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This study analyzed 24 IELTS Task One (data explanation) prompts for task type, diagram type, subject matter, level of critical thought, and geographical references, in order to determine whether Emirati university students’ anecdotal claims of cultural bias on the IELTS academic writing exam (as experienced by the researcher in the past decade of teaching IELTS in the United Arab Emirates) are valid. The analysis found that the majority of the task types (88%) were non-process in nature (i.e. required the description of data in the form of a chart or graph, rather than the description of a process); 40% of the non-process prompts consisted of more than one diagram. The analysis revealed that 33% of the non-process prompts included bar graphs and 29% included line graphs. Pie charts appeared in 25% of the prompts and tables in only 17%. An Emirati student English preparatory program survey indicated the pie chart as the easiest to understand – a finding that may highlight a difference between the most commonly used IELTS prompt and the students’ prompt preference. A content analysis of topics found a high percentage (58%) of subject matter related to the social sciences, with 79% of the geographical references pertaining to Western contexts. An analysis of the amount of critical thought needed for graph interpretation revealed 52% of non-process prompts required some form of critical thought. The study therefore found that the cultural bias perceived by Emirati students has some validity, given the students’ socio-cultural and educational background.

Purpose – This paper is aimed at describing semantics equivalence of cultural terms in meurukon texts translated from Acehnese into Indonesian. A qualitative descriptive approach is used to analyze the context of semantics equivalence in these texts: varied semantics structure, especially the ones caused by the cultural gap between the two languages.

Design/Methodology/Approach – This research is designed to be of qualitative descriptive nature, wherein data are documented and analyzed using various methods proposed by Miles, Huberman, and Saldana (2014), such as data condensation, data display, drawing and verifying conclusions. The researcher is considered the key instrument in the whole process. The source of the data collected is from meurukon texts and its translation that consists of 623 sentences: they mainly comprise words and phrases that contain semantics equivalence of cultural terms.

Findings – The result of the research shows that there are 129 cultural terms found in 623 sentences. Of the analyzed data, it is seen that only 16.66% of the data is not equivalent with the target text, while 83.34% words and phrases of meurukon text are equivalent. This suggests that as a result of translation, the meurukon text has high semantics or lexical equivalences with the target text.

Research Limitations/Implications – This research is focused on semantics equivalence found in meurukon texts. The semantic equivalence here only pertains to lexical meaning of nouns and adjectives by using componential analysis.

Practical Implications – The result can be used in a sample of ways for the analysis of semantics equivalence of cultural terms in meurukon text translated from Acehnese into Indonesian using componential analysis.

Originality/Value – This research identifies meurukon as an oral tradition of Acehnese culture, which is in the question and answer format about Islamic law in Aceh, specifically North Aceh.

This book review seeks to clarify the contribution of the (2022) edited collection, International Models of Changemaker Education, to the field of work-applied management. It proposes that the many international models of changemaker education described in this book offer management professionals an array of innovative methods which support workplace learning and change by fostering organizational and educational flexibility.

This book review frames the collection's contribution in the context of work-applied management by systematically reviewing its chapter in order to present their relevance to conversations in and adjacent to the field.

This book review provides insights into how changemaker education might be conceived of and utilized in work-applied management contexts as drawn from the many innovative and demiurgic methods described in the collection and its chapters.

Changemaker education is a wide-ranging theoretical perspective, which is often loosely defined across contexts. However, this lexical amorphousness provides important flexibility for an expanded range of theoretical application.

This review includes important implications for the development of work-applied management theories drawn from models of changemaker education that demonstrate methods for achieving organizational agility and flexibility.

This review provides new and innovate models of use to work-applied management theorists and professionals.

Wine packaged tours as a specific aspect of wine tourism have so far been neglected in research, for this reason, the purpose of this study is to study the key elements for the success of the wine tour in Tuscany (Italy), evaluating the points of strength and weakness.

The study combines approaches of text mining, sentiment analysis and natural language processing, drawing on data from the TripAdvisor platform, obtaining through an automatic procedure 9,616 reviews from 600 tours in the years 2010–2020.

The authors identified six elements of successful wine tours expressed by research subjects: tour guide; logistical aspects; the quality of the wine; the quality of the food; complementary tourist and recreational activities; the landscape and historic villages. The key strength associated with success was the integration of the leading wine product with food, landscape and historic villages, while the main criticisms were concerned with the organization and planning of the tour. Furthermore, the tour guide also plays a fundamental role in consumer satisfaction.

The limitations of the method were linked to the origin of the data used. The main one is that TripAdvisor does not allow you to have social and personal information about the tourist who wrote the review; therefore, the methods are substantially complementary to the traditional survey through questionnaires.

The proposed model can be used both by professionals to improve the quality of their products and by policymakers to promote the territorial development of quality wine-growing areas.

The proposed model can be useful for policymakers to promote the territorial development of quality wine-growing areas.

The methodology we tested is easily transferable to many countries and to the authors’ knowledge, for the first time attempts to combine multidimensional scaling, sentiment analysis and natural language processing approaches.

This paper aims to investigate how Bruneian secondary school students employ code-switching in peer interactions. The functions of students' code-switching were analysed using Reyes' (2004) and Appel and Muysken's (2005) typologies.

The data collected are based on audio-recorded group discussions designed to elicit students’ code-switched utterances.

The results indicate that the students used 11 functions of code-switching: referential, discourse marker, clarification, expressive, quotation imitation, turn accommodation, insistence, emphasis, question shift, situation shift and poetic.

As the study only focusses on a specific secondary school, results from this school will not represent secondary school students in Brunei.

This paper hopes to provide insight into how students' code-switching can be seen in a positive light. Moreover, understanding how students use code-switching in the classroom is essential for successful knowledge transfer and for cultivating competent bilinguals, which is what the country's education system aims for.

This chapter reviews successful pedagogical interventions in teaching literacy in languages of teaching and learning in the upper primary grades in low- and middle-income countries (LMICs) and explores how researchers and teachers decolonized classroom spaces to ensure student achievement of learning outcomes. Themes emerging from the analysis of data are biliteracy interventions, interventions in official and national languages, teacher professional development, and ecological interventions. Results of the review indicate that researchers decolonized classroom spaces by using student linguistic repertoires, evidence-based pedagogical strategies student cultural capital and engaging families and communities. The review also reveals that more research needs to be conducted on teaching and learning in upper primary grades. The linguistic diversity of LMICs provides rich contexts for more research in bilingual education and L2 acquisition which could be useful worldwide as stakeholders in the education process explore the best ways to improve learning outcomes in schools.

This study aims to examine Saudi female students' attitude toward peer feedback activity in writing classes with a list of questions for the students to follow during the activity, and to investigate the challenges that may prevent the use of such activity in Saudi EFL classes.

This study used a mixed-methods to ensure the credibility of the data and obtain clear descriptions about the topic. The study instruments are (1) Writing Essays, (2) Writing Checklist, (3) Questionnaire and (4) Semi-structured interview. The data were analysis with SPSS and o 10 software.

The study results indicated that students had a positive attitude toward peer feedback with a checklist in EFL writing class. For instance, their second written essay (post) has improved and has fewer mistakes than the first one. Also, most of the participants stated that peer feedback has improved their writing quality and has enhanced their writing awareness of their weaknesses and mistakes. Moreover, the interview had highlighted the main challenges that could affect using peer feedback in writing class. Finally, the results indicate the efficiency of peer feedback with a checklist in similar teaching contexts.

The study focused on a small number of participants (30 students). Besides, the study dealt with students at university level only and the study focused on female students.

Based on the study finding, it is recommended that peer feedback should be integrated in all EFL writing classes at all levels. Based on the study finding, it is recommended that peer feedback should be incorporated in all EFL writing classes at all levels. Using checklist can help the students to become more independent learners and in time they will be able to correct their own mistakes.

This paper fulfills an identified need to identify how integrating peer feedback activity in writing class can improve the students' writing performance and help them to be independent learners.