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Language and how it is communicated within organisations is a complex situation. The purpose of this paper is to provide a perspective on the practice of issuing style guides and restrictive word lists as highlighted in the recent media through the case of Leader of the House of Commons, Mr Rees-Mogg.

A key focus is the question whether the approach of limiting language and guiding communication through such a directive is effective in developing understanding amongst work-based learners and facilitating both consistency and quality of communications. The paper looks to draw upon both educational and psychological perspectives to underpin the discussion of how such an approach has been implemented and the resulting impact upon those working with such rules of guidance.

Conclusions drawn highlight that professionals learning at work may fail to understand the rationale for why guidelines have been issued to them. Subsequently, the work-based learner may feel othered by the process thus effecting motivation and well-being.

The paper offers a perspective on an approach utilised by a leader within the UK Government, exploring it through the lens of education and English Language development to discuss the potential impact upon employees within the workplace.

This study explores the effect of language on service satisfaction among Finland-Swedes, a national minority language group in Finland, in the context of early childhood education. Models of public service satisfaction hold standard process and outcome related factors, such as availability and quality, as drivers of the satisfaction. However, although research has shown significant variation in satisfaction between different groups of citizens (race, ethnicity, age etc.), research has largely overlooked group specific factors as explanations for the satisfaction.

A randomized survey experiment with a 2 × 2 × 2 factorial design analyzed the impacts of language, service accessibility, and quality on service satisfaction. The data was analyzed with ANOVA.

The results revealed that language significantly impacts Swedish speakers’ satisfaction, suggesting that for minority groups, language may override typical satisfaction determinants like quality and accessibility. Interestingly, special linguistic needs are relatively more pertinent in low-quality services than in higher-quality ones.

The study shows how group related factors of public service, in our case language, in an important factor explaining satisfaction with the service. The findings have implications for the literature on citizens’ satisfaction with public services with demographic and identity facets, especially in a typical Nordic welfare state.

This paper aims to investigate the effectiveness of Language Enhancement Program (LEP) activities in enhancing the oral communication skills of English as a Foreign Language (EFL) students at King Khalid University.

A mixed-method study design was used. Simple random sampling techniques were adopted to recruit the study participants. For the survey, a total of 58 male students were recruited and for interviews, 20 male students were selected. The 58 participants were randomly divided into experimental and control groups. The traditional method was adopted to teach the control group, while LEP activities were conducted to teach the experimental group.

A post-test was conducted to examine the oral communication skills of the participants of the experimental group. The scores of both groups were analyzed using a t-test value at a significant level of 0.05. The content analysis method was adopted to assess the enhancement of the oral communication of the students enrolled in the LEP. The questionnaires and interview results showed that the LEP program has a central focus on improving students' oral communication skills.

It is limited to the EFL students at King Khalid University.

LEP is a good program and can be implemented in Saudi Universities.

Students can interact with one another through the LEP activities that promote their English proficiency as well as their personality characteristics.

The paper spells out the role of LEP activities in improving students' oral communication in English and students' opinions about LEP activities in enhancing their English language in different types of communicative contexts. Further, it suggests some pedagogical implications for overcoming the difficulties faced by EFL students in various communicative contexts.

This research shows how social media has affected learning at present during the COVID-19 pandemic and how it has become the largest and most convenient area of communication. In the current scenario, it seems that social networking sites not only had a profound impact on our social structure and intra-social interaction, but also affected education in general and learning English language in particular. It has been proven that these various social media platforms have created a realm of digital environment in today's new-age learning. Social media platforms are social networking sites through which people interact and communicate with each other easily and conveniently. Undoubtedly and unquestionably, social networking has been proven to be a global phenomenon that has caused a vast paradigm shift in the world of Learning and education during the current pandemic. Therefore, the present study aims to reach the extent of the impact of the various social media platforms on learning English language during the COVID-19 pandemic from the students' point of view.

The study was conducted at the undergraduate level for English language learners. The sample comprised 166 undergraduate students at Najran University. A survey questionnaire was administered to find out the impact of various social media platforms and social networking sites on learning English language in the academic year of 2020 due to the COVID-19 pandemic and to highlight possible suggestions for improving future virtual language learning.

The findings of the study contributed to the area of online learning of English language during the COVID-19 pandemic. Final results confirmed that the utilization of social media has been significantly perceived to have positively impacted learning English language in terms of writing style, reading skills, listening and lexical variation, communication skills and grammar usage.

The findings of the study can serve as fundamental indicators to implement prompt pedagogical reformations, for which a number of pedagogical implications can be proposed. Another equally important pedagogical implication is to design and provide professional development and training sessions to both students and educators on the ultimate utilization of social media as instructional technologies in the context of English language teaching and learning.

This research provides insights in developing policies to assist with the integration and utilization of social media platforms as instructional technologies in the context of English language teaching and learning and how institutions can respond to the advent of advancing technology, especially during and after the COVID-19 era. A model to improve online English language learning process is recommended as a guideline for all educators offering online learning.

Chat Generative Pre-trained Transformer (ChatGPT) has become everyone’s talk. It frightens many professionals, who worry about losing their jobs. ChatGPT may reconstruct some professions; some occupations may vanish while new ones may appear.

This mixed-methods study explores whether and how the use of ChatGPT impacts English is taught as a foreign language (EFL) students' social and emotional learning (SEL). The study used a questionnaire and collected perception data from 57 EFL students. A discussion with seven EFL professors was also formulated to triangulate the findings.

Results indicate that EFL students have high positive perceptions of using ChatGPT in their learning (M = 3.87). Results also showed that using ChatGPT has a moderate impact on EFL students' SEL (R = 514). This moderate effect was confirmed by the qualitative findings, which indicated that ChatGPT positively impacts EFL students' SEL by allowing them to practice conversation skills, aiding them in managing their emotional intelligence, providing them with feedback and reducing their anxiety. However, findings also indicated that ChatGPT reduces students' creativity and limits their emotional growth. Finally, the findings reported that for better use of ChatGPT, supervision is key.

This study recommends the use of ChatGPT in a way that helps students' creativity and emotional growth.

Grounded in second-language acquisition (SLA) field, with a particular focus on the positive psychology (PP) theoretical perspective, this study examined the potential interplay between learning engagement (LE) and language learning strategies (LLSs), and their impact on language learning achievement of Saudi English as a foreign language (EFL) learners.

This quantitative study adopted a cross-sectional design using an online questionnaire distributed to 168 Saudi EFL college-level students in Saudi Arabia. Various statistical analyses (descriptive analyses, correlations and simple linear regression) were used.

The findings revealed that the most frequently LLSs used were metacognitive, followed by compensation, cognitive, affective, social and memory strategies. High levels of behavioral, followed by cognitive, emotional and agentic, engagement were reported. There was a significant and positive correlation between LLS and LE. LLS use and LE were significant predictors of language learning achievement.

The findings contribute to the domain of second language (L2) educational research and SLA field by emphasizing the importance of researching positive psychological factors such as engagement in relation to individual learners' learning strategies and styles to enhance learners' language learning achievement. A number of pedagogical implications for policymakers, educational stakeholders and foreign language teachers were provided.

The development of written accuracy among learners of English as a Second Language (ESL) has always been a primary concern for ESL teachers and researchers in Applied Linguistics and Second Language Acquisition (SLA). While a vast body of research has examined written corrective feedback on students’ written products, few studies have focused on the development of written accuracy among Arabic speaking learners of English using automated feedback tools. This case study first examined the level of written accuracy of Bahraini learners of English in their second year at a higher education institute, highlighting the frequency of errors influenced by their first language (Arabic). The course following this first stage included a significant component of automated feedback on students’ writing; and this study explored the impact that the use of these feedback tools had on learners’ writing in English, tracking development over the course of an academic semester. A corpus of students’ initial writings and subsequent revisions was analysed to identify whether there was an improvement in the accuracy of students’ texts; and students’ perceptions were elicited.

ﻟط ﺎﻟ ﻣﺎ ﻛﺎ ن ﺗ طوﯾ ر اﻟدﻗﺔ ﻓ ﻲ ﻣﮭﺎ رة اﻟ ﻛﺗﺎﺑﺔ ﺑﯾ ن ﻣﺗ ﻌﻠ ﻣ ﻲ اﻟﻠ ﻐﺔ ا ﻹﻧ ﺟﻠﯾ زﯾﺔ ﻛﻠ ﻐﺔ ﺛﺎﻧﯾﺔ اﻟ ﺷـ ﻐ ل اﻟ ﺷـﺎ ﻏل ﻟ ﻣﻌﻠ ﻣ ﻲ اﻟﻠ ﻐﺔ ا ﻹﻧﺟ ﻠﯾ زﯾﺔ واﻟﺑﺎﺣ ﺛﯾ ن ﻓ ﻲ اﻟﻠ ﻐو ﯾﺎ ت اﻟ ﺗ ط ﺑﯾﻘﯾ ﺔ و ا ﻛﺗ ﺳ ـﺎ ب اﻟﻠ ﻐﺔ اﻟ ﺛﺎﻧﯾ ﺔ. ﻓ ﻲ ﺣ ﯾ ن أ ن ﻣ ﺟ ﻣو ﻋ ﺔ ﻛﺑﯾ ر ة ﻣ ن ا ﻷ ﺑ ﺣ ﺎ ث ﻗد د ر ﺳ ـ ت ﻣ ﻼ ﺣ ظ ﺎ ت ﺗ ﺻ ـ ﺣ ﯾ ﺣ ﯾ ﺔ ﺧ ط ﯾ ﺔ ﻋ ﻠ ﻰ ﻛﺗﺎﺑﺎ ت اﻟط ﻼ ب ، ﻓﻘ د رﻛز ت د را ﺳ ــﺎ ت ﻗﻠﯾﻠ ﺔ ﻋ ﻠ ﻰ ﺗ ط وﯾ ر اﻟ دﻗﺔ ﻓ ﻲ ﻣﮭﺎ رة اﻟ ﻛﺗﺎﺑ ﺔ ﺑﯾ ن ﻣﺗ ﻌﻠ ﻣ ﻲ اﻟﻠ ﻐﺔ ا ﻹ ﻧ ﺟ ﻠﯾ زﯾ ﺔ اﻟﻧﺎ ط ﻘﯾ ن ﺑﺎﻟ ﻌرﺑﯾ ﺔ ﺑﺎ ﺳ ــﺗ ﺧ دا م أدو ا ت اﻟ ﺗ ﻐذﯾ ﺔ ا ﻻ ﺳ ـــﺗ ر ﺟ ﺎ ﻋ ﯾ ﺔ ﻋ ﺑ ر ا ﻹ ﻧﺗ ر ﻧ ت . ﺗ ﺗ ﻧ ﺎ و ل د ر ا ﺳ ـ ـ ﺔ ا ﻟ ﺣ ﺎ ﻟ ﺔ ھ ذ ه أ و ﻻً ﻣ ﺳ ـ ـ ﺗ و ى ا ﻟ د ﻗ ﺔ ا ﻟ ﻣ ﻛ ﺗ و ﺑ ﺔ ﻟ ﻠ ﻣ ﺗ ﻌ ﻠ ﻣ ﯾ ن ا ﻟ ﺑ ﺣ ر ﯾ ﻧ ﯾ ﯾ ن ﻟ ﻠ ﻐ ﺔ ا ﻹ ﻧ ﺟ ﻠ ﯾ ز ﯾ ﺔ ﻓ ﻲ ﺳـ ﻧﺗ ﮭم اﻟﺛﺎﻧﯾ ﺔ ﻓ ﻲ ﻣؤﺳـ ﺳـ ﺔ ﻟﻠﺗ ﻌﻠﯾم اﻟﻌﺎﻟ ﻲ ، ﻣﻊ اﻟﺗ رﻛﯾ ز ﻋﻠ ﻰ ﺗﻛرا ر أ ﺧطﺎ ء اﻟﺗدا ﺧل ﺑﯾ ن اﻟﻠ ﻐﺔ ا ﻻوﻟ ﻰ واﻟﺛﺎﻧﯾﺔ. ﺛم ﺗ ﺳـﺗﻛ ﺷـ ف اﻟد را ﺳـ ﺔ ﺗﺄﺛﯾ ر أ دو ا ت اﻟ ﻣ ﻼﺣظﺎ ت ﻋﺑ ر ا ﻹﻧﺗ رﻧ ت ﻋﻠ ﻰ ﻛﺗﺎﺑﺔ اﻟ ﻣﺗ ﻌﻠ ﻣﯾ ن ﺑﺎﻟﻠ ﻐﺔ ا ﻹﻧ ﺟﻠﯾ زﯾﺔ ﻛﻠ ﻐﺔ ﺛﺎ ﻧﯾ ﺔ، وﺗ ﺗﺑ ﻊ اﻟﺗ طور ﺧﻼل اﻟﻔ ﺻ ـــ ل اﻟ د را ﺳـــ ﻲ. ﯾﺗ ﺿ ـــ ﻣ ن ا ﻟ ﺗ د ﺧ ل ا ﻟ ﻣ ط ﺑ ق ﻟ ﺗ ﺣ ﺳـ ﯾ ن ﺗ ﻧ ﻣ ﯾ ﺔ ﻣ ﮭ ﺎ ر ا ت ا ﻟ ﻣ ﺗ ﻌ ﻠ ﻣ ﯾ ن ﻣ ﻛ و ﻧًﺎ ﻣ ﮭ ﻣً ﺎ ﻟ ﻠ ﺗ ﻌ ﻠ ﯾ ق ﻋ ﺑ ر ا ﻹ ﻧ ﺗ ر ﻧ ت . ﻗ ﺎ ﻣ ت ا ﻟ د ر ا ﺳـ ﺔ ﺑ ﺗ ﺣ ﻠ ﯾ ل ﻣ ﺟ ﻣ و ﻋ ﺔ ﻣ ن ا ﻟ ﻛ ﺗ ﺎ ﺑ ﺎ ت ا ﻷ و ﻟ ﯾ ﺔ وا ﻟ ﻣرا ﺟﻌﺎ ت اﻟ ﻼﺣ ﻘﺔ ﻟﻠط ﻼ ب ، ﺑﺎﻹ ﺿ ﺎﻓﺔ إﻟ ﻰ ﻣر ا ﺟ ﻌﺎ ت اﻟ ﻧ ظ ر ا ء، ﻟﺗﺣ دﯾد ﻣﺎ إ ذا ﻛﺎ ن ھﻧﺎ ك ﺗ ﺣ ﺳ ن ﻓ ﻲ دﻗﺔ اﻟﻧ ﺻ و ص اﻟﻣﻛﺗ و ﺑ ﺔ ﻟﻠط ﻼ ب .

The integration of the Internet in translation creates several opportunities for translators. This study aims at examining the impact of using web-based translation (WBT) on translating religious texts.

The study followed a quasi-experimental study design. Sixty students enrolled in English Department, University of Bisha, participated in this study. The participants were divided randomly into three groups (i.e. words group, sentences group and passages group). The data was collected through a translation test and a questionnaire.

The results indicated that WBT is more beneficial in translating words than translating sentences or passages. In addition, WBT is more beneficial when words are translated from English into Arabic as well as from Arabic into English. The results from the questionnaire revealed positive attitudes toward using WBT in the process of translation.

This use of technology in translation has been examined in many studies (e.g. Bundgaard et al., 2016). WBT can be used to translate any field of knowledge. One of these fields is religious translation. According to O'Connor (2021), the study of religious translation has expanded greatly in recent years from its strong textual tradition and a constant focus on equivalence and translatability. However, very little has been done to examine the impact of WBT on translating religious texts. Therefore, this study aims at exploring the impact of WBT on translating religious texts with special reference to Islamic texts.

The study aims to assess the effect of English and French language literacy on the welfare of Ghanaian women in trade. Also, this study analyses the geographical variations of such effects from rural to urban areas.

Using the latest living standards survey data, the standard two-stage least squares instrumental variable approach was used to estimate the causal effects.

The results show that Ghanaian women in trade who are both English and French literate or only English literate are able to improve their welfare significantly relative to their fellows who are illiterate in both English and French or only English, whilst those who are solely French literate do not experience any significant improvement in welfare from trade compared with their counterparts. From the heterogeneous analysis, the findings indicate that the effect is significantly concentrated amongst rural traders but insignificant amongst urban traders.

The findings of this study inform government and policymakers to consider the effectiveness of the free senior high school (SHS) education policy in improving English and French language literacy and the welfare of women in Ghana. It also informs educational institutions on the importance of adult education in English and French, especially amongst women.

The study quantitatively estimates the effect of English and French language literacy on the welfare of Ghanaian women in trade by employing an instrumental variable approach to assess the causal effect. Uniquely, the study finds that language literacy is a significant tool in improving the welfare of rural women engaged in trade in Ghana.