Hasan Aydin, Clarisse Halpern, Thithimadee Arphattananon
et al.
Therefore, this study aimed to: (1) To explore international students’ cultural and educational experiences in their transition to higher education in the United States and Thailand. (2) To investigate these students’ experiences using AI and their impacts on their academic and social experiences in the United States and Thailand. (3) To compare international students’ experiences in the United States and Thailand, understanding the extent to which the higher education systems and cultural settings in both countries differ in the experiences of these students. A qualitative multiple-case study approach (Yin, 2018) was used to explore and compare the experiences of international students transitioning to higher education and using AI in their academic and social lives in the United States and Thailand. The study examined the whys and hows of real-life, contemporary cases bounded by time and space in Southwest Florida and Thai universities in Spring 2024. The study’s comparative nature enabled researchers to identify both unique and shared experiences (Yin, 2018). “[T]he inclusion of multiple cases is … a common strategy for enhancing the external validity or generalizability of [the] findings” (Merriam and Tisdell, 2016, p. 40). The findings were subdivided into the US and Thai cases. Four themes were developed based on the US case analysis related to participants’ experiences with culture shock, sociolinguistic adaptation challenges, the lack of adequate academic and institutional support, and perceiving AI as an academic and cultural mediator. Also, four themes were developed based on Thai case analysis related to participants’ experiences with geographical and cultural elements, sociocultural adaptation, finding limited support from the university, and using AI for linguistic and research support. These themes indicate both shared pressures (language, belonging, navigation of norms) and context-specific dynamics that shape how and why students turn to AI. After discussing the findings of both cases, the researchers will present the comparative cross-case findings. The findings point to several implications for higher education institutions that host international students. First, universities should strengthen institutional support systems tailored to international students’ needs, including accessible academic advising, clear guidance on expectations, and mental health services that are sensitive to linguistic and cultural factors. Second, faculty and staff would benefit from ongoing development of cultural sensitivity and intercultural competence (Bennett, 2013; Deardorff, 2006; Fantini, 2009). Such efforts can help create classroom and campus climates in which international students feel seen, heard, and able to participate fully in academic and social life. Third, institutions should provide explicit, pedagogically grounded guidance on the use of AI tools in academic work (Khalifa and Albadawy, 2024; Li et al., 2024; Panmei and Shimray, 2025). Training and resources that address both the possibilities and limits of tools such as Grammarly and ChatGPT can help international students use AI to support language development, comprehension, and disciplinary writing while attending to issues of accuracy, ethics, and over-reliance (Kelly et al., 2023; Liu, 2023; Tavares, 2021; Wang et al., 2023). Fourth, universities can reduce isolation and foster a sense of belonging by expanding opportunities for interaction between international and domestic students (Halpern et al., 2024). Structured mentorship programs, collaborative coursework, and cultural and social events can promote meaningful peer connections and reciprocal learning rather than positioning international students solely as recipients of support. In addition, such initiatives signal a more intentional approach to internationalization and intercultural competence across campus (Halpern et al., 2022). Finally, language support services remain central to international students’ academic trajectories. Free or low-cost language courses, writing centers familiar with the particular challenges of studying in an additional language, and embedded language support in content courses can work in tandem with AI tools to enhance students’ academic performance and confidence (Al Khateeb and Hassan, 2023). By integrating these forms of support, institutions can better align their internationalization goals with the everyday realities of international students’ academic and social lives (Halpern et al., 2022). This study had two key limitations. First, the sample size was limited to two universities, which may not fully represent the experiences of all international students in the US and Thailand. Future research should include a larger, more diverse sample to enhance the generalizability of the findings. Second, the findings were shaped by the selected universities’ unique cultural and institutional contexts, potentially limiting their applicability to other settings. Future research should include a more diverse range of institutions across different regions and countries to broaden the understanding of international students’ experiences. This would help identify common challenges and best practices across various educational contexts. Additionally, longitudinal studies could provide deeper insights into the evolving experiences of international students throughout their academic journeys. Such studies would also allow researchers to assess the long-term impact of AI tools and institutional support on students’ academic and social integration. Lastly, future research should examine the ethical considerations and potential drawbacks of AI tools in education, exploring how they can be optimized to support diverse learning needs and preferences. This manuscript is original as it presents the unique comparison of international students in Southwest Florida and Thai universities and how they navigate their experiences in the host countries using AI to adapt to social and academic situations. It intersects the topics of AI usage and international students’ experiences abroad.
This study aimed to investigate students’ speaking difficulties and the reasons behind the difficulties. This qualitative case study gathered data through speaking task assessment, questionnaire, and semi-structured interview which analyzed thematically from English Club in SMA Negeri 7 Samarinda in the academic year of 2024 who were selected based on the 3 lowest score of the questionnaire. Additionally, students’ speaking difficulties in speaking were categorized into shyness and inhibition, low participation of individuals, finding things to say, and L1 use, meanwhile the reasons behind students’ speaking difficulties were categorized as psychological factors, linguistic factors, and lack of practice factors based on some theories. The result showed that English Club students experienced some difficulties in speaking, such as overuse of L1, confused in finding things to say, shyness and inhibition, and low participation of individuals. This study also found out that the possible reasons behind the difficulties were from linguistic factors: lack of vocabularies, lack of pronunciation, and lack of grammar. Moreover, psychological factors which related to fear of making mistakes, self- confidence, and language anxiety also contributed to the difficulties with the lack opportunities to practice inside and outside the class. Hence, English Club students were still lack of linguistical features in speaking which also affect their psychological and became hesitate to speak in English Club meetings.
The article raises sociolinguistic and cognitive issues of the interaction between the Russian and English languages in modern Russia. The study aims to show how blending of two different language codes affects thinking, consciousness, culture, the spiritual state of individuals and the entire nation. The article highlights objective and subjective factors contributing to the emergence of a hybrid language or the so-called Runglish. I identify the stimuli motivating Russian speakers to use it. The paper draws attention to the lack of conditions in modern Russian society for forming a protective speech culture mechanism, i. e. a native speaker’s intuition. The research shows how linguistic norms (including grammar) are being loosened; the distinctions between the literary language and jargons are being erased. The illustrative material reflects typical cases of usage. The paper sets vitally important objectives of preserving and protecting the Russian literary language, the emotive and cultural code of the Russian nation as well as the revival of the Russian mentality (thinking in language forms). I emphasise the need for a circumspect language policy, awareness raising, and responsibility of Russian public figures. The study applies cognitive, contextual, comparative, lexical-etymological, word-formation, and grammatical analysis.
Phraseology has proven to be an important aspect of languages; as such, linguistic theories were forced to reshape their explanatory tools so as to incorporate this important aspect of language to their descriptive models. In light of this, analogous areas such as first and second language acquisition theories have all acknowledged the importance of speakers’ phraseological knowledge in real communication, both in L1 and L2 acquisition settings and in general language use. Nevertheless, despite being a relatively well-known phenomenon in theoretical studies, little has been said about the relationship between phraseology and syntax. More specifically, the idea of using phraseology as a starting point for the teaching of schematic grammatical structures seems to be a promising area of application and investigation. This paper aims to contribute to this area by presenting some ideas on how phraseology can be used as a springboard for the teaching of grammar.
Trifa Mohammed faraj, Abduljabar Mustafa Maruf, Faridun Abdul Mohammed
This study delves into the case system in Hawrami dialect as a pivotal grammatical phenomenon within the generative grammar framework. This theoretical framework applies universally to all natural languages, as all sentence phrases must adhere to the rules and principles of this theory, however, it is important to note that the specific case markers may differ among languages, as each language handles case marker according to its own unique characteristics. These markers may include elements such as (morphology, inflection, sign-sign movement, or position). With a distinctive focus on the Hawrami dialect, this research offers a fresh perspective by proposing that the dialect employs a principle rooted in position and inflection to delineate sentence phrases. This hypothesis is substantiated through comparative analyses with related dialects, revealing the absence of dialect-specific morphemes dedicated to case marking. In The research will use analytical description method, the study synthesizes sources that encompass both written materials and firsthand narratives from native speakers, facilitating meticulous verification of research hypotheses. Augmented by comparative instances from languages such as Hungarian, Arabic, English and Germany. The inquiry draws broader linguistic parallels. While predominantly grounded in the generative grammar theory, the study adroitly integrates elements of the minimal program as needed. This strategic adaptation enhances the exposition of the case system's distinct features, particularly its differentiation from other grammatical attributes like the ergative. The culmination of the investigation advances the assertion that, akin to the middle dialect of the Sulaimani variant, the Hawrami dialect adheres to a nominative-accusative case system for marking cases. Notably, this case system is intricately intertwined with syntactic positions, particularly in terms of syntactic inflection within morphosyntactic phrases. This dynamic interplay effectively signals case-receiver phrases or agreement phrases, shedding light on the intricate syntactic mechanisms that underpin case marking within this specific dialect.
The article considers occasional word formation as a linguistic phenomenon of the intensity category representation in differently structured languages in the light of the cognitive-discursive paradigm of modern linguistic research. This study is based on the principle of synthesizing the accumulated knowledge on the theory and methodology of cognitive-discursive analysis, on the theory and semantics of word formation, including the use of methods of comparative, textological, component, functional-semantic and morphological analysis. Based on the analysis of the precedent poetic texts of the Russian author V. Mayakovsky, the word-formation models of occasional formations in the Russian language are identified and the ways of their reconstruction in the target language (German) are substantiated. The author singles out nominal suffixal occasionalisms (nouns and adjectives), nominal and verbal prefixed occasionalisms and nominal compound occasionalisms according to the word-formation method, highlighting as a separate group grammar occasionalisms (or formative occasional formations). They are characterized by the use of lexical units conventionally fixed in lexicographic publications, while the grammatical forms of these units are non-standardized. Translated German analogues are characterized by both analytical word-building structures, determined by the translator’s desire to convey not only the meaning, but also preserve the original form of translated occasionalism, and the widespread use of the descriptive method of translation, which includes usual lexical units to describe the original occasionalism. The comparison of the Russian and German languages reveals the differences in the semantic, structural and syntactic (rhythmic for poetic discourse) aspects on the example of occasional units of poetic discourse. This indicates the need to talk not about equivalence in translation, but about the correlation of the analyzed units. As a result of comparing the studied units, certain regularities characteristic of the derivational systems of the Russian and German languages, reflecting the cognitive-mental nature of the word-formation processes of categorization and conceptualization of the external and internal world of the Russian and German linguistic culture members were established.
An expanded set of sites, a more differentiated set of references and linguistic diversification have been discussed as needed changes in urban studies. The critiques of the limitations of urban studies, in terms of both the scholarship and the scholars, offer important and concrete responses to expanding the scope of the field. Yet this tremendous special issue on ‘Comparative Methods for Global Urban Studies’ with 10 papers cutting across a range of sites and topics is decidedly not only about empirical variation; this is an important distinction worth drawing more attention to. The creativity expressed in these papers comes at an auspicious time in urban studies where new routes for doing urban theory are needed to move past debates about singular versus plural epistemologies of the urban. As a kind of research that demands more translation, exchange and collaboration, perhaps comparative urban research as a mode of theory-building can help to humble the chest-pounding, posturing, privilege of thinking and speaking the language of theory. The theoretical ambitions of these very different papers show how urban theory need not only be about better understanding urbanisation within the epistemological confines of late capitalism. Rather than reifying a shared grammar of urbanisation as a necessity to understand each other, they may entice scholars everywhere to develop a broader vocabulary and perhaps even learn another language.
RESUMEN: Introducción: El ejercicio del periodismo en el espacio digital toma protagonismo en la actualidad por lo que el presente artículo tiene como objetivo: Proponer una estrategia para elevar la calidad del periodismo hipermedia que realizan los egresados de la carrera de Periodismo de la Universidad Central «Marta Abreu» de Las Villas. Métodos: En la obtención de los resultados se aplicaron métodos como la teoría fundamentada y la fenomenología. Resultados: Se diseñan cambios en tres aristas fundamentales: formación de profesional, medios de comunicación y formación postgraduada que contribuyen a elevar el nivel de los egresados. Conclusiones: La importancia de aumentarla calidad del periodismo hipermedia en egresados conlleva a una mirada y acciones interdisciplinares.
Philology. Linguistics, Language. Linguistic theory. Comparative grammar
Noun class is widely seen as “standing out” from other morphosyntactic categories in having a basis in ontological beliefs, or a ‘semantic core’. The consequence of this view is that noun classes in natural languages frequently do not cohere semantically. Here I motivate an aspectual alternative according to which noun class is grounded in low-level cognitive processes including the detection of agency and sex- related cues (including shape/size) and ‘mode’ of attention. This suggests a way of bringing noun class more into line with the perspectivizing contribution of morphosyntactic features in general.
Olga A. Solopova, Natalya N. Koshkarova, Igor V. Sibiriakov
The paper studies the evolution of the image of Chelyabinsk in the 20th century British media discourse. The research proves relevant as it involves both linguistic and historical analyses; it aims at retrospective study of the evolution of the image of the foreign city in British media discourse over a large time span. A wide range of methods is employed in the study: comparative, diachronic, cognitive-matrix, cognitive-discursive methods, source study, and content analysis. The source of the data is a digitized archive of British historical media texts. The authors fixed nine variations of the city name. The frequency of modeling the image of Chelyabinsk is dissimilar: it is rather high at the beginning of the century, declines in the second decade, reaches its minimum in 1921-1930, and rises again in the subsequent decades, which is explained by the interest of the British media to industrialization and the events of World War II. Most of the newspapers and magazines that modelled the image of Chelyabinsk were published in the capitals and large industrial centres, which is explained by the peculiarities of British print media, a higher level of education of large cities residents, and Britains economic interests in Russia / the Soviet Union. The significant difference in the images of Chelyabinsk across the time is in their emotive load: negative images of the beginning of the century are contrasted to positive images generated in the latest time span.
Language. Linguistic theory. Comparative grammar, Semantics
У статті розглянуто три типи війни, гібридно нав’язані Росією Україні: «війну Ареса», «війну Афіни» та «війну Аполлона», а також причини, хід та результати використання культури й літератури як блискотливої вуалі для маскування імперської суті «русского мира», «кривой рожи России» (М. Гоголь). Проаналізовано, чому, попри широкомасштабну агресію, розв’язану 24.02.2022 Російською Федерацією проти України, а також доведені міжнародними судами воєнні злочини рашистів, у широких колах світової спільноти й навіть українського суспільства все ще зберігається пієтет до Росії та її «великої» літератури й культури. Зроблено висновок, що смертельно небезпечне (як «яблуко Білосніжки») поєднання, з одного боку, естетичної привабливості, та, з другого боку, імперської ідеологічної токсичності (надто в умовах повномасштабної військової агресії РФ, коли навіть сама російська мова, що нею написано згадані твори, для мільйонів українців стала тригером) робить російську літературу абсолютно неприйнятною для вивчення в ЗСО України. Простежено витоки й етапи закорінення міфу про «світову велич» російської літератури та зроблено обґрунтований висновок, що значна питома вага російських творів у наших шкільних програмах є не свідченням їхнього гаданого «світового» ідейно-естетичного рівня, а важкою спадщиною імперської (у т. ч. радянської) доби, коли в колонізованих Московією землях (зокрема й в Україні) відбувалася примусова асиміляція («обрусение») населення, тож усе російське насаджувалося силоміць. Спрогонозовано ефективні шляхи корекції стратегій вивчення російської літератури в ЗВО України: інтенсивне застосування постколоніальної інтерпретації та компаративного аналізу, оновлення кола досліджуваних літературних творів та застосування нових підходів до вивчення біографій письменників. Зазначено, що стратегічний поворот у викладанні російської літератури та культури в ЗВО України вимагатиме титанічних зусиль не лише освітян, а й усієї держави, розробки та реалізації спеціальної цільової державної програми.
Ключові слова: «війна Аполлона», гібридна війна, глорифікація імперського літературного канону, імперський міф, національна ідентичність, постколоніальні студії, «рашизм», семантична (парадигмальна) війна, «трубадури Імперії».
Discourse analysis, Computational linguistics. Natural language processing
«Dariush Borbor has created an impressive lexicographical reference work with zeal and passion for over three decades, having collected the largest possible assemblage of alternatives for every single reduplicate. Linguists from many scientific fields must be grateful to him for his pioneering work.» (Adriano V. Rossi, Professor Emeritus of Iranian Philology, DAAM, University of Naples L’Orientale and ISMEO, Rome) «The author has created a truly remarkable work on a very strange and little studied area of linguistics. The book contains a wealth of fascinating information and I can only congratulate him on the care and assiduity which he has devoted to it.» (Nicholas Sims-Williams, Professor Emeritus of Iranian and Central Asian Studies, School of Oriental and African Studies (SOAS), University of London) «I had an occasion to look again at your Dictionary of Reduplication. I realized once again how much useful work you have put into compiling it. Your bibliography is comprehensive and very useful. I should like to congratulate you on your assiduous effort to investigate so comprehensively a complex morphological aspect of the Middle Eastern Languages.» († Ehsan Yarshater, Professor Emeritus, Center for Iranian Studies, Columbia University) The present dictionary is an analytical, comparative and etymological presentation of reduplication over a wide spectrum of languages. The range of featured languages – Arabic, Armenian, Kurdish, Persian and Turkish – include three separate families connected only by geographical proximity, each with an extremely rich literary tradition. The dictionary covers multiple independent phenomena in several unrelated languages, the underlying idea being that their reduplications are all somehow connected, and that there exists a general «field» of reduplication. The book is not limited to a single field, but rather for several largely separate ones, such as linguistic relations, the theory of reduplication and etymology. Several other related or unrelated languages such as Icelandic, Japanese, Egyptian Hieroglyphics, Hittite, etc. have been included for comparative purposes. The preliminary findings of this study indicate that reduplication in the languages under study, and in nearly all other languages, deal mostly with the fundamental, primary human requirements. Another strong proof of the «universality» of reduplicates are that they closely follow the same and similar formation, development and rule in most related and unrelated languages. In consequence of the universality of reduplication and its near identical development in all related or unrelated languages, it even legitimizes the creation of a grammar of reduplication in the future. A few of the essential features of this book include: a complete revision and updating of the semantics; a particular attention to the cognitive aspects; and, many etymologies that cannot be found elsewhere.
Background. The authors of Ukrainian grammar books published before 1933 were consentient that appellation expressed by a noun requires the use of the vocative case only. In 1933, new People’s Commissar of Education of the USSR V. Zatonskyi formed the commission ‘for auditing the work on the language front’. On the 26th of April, the Commission adopted several resolutions, among which there was the provision to review scholar and didactic books to reveal ‘nationalistic deformation’. After they had been made public, in the Soviet handbooks for higher and secondary education, one can find a statement that the ‘vocative form’ is used to express appellation. However, the “nominative case” can also occasionally perform this function.Purpose. The purpose of this paper is to compare the morphological variability of appellation expressing codified in the Soviet handbooks and the accurate appellation expressing in dramas of the 1920s – 30s of the XX century. To find out the presence or absence of the pragmatic differences between vocative and nominative in this function is in the focus of our analysis as well.Methods. The methodological base of research is the discourse-analytical approach, within we compound discourse analysis method (to descry the designing new syntactic norm in the linguistic-didactic discourse of the end of the 1930s – the beginning of the 50s) and content-analysis method (to find out the real means of expressing appellation in social realists’ dramas of the 1920s – 30s of the XX century).Results. Theory about vocative as non-case and legitimization of the term ‘called form (vocative form)’ to denote it became dominant in all Soviet Ukrainian language handbooks for secondary and higher education. There are no remarks about another qualification in this grammatical category in the analyzed handbooks, and it evidences the monologue style of the Soviet linguistic-didactic discourse. The authors of these handbooks codify a double language norm to express an appellation – the vocative form and the nominative case. The thesis about nominative as a means to denote an appellation is usually formulated in the way of a superficial remark that may be apprehended by a recipient as upon the table fact. The study of the morphological manifestation of appellations in the drama of late 1920–30s created by the authors transmitting the official party ideology proves that vocative case predominates. Nominative to denote appellation has mainly a pragmatic effect or is one of the means of creating characters. Moreover, only in O. Korniychuk’s plays the use of morphological forms of appellations does not follow any regularities.Discussion. Spreading the nominative case to denote appellation in modern colloquial speech is conditioned by the complex of factors. On the one hand, it is a loosening of language norm in Soviet handbooks and on the other hand, it is the fact that morphological forms of vocative and nominative in plural nouns and singular nouns of neutral gender are homonymous. However, this thesis is needed verification on more comprehensive language material that represents different functional styles of the Ukrainian language.
Reflections on the Conception of the History of Polish Linguistics
The author explains his reason for taking up the topic by recalling his discussions with prof. Mirosław Skarżyński and encouraging him to prepare a publication in which he would present his conception of the history of Polish linguistics. Prof. Skarżyński will not write this paper any more, so this author decided to present his own reflections on the matter. He begins with the first grammar of Polish, Polonicae grammatices institutio, published in 1568 by a Frenchman Piotr Statorius-Stojeński, for foreigners who wish to learn the language. He presents the work against the European background, and shows that it belongs to the great European movement of the 16th century, of preparing descriptions of contemporary languages. This author proposes that the publication of Statorius’ grammar, and of Jan Mączyński’s Latin-Polish dictionary (1564), can be considered the actual beginnings of Polish linguistics. In relation to S. Urbańczyk who tied those beginnings to year 1751, this author moves the date nearly 200 years back. He also refers to the opinions of historians of science. The paper concludes with remarks on the place of applied linguistics and glottodidactics in Polish linguistics.
Este texto analisa a relação existente entre identidade do homem negro e relações inter-raciais a partir do filme Corra!. O objetivo foi verificar como a identidade do homem negro é subalternizada em um contexto de hegemonia branca. Primeiro são apresentadas considerações sobre identidade e masculinidade negra, com destaque para aspectos de raça e classe. Em seguida, o texto trata de tensões vividas pelos homens negros em relações inter-raciais. A terceira parte é dedicada a uma interpretação do filme, a partir dos pressupostos teóricos, seguida de sugestões para uso em sala de aula. Corra! serve como metáfora para o espaço de subalternidade muitas vezes ocupado pelo homem negro em relações inter-raciais nas sociedades racialmente hierarquizadas, como a brasileira; e portanto pode ser utilizado como texto para discussões em disciplinas de educação das relações étnico-raciais.
This work seeks an adequate definition of syncretism within the theoretical context suggested by dialogism. One of the issues examined here is the usual description of syncretism as a possible dialectical operation. This discussion also points to the use of syncretism in the analysis of cultural practices. In order to do that, it refers to the work of Mikhail Bakhtin as well as the writings by researchers of his oeuvre.