Hasil untuk "English literature"

E. Sedgwick

Wenxia Liu, Yunsong Wang

Artificial intelligence (AI)‐driven learning has become an irreversible trend in foreign language education. Scholars are increasingly focusing on this field, yet few have examined its impact within English literature classes. To fill this gap, we designed an 8‐week intervention study with mixed methods and recruited 90 students, with 42 in the experimental group and 48 in the control group, matched for average age, English proficiency and gender ratio. Critical thinking levels were measured before and after the intervention using a standardised assessment tool. In the experimental group, students used AI tools (ChatGPT‐3.5, Bodoudou, SummarizBot, etc.) to generate and answer text‐related questions, and participate in interactive quizzes and AI‐assisted debates during classes, while the control group followed traditional methods without AI tools. The findings revealed a statistically significant improvement in the critical thinking skills of the experimental group compared to the control group, as measured by pre and postintervention assessments (p < 0.05). This suggests that AI tools can effectively enhance critical thinking abilities in English literature classes. This study not only contributes to the emerging discourse on AI in education but also offers practical implications for integrating AI technologies to support and enrich the learning experiences of EFL students in literature classes. The findings have the potential to guide educators and policymakers in designing AI‐driven educational strategies that are culturally responsive and pedagogically effective.

F. Amirjalili, Masoud Neysani, Ahmadreza Nikbakht

As artificial intelligence (AI) increasingly permeates educational landscapes, its impact on academic writing has become a subject of intense scrutiny. This research delved into the nuanced dimensions of authorship and voice in academic writing, specifically focusing on the application of OpenAI’s ChatGPT. In this study, the research team compared and contrasted an essay written by one second-year English student for a course on English literature with a similar essay produced by ChatGPT. The current research also, tried to clarify whether artificial intelligence can satisfy the formal requirements of academic writing and maintain the distinctive voice inherent in human-authored content. The examination hinges on parameters such as assertiveness, self-identification, and authorial presence. Additionally, the researchers shed light on the challenges inherent in producing AI-generated academic text. While ChatGPT presented an ability to generate contextually relevant content, the results highlighted its need for support in guaranteeing factual accuracy and capturing the complex aspects of authorship that are common in human writing. Notably, when compared to human-generated text, the AI-generated text was deficient in terms of specificity, depth, and accurate source referencing. While AI has potential as an additional tool for academic writing, this study’s findings indicated that its current capabilities—particularly in producing academic text are limited, and remain constrained. This study emphasizes upon the imperative for continued refinement and augmentation of AI models to bridge the existing gaps in achieving a more seamless integration into the academic writing landscape.

Clara-Louise Mourier

Jean Hegland’s Into the Forest (1996) concludes with two sisters and their infant Burl abandoning their family home to embrace life in a neighbouring forest. Western domesticity, symbolised by private bedrooms, is replaced by the plural, biotic community of a centuries-old redwood forest. By taking refuge in a hollow stump, the trio attempts to shed their now obsolete social identity and adapt to a postapocalyptic American West. This process of redrawing the border between inhabited and uninhabitable spaces continues twenty years later in Here in This Next New Now (in French, Le Temps d’après). Burl, now a non-binary “arboreal boy,” undertakes to recount their life within an ecosystem saturated by the non-human. Yet, the character resents their entrapment in the hollow stump chosen by their mothers for protection. Instead, they attempt to reconfigure the entire forest (and beyond) into a potential shelter for human and non-human life. The figure of the bed-stump thus evolves into that of the encampment. In exploring the bed and its redefinitions, this study not only traces the reintegration of the characters into a multispecies world, but also invites readers to consider Hegland’s narrative practices as a refusal to enclose the text in a fixed or stable cartography. On the contrary, the novel ultimately overflows the book as a medium.

Mohammad Hossein Arefian

Language teacher education programs can become more reflective, inclusive, collaborative, situated, and inquiry-based. One such professional approach to incorporate these characters can be through personalized language teacher education (PLTE). Due to the importance of using AI and professional learning communities (PLCs) for developing a personalized teacher education, this study explored how AI-enhanced PLCs could be leveraged to create a more responsive, inclusive, and personalized teacher education. Still, a significant gap exists in understanding how AI can be specially integrated into PLCs to create personalized pathways for ELT preservice teachers, mainly in under-resourced contexts. To conduct this exploratory case study, 8 Iranian English language teaching (ELT) pre-service teachers were purposively selected from a teacher education university. Data was collected from group discussion, artifacts, and interviews, and the result of the thematic analysis revealed that AI-enhanced PLCs fostered personalized, reflective, and collaborative development by addressing individual teaching needs and providing innovative strategies. By addressing individual teaching needs and providing innovative instructional strategies, AI facilitated a dynamic learning environment. However, effective integration required overcoming challenges like limited AI literacy and contextual mismatches, highlighting the potential for tailored, impactful education. This study can inform teacher educators, policymakers, administrators, and teachers to integrate AI into their PLCs to develop a PLTE.

R. Crawford

This widely-praised book looks at the rise and fall of 'Britishness' in literature over the last three centuries. Arguing that for much of its history the subject of 'English Literature' has been bound up with an assumed English cultural centre, Devolving English Literature examines the literary construction and questioning of a British (rather than simply English) literary identity. Surveying eighteenth and nineteenth-century writers, including Robert Burns, James Boswell, Walter Scott and Thomas Carlyle, Robert Crawford remaps literary history. He argues that Scottish and non-metropolitan authors left a crucial legacy to American literature, to the developing subject of anthropology, and to twentieth-century Modernism. In the work of T. S. Eliot, Ezra Pound, James Joyce, Hugh MacDiarmid and other Modernists there persist vitally 'provincial' as well as national elements. These continue to nourish the verse of sophisticated post-British 'barbarian' poets such as Seamus Heaney, Tony Harrison, Douglas Dunn, Les Murray, and Derek Walcott. More than that, they are bound up with the contemporary literature and politics of Britain after devolution. This second edition contains a substantial new chapter, 'Waving Citizens', which looks particularly at Scottish writing in the light of the political events that saw the establishment of a national Parliament in Edinburgh in 1999. Topics considered range from Walter Scott and European union to Trainspotting and right-wing politics. This new chapter argues for the need to read Scottish literature in ways that alert us not just to its political significance, but also to the breadth of its tonal spectrum, so that Muriel Spark and Kathleen Jamie are as much part of a redefined Scottish literary identity as are Irvine Welsh and James Kelman. Praise for the first edition: 'A stunning book: original, extraordinarily wide-ranging, coherent, reflective, and strongly argued.' - Susan Staves, Studies in English Literature 'Crawford's book produces a spine-icing thrill as new frontiers break open. It rethinks modern British literature with new meanings for students of history, politics, anthropology and sociology, and it does so with seminal clarity and captivating originality.' - Owen Dudley Edwards, New Statesman 'An incisive, indeed brilliant, critical investigation into Anglocentricity, nationalism and literature.' - Catherine Lockerbie, The Scotsman Key features: * Surveys the rise and fall of 'Britishness' in literature over three centuries. * New chapter (not in the first edition) surveys Scottish literature from a post-devolutionary perspective. * Includes material on US, Irish, English and Australian as well as Scottish literature. * Rave reviews for the first edition (1992).

Joel C Meniado

This study aimed to explore the impact of ChatGPT on English language teaching, learning, and assessment. Specifically, it aimed to answer the following questions: 1) How can ChatGPT enhance English language learning, teaching, and assessment? and 2) What are the issues associated with ChatGPT in terms of language teaching, learning, and assessment? Utilizing Rapid Literature Review as a methodology guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, this study found that ChatGPT can support and enhance English language learning by providing meaning-focused inputs, offering scaffoldings during the production of meaning-focused outputs, giving feedback on the accuracy of learners’ language outputs, and facilitating fluency development through extensive language practice. Moreover, this study also found that ChatGPT can enhance English language teaching by assisting teachers in designing bespoke lesson plans, facilitating language learning inside and outside language classrooms, developing customized instructional materials, assessing L2 learning, and giving immediate, individualized feedback. However, despite the benefits it can provide to English language teachers and learners, its use in the classroom is faced with many issues such as inaccurate responses, academic dishonesty and plagiarism, skills deterioration, generic responses, inherent biases, privacy breaches, non-emotionality, technical limitations, educational inequity, and teacher job security threat. Detailed results and implications for policymaking and language teacher development are discussed.

Firda Rohmatul Aimah, Eko Suhartoyo

The discussion regarding the utilization of peer feedback necessitates careful consideration, particularly within the university context. However, the impact of using peer feedback remains indeterminate. This study investigated Indonesian EFL students' perceptions of implementing peer feedback during synchronous and asynchronous periods. A systematic literature review (SLR) method was applied in this study. The data were gathered using the Lens database, evaluated using PRISMA, and coded based on the research questions. The data were separated into two parts over ten years: synchronous (2012-2018) and asynchronous (2019-2022). The findings indicated positive and negative comments. In terms of positive comments, students claimed they got a better understanding; however, in terms of negative comments, students mentioned that the feedback was questionable. The students implemented peer feedback via online and offline media. For online media, students use social media, such as Instagram, Facebook, and websites. In terms of offline media, students used papers. The students also implemented some types of peer feedback, such as support comments, knowledge sharing, negotiation, appreciation, and criticism. The current research limitations and suggestions underscore the need for broader investigations across diverse educational levels and geographical contexts, emphasizing the imperative to enhance the study's generalizability and validity.

Nona Safira Timur, Slamet Asari, Nirwanto Ma'ruf

This study examines the impact of computer-assisted language learning (CALL) on speaking fluency and confidence among EFL students at Al-Mizan Islamic Boarding School in Indonesia. A mixed-method approach was employed, with quantitative data collected through pre-tests and post-tests and qualitative data through interviews and observations. Speaking fluency was measured based on speech flow, pace, continuity, naturalness, and intonation, while confidence was measured based on willingness to participate, composure, eye contact, vocal clarity, and engagement. Results revealed significant improvements, with the average fluency score increasing from 55.46 to 75.67 and confidence score from 58.63 to 80.58 after an eight-week CALL intervention. Qualitative findings highlighted that CALL’s interactive features and real-time feedback supported students in improving their pronunciation and reducing speaking anxiety. This study underscores the effectiveness of CALL in enhancing speaking proficiency and fostering learner autonomy, particularly in EFL contexts with limited speaking opportunities. While the findings are promising, future research with larger samples and extended intervention periods is recommended to examine the long-term impacts of CALL. These results advocate for integrating CALL into language education to create more engaging and supportive learning environments that promote fluency and confidence development in EFL learners.

Canice Chukwudi Anyachukwu, Confidence Chinemerem Amarah, Blessing Chiagozikam Atueyi et al.

Abstract Study design Systematic review of Randomised controlled trials. Objectives With the increasing incidence of back pain among children and its untold implications to their future, back education tailored in an effective way would be indicated. However literature appears unsettled. This study aims to review available literature to determine the effect of school-based back education in preventing and managing low back pain in school children. Methods Randomized controlled trials carried out on elementary and secondary school children of ages 6 to 18 years and published in English language were included. Back education taught in hospitals or other settings were excluded. Primary outcome was back pain prevalence and secondary outcomes were constituted from the study characteristics of selected studies which includes: back behavior, knowledge, postural habits, physical activity, fear-avoidance beliefs, back pack carriage, pain intensity, skills and self efficacy. Databases searched were PEDro, HINARI, PubMed, Cochrane, and Google Scholar. Available stiudies from 2000 to March 2022 were retrieved. Quality of studies were assessed using the PEDro scale. Obtained studies were descriptively analyzed. Results A total 8420 studies were retrieved and 8 studies (with 1239 participants) were included in this review. Four studies each assessed back knowledge and back behavior, and two assessed back pain prevalence. There were improvements in back knowledge and back behaviour, but effectiveness of back care education on back pain prevalence was not conclusive. Forms of education used involved the indirect method of conditioning the environment and the direct method which made use of theory, practical lessons and educational books and materials. Conclusion Back care education programmes in schools are effective in improving back care knowledge, behavior and reduction in low back pain frequency. Reduction in back pain prevalence is not conclusive. Back care education could be incorporated as part of schools’ education programmes. Limitations include exclusion of non English language studies and inconsistent outcome measures. Funding source None. Registration This review protocol was registered under the International platform of Registered systematic review and meta-analysis protocol (INPLASY) with the registration number; INPLASY202310044 and DOI number; https://doi.org/10.37766/inplasy2023.1.0044

Abdalaziz Jomah Al Fawareh, Nusaibah J. Dakamsih, A. Alkouri

Ecocriticism these days is indeed a relatively new revisionist and reformist trend that has dominated the ecological point of view in recent English literature worldwide. The ecological perspective constructed under Eco-criticism delineates the nature-human alliance in both detrimental and constructive ways. The present research paper tries to inspect some post-1900 modern English literature from an Ecocritical perspective. The literature reviewed in the present study incorporates the analysis of some well-known authorship whichever is eminently written to gain insights from the ecological frame of reference. Analyzing some notable works culminates in the conclusion that the trend of Ecocriticism progresses from ‘nature- a mystic substance ‘and ‘nature’s interconnectedness to action ‘importance of maintaining nature, ‘eco-consciousness and eco-literacy about environmental issues, and finally calls to action.

A. Bahji, L. Ación, A. Laslett et al.

Background: While English is only the native language of 7.3% of the world's population and less than 20% can speak the language, nearly 75% of all scientific publications are English. Aim: To describe how and why scientific contributions from the non-English-speaking world have been excluded from addiction literature, and put forward suggestions for making this literature more accessible to the non-English-speaking population. Methods: A working group of the International Society of Addiction Journal Editors (ISAJE) conducted an iterative review of issues related to scientific publishing from the non-English-speaking world. Findings: We discuss several issues stemming from the predominance of English in the scientific addiction literature, including historical drivers, why this matters, and proposed solutions, focusing on the increased availability of translation services. Conclusion: The addition of non-English-speaking authors, editorial team members, and journals will increase the value, impact, and transparency of research findings and increase the accountability and inclusivity of scientific publications.

Stanley B. Greenfield

Anglo-Saxon prose and poetry is, without question, the major literary achievement of the early Middle Ages (c. 700-1100). In no other vernacular language does such a vast store of verbal treasures exist for so extended a period of time. For twenty years the definitive guide to that literature has been Stanley B. Greenfield's 1965 Critical History of Old English Literature. Now this classic has been extensively revised and updated to make it more valuable than ever to both the student and scholar.

Nur Syafiqa Mohd Nawi, Nurul Asma' Amani Muhmad Nor

Learning English is already a challenging task, and when it comes to studying literature in English, the difficulty level increases even further. This Systematic Literature Review (SLR) is conducted to identify important challenges in the teaching and learning of English literature. The whole process of conducting this SLR followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. PRISMA is a graphical representation of the complete process of doing a systematic review and meta-analysis, including the search for relevant articles, the filtering of them based on certain criteria, and the assessment of their quality. The results show that the factors can be categorised into three: student-related challenges, teacher-related challenges, and external-related challenges. This paper reports the key gap and limitations in current study that focuses on the challenges in the teaching and learning of English literature.

Jessica Rodrigues Esteves, Jorge C. S. Cardoso, Berenice Santos Gonçalves

The growing popularity of immersive virtual reality (iVR) technologies has opened up new possibilities for learning English. In the literature, it is possible to find several studies focused on the design, development, and evaluation of immersive virtual reality applications. However, there are no studies that systematize design recommendations for immersive virtual reality applications for English learning. To fill this gap, we present a systematic review that aims to identify design recommendations for immersive virtual reality English learning applications. We searched the ACM Digital Library, ERIC, IEEE Xplore, Scopus, and Web of Science (1 January 2010 to April 2023) and found that 24 out of 847 articles met the inclusion criteria. We identified 18 categories of design considerations related to design and learning and a design process used to create iVR applications. We also identified existing trends related to universities, publications, devices, human senses, and development platforms. Finally, we addressed study limitations and future directions for designing iVR applications for English learning.

Maxence Gouleau

Although they have often been used as metaphors for the act of writing, pregnancy and childbirth have a long history of being left out of literature itself, especially as diegetic events in the novel. Jessie Greengrass’s novel Sight (2018) provides us with a rare pregnant narrator and as such includes pregnancy as a diegetic event and as a theme. Starting with the assessment that pregnancy in literature can be summed up by the image of “a man pac[ing] a carpet” while a woman gives birth outside the frame of the narration, Greengrass’s novel tackles the compulsion to look and to look away, to show and to hide that is at the heart of this image. The novel shows that pregnant bodies have been overlooked by literature not for lack of curiosity, but rather because of an obsessive curiosity for what lies inside them and what comes out of them. By investigating scientist/object relationships alongside mother/daughter relationships, Sight formulates the beginning of an ethics of looking at and of writing about bodies, which lies in a practice of parenthood that acknowledges both curiosity for and discomfort with bodies. The novel thus deconstructs the metaphor of writing as pregnancy and childbirth and points to an ethical way of incorporating bodies, especially female ones, into literature.

Miriam Kobierski

Artificial intelligence is already developed enough to perform mechanical and computerised tasks, but the ability to convey emotions and recreate human consciousness is currently being studied. This article will primarily deal with AI-generated literature, focusing mainly on short text extracts and poetry. The selected research method in this article is qualitative research. A linguistic analysis of individual texts was carried out, as well as a comparison of the texts themselves. An experiment was conducted in which a group of participants decided whether the presented text was written by a human or artificial intelligence. In addition, I examined the positions in the discussion whether AI poetry can be considered authentic.

R. Robinson

David Bamman, Olivia Lewke, A. Mansoor

We present in this work a new dataset of coreference annotations for works of literature in English, covering 29,103 mentions in 210,532 tokens from 100 works of fiction published between 1719 and 1922. This dataset differs from previous coreference corpora in containing documents whose average length (2,105.3 words) is four times longer than other benchmark datasets (463.7 for OntoNotes), and contains examples of difficult coreference problems common in literature. This dataset allows for an evaluation of cross-domain performance for the task of coreference resolution, and analysis into the characteristics of long-distance within-document coreference.