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All Journal Studies in English Language and Education Studies in English Language and Education
Supakorn Phoocharoensil
Thammasat University
Education Languange, Linguistic, Communication & Media

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Fate’ or ‘destiny’? Finding the subtle differences with a corpus-based technique Nateethorn Narkprom; Supakorn Phoocharoensil
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1055

Abstract

The nouns ‘fate’ and ‘destiny’ are terms often used interchangeably despite their underlying conceptual differences and are generally treated as synonyms by English dictionaries, such as the Longman Dictionary of Contemporary English and Webster’s Dictionary of American English, based on their loosely defined meanings. This study adopted a corpus-based approach, using the Corpus of Contemporary American English (COCA) as the data source. It focused on quantitative and qualitative analyses of the target synonyms in relation to their distributional, collocational, semantic, and prosodic patterns. The results reveal that ‘fate’ is mainly distributed in fiction, while ‘destiny’ appears primarily in TV/movie subtitles, indicating a moderate and low level of formality, respectively. In terms of collocations, ‘fate’ and ‘destiny’ share some identical verbs (i.e., await, determine, escape) and adjectives (i.e., inevitable, tragic, ultimate), confirming their synonymy. However, the analysis of the semantic preferences of verb and adjective collocates shows both overlapping and distinctive semantic subsets. Specifically, ‘fate’ is more likely to pair with other verb and adjective collocates associated with pessimism (i.e., bemoan, curse, terrible, uncertain), in contrast to ‘destiny’, whose verb and adjective collocates semantically represent optimism (i.e., embrace, fulfil, glorious, heroic). Regarding semantic prosody, concordance lines with ‘fate’ primarily carry negative connotations, while those with ‘destiny’ are mostly neutral. In essence, the results confirm the non-interchangeability of these near-synonyms across contexts due to their subtle differences, as informed by the corpus data.
Critical reading and engagement matters: Integrating the flipped 5E inquiry instruction with Socratic seminars Raweewat Sripradith; Supakorn Phoocharoensil
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.41770

Abstract

Despite the breadth of research on EFL reading comprehension, limited attention has been given to teacher support for critical reading and learner engagement in the Thai higher education context. This study applied Barrettes taxonomy as its analytical framework to explore whether tertiary students critical reading and engagement can be enhanced through an innovative blend of 5E inquiry-based instruction and Socratic seminars in a flipped classroom. The research employed a quasi-experimental one-group pretest-post-test design, focusing on 33 second-year English students, whose placement test results identified them as having low critical reading skills. The instruments used included 12-week lesson plans, critical reading pre- and post-tests, and self-reflective questionnaires. The findings demonstrated significant improvements in the participants critical reading comprehension, achieving a p-value of 0.001 at the 0.05 significance level (t = 8.586). During the reading activities, the students exhibited a moderate level of engagement in both the affective domain (M = 3.85, SD = 0.716) and the cognitive domain (M = 3.71, SD = 0.773. In addition, they demonstrated a high level of engagement in the behavioural domain (M = 4.35, SD = 0.651). These results contribute to the academic discourse concerning effective English teaching methodologies and offer practical implications for related EFL contexts. The study concludes with a discussion of its limitations and recommendations for future research, emphasizing the need for broader application and validation of these instructional strategies across diverse EFL learning environments.
Co-Authors Nateethorn Narkprom Raweewat Sripradith