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All Journal JETA (Journal of English Teaching and Applied Linguistic)
Mohammed Hejash
Albaydha University
Humanities Education Languange, Linguistic, Communication & Media

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UNVEILING STIGMA: EXPLORING THE DETRIMENTAL EFFECTS OF YEMENI-ARABIC PROVERBS AND SAYINGS ON INDIVIDUALS WITH DISABILITY Mohammed Hejash; Abdulaziz Ahmed
JETA (Journal of English Teaching and Applied Linguistic) Vol. 6 No. 2 (2026): JETA: Journal of English Teaching and Applied Linguistic
Publisher : Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/s3qp0h52

Abstract

This study investigates the stereotypical representations and psychological implications of Yemeni-Arabic proverbial language that describes persons with disabilities, examining how such expressions become normalized as tools of “wisdom” in everyday discourse. While Classical and Modern Standard Arabic possess a rich lexicon for praising perfection, many vernacular proverbs and sayings associate physical, mental, and sensory impairments with imperfection. Adopting a qualitative approach based on cognitive semantic analysis, the study examines a corpus of 71 Yemeni proverbs collected from publicly available compilations, with a detailed analysis of 15 representative examples. The analysis demonstrates how disability is metaphorically employed to signify weakness, incompetence, misfortune, or irrationality, reflecting deeply rooted cultural conceptualizations. Through repeated use, these expressions are normalized as embodiments of collective wisdom, rendering their stigmatizing meanings socially acceptable and often invisible. However, growing sociolinguistic awareness and the promotion of inclusive language challenge the assumed wisdom of such expressions by emphasizing that no inherent connection exists between disability and imperfection. While many individuals with disabilities actively contribute to their communities, stigmatizing proverbial language may still produce psychological harm and reinforce negative social attitudes. The study highlights the need for greater linguistic awareness in Yemeni society and calls for critical reflection on everyday expressions that shape perceptions of disability and influence social inclusion.
NAVIGATING CULTURAL AWARENESS IN GENERATIVE AI-ASSISTED ENGLISH LANGUAGE TEACHING: INDONESIAN EFL TEACHERS' PERSPECTIVES Aksendro Maximilian; Mohammed Hejash; Purnama Hanan Murod
JETA (Journal of English Teaching and Applied Linguistic) Vol. 7 No. 1 (2026): JETA: Journal of English Teaching and Applied Linguistic
Publisher : Institute of Research Institutions and Community Service (LPPMP) of STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/1ghvge20

Abstract

This study investigates Indonesian EFL teachers' perceptions of cultural awareness in GenAI-assisted English language teaching and explores the opportunities and challenges they perceive when addressing cultural awareness through AI-generated instructional materials. A quantitative survey design was employed involving 60 Indonesian junior high school EFL teachers who had prior experience using Generative AI applications for instructional purposes. Data were collected through a structured questionnaire and analyzed using descriptive statistics, including frequencies, percentages, means, and standard deviations. The findings indicate that teachers hold highly positive perceptions toward the importance of integrating cultural awareness into AI-assisted English language teaching. Participants emphasized that AI-generated cultural content should be critically evaluated before classroom implementation and that English instruction should integrate both Indonesian and global cultural perspectives. Teachers also perceived Generative AI as a valuable resource for creating culturally diverse instructional materials and enriching classroom learning. However, concerns were raised regarding cultural bias, inaccurate cultural information, limited representation of Indonesian local cultures, and students' overreliance on AI-generated content. The study concludes that the effective integration of GenAI into English language teaching depends not only on technological capability but also on teachers' intercultural competence, critical AI literacy, and pedagogical judgment.
Co-Authors Abdulaziz Ahmed Aksendro Maximilian Purnama Hanan Murod