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All Journal Jurnal Arbitrer Studies in English Language and Education
Abduljalil Nasr Hazaea
Najran University
Languange, Linguistic, Communication & Media

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Exploring the use of technology-mediated peer learning: EFL instructors’ perspective Wagdi Rashad Ali Bin-Hady; Abduljalil Nasr Hazaea; Amal Abdelsattar Metwally; Jamal Kaid Mohammad Ali; Mohammad Abdullah Alhammad
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.v13i2.1090

Abstract

As digital technologies reshape educational practices, peer learning has gained renewed attention for its potential to promote collaboration, autonomy, and language development. Peer learning is recognized as an innovative learning strategy for its ability to enhance student learning outcomes, foster autonomy, and promote collaboration. This study responded to the rapid influx of digital technologies by introducing a pedagogical model, Technology-Mediated Peer Learning (TMPL), designed to foster peer interaction among students learning English as a Foreign Language (EFL). Using a qualitative approach, this study examined how EFL instructors used educational technologies in diverse global contexts to facilitate peer-based learning. More specifically, the study addresses two research objectives: (a) to identify the types of learning technologies (LTs) that EFL instructors can employ to enhance peer learning, and (b) to explore the mechanisms through which educational technologies facilitate peer learning among EFL students. Data were collected from 30 EFL instructors across different countries through an online discussion initiated on ResearchGate and LinkedIn. The data were thematically analyzed, revealing four core strategies EFL instructors employ to promote TMPL: using digital platforms, leveraging online resources, integrating multimedia tools, and designing collaborative activities. The analysis further demonstrates that these strategies can be operationalized through several educational technology functions, namely facilitating student interaction, fostering collaboration, enhancing communication, and developing language skills. Collectively, the study introduces TMPL as a unified model that functions as a dynamic mechanism for promoting student-centered learning, effectively bridging peer learning theory and digital technology. The study encourages EFL instructors to use technology as an active mediator of peer interaction, facilitate collaborative meaning-making, and enhance language skills through sustained, technology-mediated peer engagement in authentic learning contexts.
Ideological Influences on Bilingual Coffee Shop Signs in Najran City: A Translation Perspective Abduljalil Nasr Hazaea; Wagdi Rashad Ali Bin-Hady
Jurnal Arbitrer Vol. 13 No. 1 (2026)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.13.1.104-114.2026

Abstract

In a global era, English has an expanding role affecting everyday life, including commercial signs. The translation of these signs on culturally driven commodities such as coffee is a significant area of study, revealing broader sociolinguistic dynamics and ideological perspectives. This study investigates the translation features observed on coffee shop signs, exploring how ideological choices shape translation practices and their implications for visual identity. Employing Gu and Almanna’s model for categorizing street signs and Venuti’s concepts of domestication and foreignization, we analyzed bilingual coffee shop signs scattered in Najran city, Saudi Arabia. The findings delineate four predominant features in the assignment of bilingualism: pure Arabic and pure English (PA&PE), pure Arabic and English transliteration (PA&ET), pure English and transliterated Arabic (PE&TA), and mixed features (MF). Over half of the signs utilized PE&TA reflecting a foreignization strategy to reinforce English in the Saudi context while marginalizing Arabic. One quarter of the signs achieved a balance between PA&PE, indicative of domesticating translation practices. Mixed features are also found in coffee shop signs (17%), blending direct translation, transliteration, and adaptation techniques. Surprisingly, only 7% of the signs were in PA&ET aiming to support Arabic language presence for foreign visitors. While omission was mainly associated with PE&TA and PA&PE, addition was manifested with MF and PA&ET. The study concludes with practical recommendations for bilingual sign translation, contributing insights to translation studies and offering guidance for translators, policymakers, and businesses operating in bilingual environments.
Co-Authors Amal Abdelsattar Metwally Jamal Kaid Mohammad Ali Mohammad Abdullah Alhammad Wagdi Rashad Ali Bin-Hady