International Journal of Language and Literary Studies

Waiting, Time, and Law: A Reading of Selected Works by Franz Kafka and C. P. Cavafy

2026-04-01T18:19:09+00:00

Using Giorgio Agamben’s political philosophy, Martin Heidegger’s theories on temporality and human existence, and Jacques Derrida’s notion on “différance,” this article argues that waiting (while rooting human experiences in time) conceals the emptiness of the law and delays meaning. Modern systems of power function not through violent force but voluntary submission and the construction of fear/anticipation. Agamben’s term “bare life” (as pure biological being without legal or political qualification) signifies inclusion by exclusion, which is captured in waiting as the structure of legal power and as pure validity without meaning. Waiting is made a structural effect of power and is ironically grounded in absence and anticipation. While in his enigmatic parable “Before the Law” (1915; trans. 1933) Franz Kafka makes us ponder power as brittle and yet unquestionable for the waiting subject, C. P. Cavafy in his memorable poem “Waiting for the Barbarians” (1908; trans. 1915) reverses Kafka’s order, making the anonymous empire wait for the elusive enemy it constructed, thus weakening imperial power with relation to the so-called enemy. Waiting suspends time and holds progress while allowing fear to paralyze those in wait. Both works use waiting as a deconstructive device, making gaps and the unstated as substantial as the surface narrative.

Language, Power, and the Idea of Excellence: A Linguistic Ethnography of English Teaching in Beni Mellal’s CPGE Center as a Case Study

2026-04-20T18:23:05+00:00

This study examines how language functions as a medium of authority, distinction, and institutional belonging within the English classroom of a Moroccan Classe Préparatoire aux Grandes Écoles (CPGE) in Beni Mellal. Situated within Morocco’s multilingual and postcolonial educational context, the article investigates how English, French, and Arabic varieties are differentially mobilized in a high-prestige and competitive academic setting where excellence is not just an evaluative ideal but a lived linguistic norm. Drawing on an eight-week linguistic ethnography with autoethnographic elements, the study analyzes classroom interaction, teacher reflection, student focus groups, written responses, and institutional documents. The analysis is informed by Bourdieu’s concepts of linguistic capital and symbolic power and by Fairclough’s critical discourse approach. The findings show that English operates as the principal language of academic legitimacy and intellectual discipline, French serves as a cognitive intermediary during moments of conceptual difficulty, and Moroccan Darija remains largely confined to affective reassurance and communicative repair. These patterned choices reveal a stratified linguistic order through which participation, confidence, and recognition are unevenly distributed. At the same time, the study demonstrates that teacher agency complicates the reproduction of these hierarchies; through adaptive multilingual practice, selective feedback, and locally designed materials, the classroom becomes not only a site where elite norms are enacted, but also one where they are negotiated. The article argues that academic excellence in CPGE is produced discursively through everyday linguistic practice and that any more equitable vision of excellence must reckon with the multilingual realities through which students learn, struggle, and claim legitimacy.

Examining the Relation between Reading Time and Comprehension of Garden-Path Sentences by Saudi EFL Learners

2026-04-06T15:27:10+00:00

The current study investigates the real-time processing and comprehension of syntactic ambiguity in Garden-Path sentences by EFL learners with L1 Arabic. The aim is to examine a possible correlation between these two measures, assuming that longer reading times are associated with better comprehension. To do so, fifty female Saudi upper-intermediate EFL students from a Saudi university completed a self-paced reading experiment in which they read Garden-Path and non-Garden-Path sentences and answered comprehension questions. Generalized estimating equations revealed that participants’ comprehension of Garden-Path sentences is generally lower than that of non-Garden-Path sentences, but improves with more time spent reading them. The results suggest that initial misinterpretations of Garden-Path sentences are common among female Saudi upper-intermediate EFL learners, replicating previous studies on lingering misinterpretations and the good-enough approach. The study concludes that female Saudi upper-intermediate EFL learners’ processing constraints in Garden-Path sentences are likely due to reduced sensitivity to disambiguating cues, as they did not spend enough time reanalyzing the initial misinterpretations of ambiguous sentences. Garden-Path sentences remain a valuable tool for future studies investigating how the human parsing system handles structural ambiguity.

Student Participation in Higher Education: Profiles, Factors, and Impacts: A Case Study of the Department of English at Sidi Mohammed Ben Abdellah University, FLDM, Fez

2026-03-05T03:41:19+00:00

This study investigates the factors affecting student classroom participation in higher education, grounded in the hypothesis that the student-teacher rapport, student motivation, and course preparation significantly shape the extent of their engagement in class. The research aims to examine the level of student participation, identify characteristics that distinguish active participants from non-participants, and explore the key determinants of classroom involvement, as well as potential strategies to enhance it. The study targets Semester Six students from the Department of English at Sidi Mohammed Ben Abdellah University in Fez (FLDM), selected for their advanced level and familiarity with classroom dynamics. A random sampling technique was employed to ensure representativeness and objectivity. Methodologically, the research adopts a mixed-methods approach, integrating quantitative data to measure participation patterns and assess variable relationships, alongside qualitative insights to explore students' perceptions and explanations of their engagement. The combination of both approaches strengthens the validity and reliability of the findings and offers a more nuanced and comprehensive understanding of the factors shaping classroom participation.

Language learning as a unique talent: Polyglot perceptions

2026-04-05T10:21:14+00:00

The axiomatic differences in language learner outcomes have fueled a growing amount of research into foreign language aptitude. Despite growing interest in individual differences between language learners, there remains a paucity of research on the perceptions of ostensibly successful language learners. Contrary to the maligned fortunes of language learners, that have prompted commissioned bodies to be tasked with finding possible solutions, the polyglot community continues to thrive and share stories of success at international polyglot gatherings. This paper uses a mixed methods design to assess the beliefs and perceptions of polyglots vis-à-vis foreign language (FL) learning as a unique talent. A questionnaire utilising a five-point Likert scale was administered to 513 polyglots from 71 countries, and a quantitative analysis of their responses was conducted. This was followed by a qualitative analysis of 13 polyglots’ documents in order to elaborate on the initial findings from the questionnaire. The results indicate that the polyglots are divided on whether successful language learners are born with an aptitude for language learning. Nevertheless, they held that anyone can learn a second language providing other qualities are present. This study provides insight to the psyche of polyglots regarding their learning feats.

Transforming Formative Assessment: The Role of Technology-Enhanced Environments for EFL Teachers

2026-04-22T00:05:01+00:00

This review examines the impact of technology-enhanced environments on formative assessment by EFL teachers. The main objective is to explore how digital tools affect the effectiveness, equity, and pedagogical practices of formative assessment in diverse EFL classroom contexts. This review poses the following research question: How do technology-enhanced environments impact the effectiveness, equity, and pedagogical practices of formative assessment among EFL teachers in diverse classroom contexts? This study distinguishes itself not only by synthesizing recent literature but by connecting the benefits and challenges of technology-enhanced formative assessment to practical strategies for equitable and impactful EFL learning. A systematic review of the literature identifies the following key findings: (1) Technology enables real-time feedback. This supports faster instructional adjustments. (2) Technology allows personalized learning. It leads to more tailored, student-centered instruction. (3) Actionable analytics generated by digital tools help teachers target interventions and track student progress. (4) Technology-enhanced classrooms increase student engagement, support language development, and build learner autonomy. Immediate and personalized support contributes to EFL mastery. Nevertheless, challenges persist: unequal access to digital resources limits opportunities for some students; teacher training is often insufficient for effective technology use; and data privacy remains a concern. The significance of this review lies in analyzing how current technological trends, implementation barriers, and policy considerations interact to shape outcomes in EFL classrooms. By focusing on both opportunities and persistent inequities, this review offers concrete guidance to educators, administrators, and policymakers aiming to implement technology-enhanced formative assessment effectively. Addressing challenges requires intentional technology design, targeted professional development, and equity-focused policies. Ongoing research remains crucial for creating adaptive and inclusive assessment solutions for EFL learners.

Archetypes of Evil: Illustrations of Society’s Collective Behavior

2026-03-09T13:46:26+00:00

This study ventures into the mysterious domain of Filipino folklore that shows the potency of oral traditions to project archetypes of evil that persist to mold the collective behavior of a group of people. This study investigated the oral tales of ?ungu? in rural Bohol, specifically in the towns of Inabanga, Calape, Loon, Maribojoc, and Cortes. This employed ethnographic fieldwork by interviewing mature native residents to recount these tales. Using the Jungian archetypal lens, six oral tales of ?ungu? were retrieved and analyzed for the hidden ethnic archetypes of evil, which reveal the ungu in different forms: bird, wild boar or pig, and wakwak. These archetypes reveal the following signified antecedents, including dependence on folk medicine, repulsion towards blood and deviant behavior, and protective instincts towards family and community members. These signified antecedents shape the Boholano psyche: the Boholano places importance on preserving and protecting life and the continuity of the Boholano society. This study provides an interpretive framework that sheds light on how oral narratives about a local monster may function as mechanisms for psychological and social stability within ethnic identities

When Men Give Birth: Ambiguities of Gender Roles in Kleist's Works

2026-04-01T16:10:04+00:00

This article examines Heinrich von Kleist's sustained destabilization of conventional gender roles, showing how his works repeatedly uncouple masculinity and femininity from biological sex. Female figures such as Käthchen, Lisbeth, Penthesilea, and Thusnelda assume forms of rational, heroic, or excessively violent agency, while male figures falter, display emotional vulnerability, or perform behaviors traditionally coded as feminine. At the same time, Kleist's fathers reveal the fragility of paternal identity through emotional absence, cruelty, and the exchangeability of sons. Against this backdrop, the article develops a new reading of Kleist's metaphor of "male birth" as it appears in Das Erdbeben in Chile, Der Findling, and Die heilige Cäcilie. These works depict men—and male-led institutions—forming maternal-like bonds to children through acts structurally analogous to childbirth. The metaphor allows Kleist to reconfigure kinship and expose gender as unstable, performative, and permeable, in keeping with his broader skepticism toward fixed truths.

Exploring the Usage of Language of Instruction for Teaching Science Subjects in Moroccan High Schools

2026-04-19T23:08:26+00:00

Teaching in general and teaching of science in particular necessitates the choice of a language of instruction to reach effective learning outcomes. This study argues that the implementation and identification of language of instruction strategies can enhance the acquisition of scientific knowledge, skills and outcomes in Moroccan high schools and ultimately achieve the pre-set educational goals. This study aims to explore and identify the preferred language of instruction to teach science subjects in high schools and the reasons behind this preference, and to know how the language of instruction impacts students’ learning outcomes in science subjects. To meet the objectives, the qualitative approach was used, relying on open-ended questions conducted with high school science teachers, as well as classroom observations in Moroccan high schools. The thematic analysis is applied to discuss the research questions. The results provide science educational policy and practice regarding effective teaching of science subjects through preferred language of instruction in Moroccan high schools.

Teaching Literature for Aesthetic Purpose: University Level English Language Teachers' Lived Experiences

2026-03-21T07:07:14+00:00

Literature is a fertile discipline of multiple models of creative language use and aesthetics. Aesthetics in literary texts is an internally rooted quality that is embedded in contexts, plots and themes. Such aesthetics manifested in the literary texts draws the emotional attachment of the readers and it becomes the matter of discussion in classroom from the pedagogic purpose. The present study aimed to explore the experiences of university level English language teachers in teaching literature for aesthetic purpose. For this, five English language teachers teaching at M. Ed. Level were purposively selected and interviewed to collect data. The collected information was codified and analyzed under different qualitative themes. The findings showed that teaching literature for aesthetic purpose is an advanced level pedagogic practice that requires teachers' and students' intellectual exercise and their involvement in cognitive process. Teaching literature for aesthetic purpose is not a separate pedagogical practice from teaching literature for language enhancement and it regards language development as base. Under this pedagogical practice, as students' interaction occurs with their peers, group, and their teachers, they get opportunities to put forward their arguments, share their views using aesthetic experiences, evaluate their analysis using the tools of judgement and move to logical conclusion on particular issues of the literary texts. For this, they analyze the texts subjectively or objectively using different critical lenses. Likewise, students have close attachment with the emotional elements of the literary texts and the analysis of these emotional elements lead them to the sense of empathy. The teacher initiated or free discussions on the themes or issues of literary texts under this pedagogical practice enhance students' criticality, creativity and inference. However, teaching literature for aesthetic purpose is not free of challenges.

Readiness And Practice Gap In EFL: AI Integration In Moroccan High Schools

2026-05-01T10:41:33+00:00

Integrating artificial intelligence (AI) into English as a Foreign Language (EFL) teaching within low-resource public systems requires more than technological availability; it demands institutional infrastructure, teacher professional support, and learner readiness. This study examined the conditions enabling meaningful AI supplementation of English learning in Moroccan public high schools through parallel questionnaires administered in October 2025 to 20 secondary EFL teachers and 156 students in Larache. Data on digital access, attitudes, pedagogical knowledge, experienced constraints, and support needs were analysed using descriptive statistics, independent-samples t-tests, and thematic analysis of open-ended responses. Preliminary findings within the Larache context suggest a pronounced readiness–practice gap: near-universal smartphone ownership and broadly positive attitudes toward AI coexisted with inadequate school connectivity (only 15% of teachers reported reliable school internet), unclear academic integrity policies, large class sizes, and limited formal training (80% of teachers received no AI-specific professional development). Students demonstrated interest but inconsistent critical AI literacy. Bridging the gap requires coordinated investment in infrastructure, pedagogically grounded teacher development, and clear institutional policies on ethical AI use.

Morphological Shifts in Digital Communication: A Comparative Analysis of Generation Z and Alpha Content Creators

2026-03-26T06:09:25+00:00

This study examined the morphological shifts present in the slang used by Generation Z and Generation Alpha content creators in digital communication. Employing a descriptive quantitative design supported by morphological word-formation theory and sociolinguistic concepts of language change, the corpora consisted of fifty (50) manually transcribed videos from ten (10) Filipino content creators across TikTok, Facebook, and YouTube, representing five creators from each generation. Results revealed that both generations actively use slang as a marker of identity, creativity, and social belonging, with conversion emerging as the most dominant morphological process. Findings further showed that Generation Z frequently employed clipping and acronyms typical of text-based interaction, while Generation Alpha preferred compounding, coinage, and audiovisual-influenced expressions shaped by fast-paced meme and gaming culture. The study concludes that differences in slang formation reflect the technological environments that shaped each generation's communication style. Based on the findings, educators, linguists, and parents are recommended to incorporate awareness of digital language trends into instruction, and future research should expand to larger datasets and additional platforms to deepen understanding of generational language evolution.

The Linguistic Representations of the Moroccan Outstretched Hand Policy in Diplomatic Relations with Algeria in Light of Fairclough's Model

2025-11-06T13:01:45+00:00

Morocco and Algeria have shared a long historical relationship of genuine fraternity and friendship; however, there have been times when this comradeship has resembled the brotherhood of Cain and Abel, fraught with tensions and characterized by tragic turning points. Throughout the history of the countries' interactions, particularly at the level of diplomacy as well as the military sphere, official political speeches of Moroccan and Algerian political representatives always reflect subliminal ideologies that can be revealed within a systematic analysis of political texts, relying on a solid theoretical framework. Such methodological examination enables this study to establish a logical link between the linguistic features used by those politicians and some social and geopolitical consequences. In pursuit of this, this paper examines the linguistic choices used by King Mohammed VI in approaching Algeria diplomatically, specifically those mirroring the Moroccan monarch's policy of the 'outstretched hand'. The samples used in this study were chosen based on purposive sampling and were analyzed according to Fairclough's three-dimensional model. The findings indicate that the Moroccan king consistently uses specific lexical choices that depict a discourse marked by fraternity. In contrast, the Algerian state has shown no tangible engagement with this Moroccan initiative.

Demotivating Factors in English Language Learning Among Non-English Major University Students in Vietnam: A quantitative study

2026-05-03T10:48:56+00:00

This study investigates demotivating factors in English language learning among 479 non-English major undergraduate students at a public university in Vietnam, drawing on Self-Determination Theory (SDT) as its theoretical framework. A quantitative survey design was employed, using a researcher-developed 23-item questionnaire organized around five SDT-informed factors: lack of autonomy, low perceived competence, lack of relatedness, irrelevance of English to personal goals, and external pressure and amotivation. Descriptive statistics and independent samples t-tests were conducted using SPSS 27. The results indicate that the irrelevance of English to personal goals was the most prominent demotivating factor (M = 4.00), followed by lack of autonomy (M = 3.97) and lack of relatedness (M = 3.79), while low perceived competence (M = 3.02) and external pressure (M = 3.00) were least salient. Gender differences were statistically significant on three factors, with female students reporting higher demotivation related to autonomy, competence, and relatedness, though the difference for relatedness would not survive Bonferroni correction. These findings suggest that curriculum reform to enhance the perceived relevance of English and instructional approaches that support learner autonomy and belonging may help reduce demotivation in compulsory EFL programmes.

The Importance of Integrating English as a Second Language (ESL) in the Classroom Settings: Applying a Hermeneutical Approach to Language Learning in the Filipino Context

2026-04-18T03:45:36+00:00

This study explores the importance of integrating English as a Second Language (ESL) in classroom settings through the application of a hermeneutical approach to language learning within the Filipino context. Grounded in interpretive philosophy, the study draws on the ideas of Martin Heidegger, Hans-Georg Gadamer, and Paul Ricoeur to reconceptualize ESL instruction as a process of meaning-making rather than mere linguistic acquisition. In the Philippines, where English functions as both a medium of instruction and a second language, learners often encounter challenges in interpreting language beyond grammatical and structural competence. This study argues that a hermeneutical approach can enhance learners’ interpretive skills by situating language within their lived experiences, cultural background, and social realities. The research employs a qualitative and philosophical method, particularly textual and conceptual analysis, to examine how hermeneutics can be integrated into ESL pedagogy. Heidegger’s concept of Being-in-the-world emphasizes contextualized understanding, Gadamer’s “fusion of horizons” highlights dialogical engagement in learning, and Ricoeur’s narrative theory underscores identity formation through language interpretation. Together, these frameworks suggest that ESL learning becomes more meaningful when learners actively engage in interpretation, reflection, and dialogue. Thus, the study concludes that a hermeneutical ESL approach provides a more holistic and context-sensitive framework for improving language education in the Philippines.