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This study aims to explore motives behind teachers' and students' use of translanguaging and how they use it in Tanzanian public secondary school classrooms.

Data were collected using interviews and non-participant observations.

The findings indicate that translanguaging was used to facilitate content comprehension, promote classroom interaction and increase students' motivation to learn. Translanguaging was implemented using three strategies: paraphrasing an English text into Kiswahili, translating an English text into its Kiswahili equivalent and word-level translanguaging.

By highlighting the motivations for translanguaging and corresponding strategies associated with translanguaging pedagogy in the Tanzanian context, this study has significant practical implications for teachers and students to showcase their linguistic and multimodal knowledge, while fostering a safe learning space that relates to students' daily experiences.

The study offers new insights into previous research on the role of language-supportive pedagogy appropriate for teachers and students working within bi-/multilingual education settings.

This article presents the results of a quantitative analysis of Ukrainian arts and humanities (A&H) research from 2012 to 2021, as observed in Scopus. The overall publication activity and the relative share of A&H publications in relation to Ukraine's total research output, comparing them with other countries. The study analyzes the diversity and total number of sources, as well as the geographic distribution of authors and citing authors, to provide insights into the internationalization level of Ukrainian A&H research. Additionally, the topical spectrum and language usage are considered to complete the overall picture.

This study uses the Scopus database as the primary data source for analyzing the general bibliometric characteristics of Ukrainian A&H research. All document types, except Erratum, were considered. A language filter was applied to compare the bibliometric characteristics of English versus non-English publications. In addition to directly imported data from Scopus, the study employs the ready-to-use SciVal tools to operate with A&H subcategories and calculate additional bibliometric characteristics, such as Citations per Publication (CPP), Field-Weighted Citation Impact (FWCI) and journal quartiles. Information on the country of journal publishers and details on delisted journals from Scopus were obtained from the official Source Title List available on the Elsevier website and the SCImago Journal and Country Rank Portal.

According to the results obtained, the publication patterns for Ukrainian A&H research exhibit dynamics comparable to those of other countries, with a gradual increase in the total number of papers and sources. However, the citedness is lower than expected, and the share of publications in top-quartile sources is lower for 2020–2021 period compared to the previous years. The impact of internationally collaborative papers, especially those in English, is higher. Nevertheless, over half of all works remain uncited, probably due to the limited readership of the journals selected for publication.

This study provides original insights into the bibliometric characteristics of Ukrainian A&H publications between 2012 and 2021, as assessed using the Scopus database. The authors’ findings reveal that Ukraine's A&H publications have higher visibility than some Asian countries with similar population sizes. However, in comparison to other countries of similar size, Ukraine's research output is smaller. The authors also discovered that cultural and historical similarities with neighboring countries play a more significant role in publication activity than population size. This study highlights the low integration of Ukrainian A&H research into the global academic community, evident through a decline in papers published in influential journals and poor citedness. These findings underscore the importance for authors to prioritize disseminating research in influential journals, rather than solely focusing on indexing in particular databases.

The Islamic world spans many different languages with different language structures. This paper aims to explore one way in which language structure affects consumer response to the marketing of cobrands.

Two between subject experiments were conducted using samples of participants from Saudi Arabia and the USA. The first manipulated partner brand category similarity and brand name order, along with the structure of the language used to communicate with the market. The data for this study includes Arabic speakers in Saudi Arabia as well as English speakers in the USA. The second study explores how targeting a population fluent in multiple languages of varied structure nullifies the findings from the first study and uses Latino participants in the USA.

This study finds that when brands come from similar product categories, name order did not affect cobrand evaluations, but it did when the brands come from dissimilar product categories. Here, evaluations of the cobrand are enhanced when the invited brand is in the position that adjectives occupy in the participant’s language. The authors also find that being proficient in two languages, each with a different default order for adjectives and nouns, quashes the effect of name order otherwise seen when brands from dissimilar product categories engage in cobranding.

By examining the impact of language structure on the effects of cobrand evaluation and conducting studies among participants with differing dominant languages, this research can rule out simple primacy or recency effects.

Research has demonstrated that employees desire to be shown appreciation in various ways. The five languages of appreciation provide a model for exploring these differences. This study aims to explore whether individuals who speak different languages (and are from various cultures) differ in how they prefer to be shown appreciation.

The Motivating By Appreciation Inventory (MBAI) is an online tool that assesses each person’s preferences in how they desire to be shown appreciation at work. Initially developed in English, the MBAI has been translated into seven additional languages. Over 2,200 employees took the MBAI in their preferred spoken language: Mandarin (Chinese), Danish, French (Canadian), Portuguese (Brazilian), Spanish (Latin American), Thai and Turkish. The frequency of each group’s preferred appreciation languages was analyzed to determine similarities and differences across the languages spoken.

Given the non-normal distribution of the data, the Kruskal–Wallis test found that there was a significant difference in preferences for participants’ primary appreciation language across the seven groups of various spoken languages. One key theme was that words of affirmation were most frequently chosen by five of the seven language groups, whereas employees from Thailand and Turkey chose acts of service most frequently. Additionally, tangible gifts were the least frequently chosen appreciation language by all groups, and at rates below their US counterparts. In three of the languages, quality time was preferred significantly less compared with the other languages.

Some of the groups’ findings (Portuguese, Thai) may be impacted by a confounding variable of the type of work setting (manufacturing) in which the employees worked – in comparison to office-based work settings.

One theme was, in comparison to other ways of receiving appreciation, tangible gifts are not highly valued by most employees across all language groups. Therefore, organizations using gifts as the primary way to communicate appreciation to employees may be wasting a lot of money. Similar to English-speaking employees, five of the seven language groups chose words as their preferred appreciation language. A wide range exists, however, across language groups with regards to the proportion who desire words, quality time or acts of service. Multicultural organizations should pay attention to employee preferences, lest they waste time and energy on undesired actions.

To the best of the author’s knowledge, this is the first study that has examined the preferences of how employees like to be shown appreciation across seven different language groups.

The purpose of this study is to investigate the reasons behind the persistent preference for printed content among Arabic-speaking library patrons in Jordan. Specifically, this study highlights the availability of reading materials in print, electronic and audible formats in Arabic as an intervening factor shaping reading behavior. More broadly, it aims to contribute to a deeper understanding of how language preference can impact reading format preferences.

This study’s research design revolves around understanding reading format preferences among registered members of Jordan’s largest and oldest private library. This approach involved the examination of secondary library user survey data collected from N = 313 of its patrons in 2022. To gain a greater understanding of the preference for printed materials, this study conducted semistructured interviews over the phone with n = 31 participants of the library’s survey.

The findings of this study indicate a strong preference for print books among Arabic-speaking library patrons in Jordan. However, the availability of content in electronic and audible formats in Arabic, their preferred reading language, emerged as a potentially significant factor in the persistent preference for printed reading materials.

This study offers new insights into the specific role that the availability of content in Arabic, and possibly languages other than English, may play in shaping reading format preferences. By shedding light on this aspect of reading behavior, this research offers valuable information for libraries and publishers seeking to cater to the needs and preferences of Arabic readers.

This study aims to examine the outcome of an online project to inform preservice English language teachers regarding the United Nations’ Sustainable Development Goals (SDGs).

A qualitative research method was used to understand participants’ overall knowledge. In total, 30 preservice teachers were selected from a larger pool after considering their grade point averages, sex, university affiliations and geographical backgrounds to ensure a balanced distribution and diversity. Qualitative data were collected through written productions, video recordings and a postproject survey.

Findings revealed that preservice teachers deepened their understanding of SDGs and adopted a positive attitude toward SDGs while increasing their pedagogical awareness and knowledge of teaching English in response to SDGs. They also regarded literary texts as a valuable resource for teaching SDGs.

This study contributes to the literature by demonstrating that literary works are valuable for educating preservice teachers on integrating SDGs. A detailed overview of the project and its outcomes can guide practitioners and teacher educators in integrating SDGs into their education programs and English language teaching.

Education is widely recognized as a key domain for the promotion of the sustainable development goals (SDGs), prompting an increased focus on sustainable development in foreign language education. Despite increased attention, guidelines about SDGs are often primarily policy-based without concrete guidance, and the integration of education for sustainable development (ESD) within higher education curricula has been slow. This paper aims to mitigate this gap by providing an outline for the curriculum development for three elective English courses integrating SDG themes.

The paper begins by introducing the SDGs, ESD and its application to language education. From there, this paper outlines three content and language integrated learning courses that integrate global issues into their curriculum. Finally, there is a discussion and consideration of various factors to consider when implementing global issues into an English language classroom.

Following practical examples of how to integrate global issues into an English language classroom, considerations such as socio-cultural context, teaching context and the expertise of the instructor are discussed.

This paper covers a variety of social topics related to sustainable development in addition to the often addressed environmental topics. Many guidelines about integrating SDGs into education are policy-based without concrete guidance, so this paper aims to provide practical examples and considerations.

Through the action research study, this paper aims to examine how e-portfolios improve students’ critical, reflective and creative thinking as part of higher-order thinking skills (HOTS). Besides, this paper also explores how e-portfolios enhance students’ speaking skills. The study is carried out to improve the current state by identifying and solving problems in specific contexts.

This investigation was designed to seek the improvement of the students’ higher-order thinking and speaking skills after the implementation of the e-portfolio. Action research was chosen because action research is suitable to bring change and improvement in the system or assume to bring progress in the system. This study was designed in two phases, featuring reflection and connection between previous and new data.

By completing this action research study, the authors assisted students in improving their higher-order thinking and speaking skills. The improvement was related to the indicators for learning success, which were explained in this research. The HOTS criteria include the capacity to analyze essential facts and arguments that the students presented in their spoken works logically and critically.

HOTS encompasses critical, logical, creative and metacognitive thinking skills. Future research should go further into the usage of e-portfolios in the development of students’ metacognitive capacities. Moreover, because this investigation was carried out using action research methods, it is crucial to recognize that no generalizability can be offered for the findings.

The study’s findings should also benefit practitioners and instructors endeavoring to enhance students’ e-portfolios, critical thinking and digital skills in the classroom.

The discussion focuses on important development topics. Everyone, not just students, should be encouraged to participate in creating and developing our technological future. The analysis offers unique and essential perspectives into what to explore for such a substantial attempt as implementing digital technology, specifically to construct an e-portfolio.

Despite the widespread usage of e-portfolios in English as a foreign language (EFL) instruction, there is a lack of research on how e-portfolios can enhance EFL students’ HOTS and speaking abilities. Hence, this study addresses a deficiency in existing research by examining the potential of e-portfolios to enhance students’ HOTS and oral communication skills within the context of EFL.

The aim of this article is to address some aspects of a cross-cultural interview study conducted in a PhD research project. This is done by reflecting on and discussing the influence of language and culture on the research process, as experienced by the researcher.

The experiences have been taken from an interview study with fifteen American participants in which the researchers were Norwegian. The interviews were conducted in English.

By offering insights into experiences of the research process in a cross-cultural interview study, the article connects the discussion to the concepts of positionality and reflexivity. These concepts are found to be especially relevant when managing differences between the researcher and participants in cross-cultural studies, and for improving the trustworthiness of the research.

The experiences and reflections discussed in the article may be useful to other researchers in similar (cross-cultural) research contexts and situations.

This article has been inspired by the experience of conducting research in a second language and in a different country. By drawing on a researcher’s point of view, this article reflects on these aspects when working as a visiting researcher doing international research.

This study investigates the effects of vertical direction and rotation of English loan brand names in East Asian languages (Chinese and Korean) on processing fluency, perceived product quality and purchase intention.

Four experiments were conducted in China and Korea, employing a 2 (vertical direction: downward vs upward) X 3 (rotation: 0°/marquee vs 90° clockwise vs 90° counterclockwise) between-subjects factorial design.

The findings showed that when the English loan Chinese brand name was displayed downward, the marquee format was preferred, while counterclockwise rotation was favored when displayed upward. In Korean, clockwise rotation was preferred for downward presentation, while counterclockwise rotation was favored for upward presentation. The effects on purchase intention were mediated by processing fluency and perceived product quality.

This research provides practical implications for global manufacturers and retailers, offering guidance on presenting brand names in East Asian languages and optimizing product packaging designs. For Chinese consumers, the marquee format is recommended for downward-oriented brand names, while counterclockwise rotation is effective for upward orientation. For Korean consumers, clockwise rotation is favored for downward presentation and counterclockwise rotation is preferred for upward presentation. Understanding linguistic habits allows the tailoring of brand presentations, enhancing brand perception and consumer responses.

This study contributes to understanding the role of cultural and linguistic influences on consumer information processing and product perception in vertical presentations of brand names.