook

{"title":"ChatGpt-generated modifications on human generated TESOL abstracts by Vietnamese researchers","authors":"Nguyen Van Nguyen, Truong Minh Hoa, Issra Pramoolsook","doi":"10.1016/j.amper.2025.100239","DOIUrl":"10.1016/j.amper.2025.100239","url":null,"abstract":"<div><div>As a potential writing assistant, OpenAI's ChatGPT has been explored for its capability in enhancing academic writing skills, especially through its ability to edit or polish human-generated versions. This study, therefore, aimed to investigate the differences between human-generated TESOL research article abstracts written by Vietnamese authors and their ChatGPT-edited versions in terms of move structures and linguistic features through understanding the textual modifications generated by ChatGPT. The findings from textual investigation involving the analyses of abstract types following Lorés (2004), moves based on Hyland's (2000) framework, and key linguistic features of 50 original abstracts and 50 corresponding ChatGPT-edited ones indicated significant modifications in structural, lexical, sentential and tense dimensions of the two sets. Besides, interviews with two experienced Vietnamese abstract and manuscript reviewers were conducted to elicit their opinions on the quality of the modifications identified. Both our textual findings and interview insights complemented each other that ChatGPT-generated modifications improved clarity, readability and informativeness of the original abstracts. This paper ends with proposed pedagogical implications drawn from our findings to help not only Vietnamese researchers in TESOL and other related fields understand and appreciate such modifications, which can support them to produce research article abstracts more effectively.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"15 ","pages":"Article 100239"},"PeriodicalIF":0.0,"publicationDate":"2025-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145095209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Disciplinary variation in argumentative essays: Mapping metadiscourse patterns in undergraduate writing 议论文的学科差异：绘制大学生写作中的元语篇模式

Ampersand Pub Date : 2025-09-03 DOI: 10.1016/j.amper.2025.100238

Attapol Khamkhien

{"title":"Disciplinary variation in argumentative essays: Mapping metadiscourse patterns in undergraduate writing","authors":"Attapol Khamkhien","doi":"10.1016/j.amper.2025.100238","DOIUrl":"10.1016/j.amper.2025.100238","url":null,"abstract":"<div><div>Academic writing is not only content-oriented but also involves various rhetorical strategies that enable authors to project themselves into the text. This study investigated the use of metadiscourse markers in 230 undergraduate argumentative essays across four disciplines: health and human sciences, liberal arts, science, and engineering, drawing on Hyland's (2005) model to examine interactive and interactional resources. The analysed essays were taken from undergraduate students with diverse L1 backgrounds in the CROW corpus. A mixed-methods approach was employed, combining frequency analysis using corpus tools (SketchEngine) with manual annotation and statistical testing to identify patterns of metadiscourse across discipline and educational contexts. Specifically, interactive markers, particularly transitions and frame markers, dominated all disciplines, reflecting students' textual cohesion and organisation prioritisation. Interactional markers such as hedges and engagement devices were used more selectively as science and engineering students favoured precise, low-reflexivity strategies. Likewise, liberal arts and health students used more evaluative language and authorial presence. Pedagogically, this study highlights the importance of explicit instruction on metadiscourse, emphasising genre and discipline-sensitive approaches to guiding readers, taking a personal stance, and engaging directly with readers.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"15 ","pages":"Article 100238"},"PeriodicalIF":0.0,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144996869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Engagement strategies in human-written and AI-generated academic essays: A corpus-based study 人工写作和人工智能生成的学术论文的参与策略：基于语料库的研究

Ampersand Pub Date : 2025-08-13 DOI: 10.1016/j.amper.2025.100237

Sharif Alghazo , Ghaleb Rabab'ah , Dina Abdel Salam El-Dakhs , Ayah Mustafa

{"title":"Engagement strategies in human-written and AI-generated academic essays: A corpus-based study","authors":"Sharif Alghazo , Ghaleb Rabab'ah , Dina Abdel Salam El-Dakhs , Ayah Mustafa","doi":"10.1016/j.amper.2025.100237","DOIUrl":"10.1016/j.amper.2025.100237","url":null,"abstract":"<div><div>Based on an appraisal theory framework, this corpus-based study explores the use and functions of engagement strategies in human-written and AI-generated academic essays. A total of 80 essays (40 human-written from the LOCNESS corpus, which includes essays written by university-level native English writers, and 40 AI-generated by ChatGPT) were analysed. A mixed-methods approach was employed, involving both quantitative (including chi-square tests) and qualitative analyses of Expansion and Contraction strategies. Analysis shows that both Expansion and Contraction strategies occur more significantly in human-written texts than in AI-generated texts. Native English writers utilise a more significant proportion of <em>Entertain</em> markers, with a sensitive regard for alternative standpoints, and utilise <em>Disclaim</em> markers in actively opposing counterarguments. AI-generated texts, in contrast, utilise a high proportion of objective citing and hedging, with little objective use of strong <em>Proclaim</em> markers and a virtual lack of <strong>Concur</strong> dialogistic positions. There is a striking contrast in engagement functions, with humans utilising a more significant proportion of complex rhetoric and more profound argumentation supported through statistical analysis. The findings provide implications for educators and writing instructors aiming to enhance students’ argumentative skills and for developers of AI writing tools seeking to improve rhetorical complexity and engagement in generated texts.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"15 ","pages":"Article 100237"},"PeriodicalIF":0.0,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144865432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Emotional dimensions of feedback: How AI and human responses shape ESL learning outcomes 反馈的情感维度：人工智能和人类反应如何塑造ESL学习成果

Ampersand Pub Date : 2025-08-05 DOI: 10.1016/j.amper.2025.100235

Amin Shahini

{"title":"Emotional dimensions of feedback: How AI and human responses shape ESL learning outcomes","authors":"Amin Shahini","doi":"10.1016/j.amper.2025.100235","DOIUrl":"10.1016/j.amper.2025.100235","url":null,"abstract":"<div><div>The provision of feedback remains one of the most potent instructional interventions within second language acquisition, yet the affective mechanisms underlying its efficacy are still poorly understood. This study investigates how feedback type, specifically AI-generated versus teacher-provided feedback, interacts with learners' Trait Emotional Intelligence (TEI) and Foreign Language Enjoyment (FLE) to influence language proficiency development. Adopting a quasi-experimental design with a purely quantitative methodological orientation, the research recruited 63 intermediate-level English as a Second Language (ESL) learners and assigned them randomly to either an AI feedback group or a teacher feedback group. Participants completed five academic writing and speaking tasks over six weeks, each followed by an immediate feedback and revision cycle. Measurements included pre- and post-intervention language proficiency assessments, alongside the administration of validated scales for TEI and FLE. Structural Equation Modeling (SEM) was employed to examine both direct and mediated pathways between variables. Results revealed that TEI significantly predicted learners' levels of FLE, which, in turn, significantly mediated the relationship between feedback type and language proficiency improvement. Teacher feedback demonstrated a stronger positive effect on FLE compared to AI feedback. The SEM model exhibited excellent fit indices, confirming the robustness of the hypothesized structure. These findings underscore the importance of addressing emotional dimensions in feedback practices, suggesting that optimal language learning outcomes arise not merely from the cognitive correction of errors but also from the emotional resonance that feedback generates. Implications are discussed for pedagogical practices, AI design in language education, and the broader field of affective second language acquisition research.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"15 ","pages":"Article 100235"},"PeriodicalIF":0.0,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144892018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Transforming reading self-efficacy in EFL Classrooms: The role of task-based instruction 英语课堂阅读自我效能的转化：任务型教学的作用

Ampersand Pub Date : 2025-08-05 DOI: 10.1016/j.amper.2025.100236

Yohannes Joressa Wordofa , Mulu Geta Gencha , Aregay Meressa Hadgu

{"title":"Transforming reading self-efficacy in EFL Classrooms: The role of task-based instruction","authors":"Yohannes Joressa Wordofa , Mulu Geta Gencha , Aregay Meressa Hadgu","doi":"10.1016/j.amper.2025.100236","DOIUrl":"10.1016/j.amper.2025.100236","url":null,"abstract":"<div><div>This study investigates the impact of Task-Based Instruction (TBI) on students' reading self-efficacy and their perceptions of TBI's role in enhancing these beliefs. A quasi-experimental design was employed with students from Derartu Tulu Secondary School in Ethiopia. Participants were randomly assigned to an experimental group (N = 44) or a control group (N = 44) using a lottery method. The experimental group engaged with reading texts through TBI, while the control group received conventional instruction over five weeks. Pre- and post-intervention questionnaires were administered to assess differences in reading self-efficacy, and interviews were conducted to explore the experimental group's perceptions of TBI. Five aspects of self-efficacy were measured: progress, observation comparison, social feedback, social physiological state, and total reading self-efficacy. Data analysis included one-way analysis of covariance (ANCOVA), paired-sample t-tests, and thematic analysis. The results revealed that the experimental group significantly outperformed the control group in post-test measures of progress, observation comparison, and overall reading self-efficacy. However, TBI did not lead to improvements in social feedback and social physiological state scales. Moreover, interviews indicated that the experimental group viewed TBI positively, recognizing its effectiveness in enhancing their reading self-efficacy. These findings suggest that task-based instruction is an effective approach for improving students' reading self-efficacy in the English as a Foreign Language (EFL) context. Despite these promising findings, future research should incorporate a larger sample size to improve the generalizability of the results.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"15 ","pages":"Article 100236"},"PeriodicalIF":0.0,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144809569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

CODA's heritage sign language in Spain 西班牙CODA的传统手语

Ampersand Pub Date : 2025-07-17 DOI: 10.1016/j.amper.2025.100232

Stéphanie Papin, Rayco H. González-Montesino

引用次数: 0

Navigating English as a Medium of Instruction (EMI) in tertiary education: Challenges, opportunities, and pedagogical strategies for EFL learners 在高等教育中引导英语作为教学媒介：对英语学习者的挑战、机遇和教学策略

Ampersand Pub Date : 2025-07-05 DOI: 10.1016/j.amper.2025.100231

Md Kawser Ahmed

{"title":"Navigating English as a Medium of Instruction (EMI) in tertiary education: Challenges, opportunities, and pedagogical strategies for EFL learners","authors":"Md Kawser Ahmed","doi":"10.1016/j.amper.2025.100231","DOIUrl":"10.1016/j.amper.2025.100231","url":null,"abstract":"<div><div>The increasing adoption of English as a Medium of Instruction (EMI) in tertiary education has sparked discussions on its potential benefits and challenges for English as a Foreign Language (EFL) learners. This study explores the experiences of EFL learners regarding EMI implementation, focusing on linguistic, academic, and pedagogical dimensions. Employing a qualitative descriptive research design, data were collected through semi-structured surveys from 85 students enrolled in EMI programs. Thematic analysis was conducted using ATLAS.ti to identify key patterns in learner experiences. Findings reveal that while EMI enhances language proficiency, career readiness, and access to academic resources, it also presents significant challenges, including comprehension difficulties, inconsistent teaching methodologies, and reduced classroom participation due to language anxiety. The study underscores the need for gradual <span>EMI</span> implementation, supplementary language support, and faculty training to optimize student learning experiences. The results contribute to the broader discourse on EMI by providing insights into effective pedagogical strategies and policy considerations for higher education institutions. Addressing these challenges through structured adaptation and targeted interventions can enhance EMI effectiveness, ensuring a more inclusive and equitable learning environment for non-native English-speaking students worldwide.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"15 ","pages":"Article 100231"},"PeriodicalIF":0.0,"publicationDate":"2025-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144595407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Positive impacts of negative feedback: A deep dive into Vietnamese EFL learners’ experiences and responses 负面反馈的正面影响：越南英语学习者的经验与反应

Ampersand Pub Date : 2025-06-18 DOI: 10.1016/j.amper.2025.100228

Le Thanh Thao , Pham Trut Thuy

{"title":"Positive impacts of negative feedback: A deep dive into Vietnamese EFL learners’ experiences and responses","authors":"Le Thanh Thao , Pham Trut Thuy","doi":"10.1016/j.amper.2025.100228","DOIUrl":"10.1016/j.amper.2025.100228","url":null,"abstract":"<div><div>This study delves into the intricate perceptions of Vietnamese English as a Foreign Language (EFL) students towards negative feedback in their learning journey. Through qualitative interviews with 15 participants, the research unravels six predominant themes: the dual role of negative feedback, feedback as a social connection, the clarity conundrum, cultural contexts and feedback reception, optimizing growth through feedback timing and emotional preparedness, and the power of constructive framing in negative feedback. Findings reveal that negative feedback, while initially perceived as demotivating, often acts as a catalyst for renewed vigor and focus in students. Furthermore, the source and manner of feedback, as well as its clarity, play pivotal roles in its reception. The cultural fabric of Vietnam significantly shapes students' interpretations, emphasizing respect for authority and collective identity. Feedback's timing, aligned with students' emotional preparedness, determines its efficacy. Importantly, framing feedback constructively, emphasizing growth and improvement, enhances its positive impact. Through the lenses of the Social Identity Theory and Self-Determination Theory, the study offers profound insights into the social and motivational dynamics of feedback reception among Vietnamese EFL learners. The findings hold significant implications for educators, curriculum developers, and stakeholders in EFL settings.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"15 ","pages":"Article 100228"},"PeriodicalIF":0.0,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144330408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The online primary and secondary transfer-of-training effects of structured input on the acquisition of English past tense and third person singular present tense markers: A self-paced reading study measuring accuracy and response time 结构化输入对英语过去时和第三人称单数现在时标记物习得的在线一级和二级训练迁移效应：一项测量准确性和反应时间的自定节奏阅读研究

Ampersand Pub Date : 2025-06-18 DOI: 10.1016/j.amper.2025.100229

Alessandro Benati , Grace Benati

引用次数: 0

Ampersand最新文献