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All Journal Cakrawala Pendidikan Indonesian Journal of Applied Linguistics (IJAL)
Al-Khasawneh, Fadi
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Education Languange, Linguistic, Communication & Media

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An intercultural study of euphemistic strategies used in Saudi Arabic and American English Al-Khasawneh, Fadi
Indonesian Journal of Applied Linguistics Vol 8, No 1 (2018): Vol. 8 No. 1, May 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i1.11466

Abstract

People often use euphemistic utterances or expressions to avoid offensive or tabooed topics, to make them more implicit and considerate. This paper explores the euphemistic strategies used in Saudi Arabic and American English. The sample of this study includes 145 college students (78 Saudis and 67 Americans). A questionnaire adopted from Rabab’ah and Al-Qarni (2012) was used to collect the data of the present study. The results revealed various strategies used by the participants, such as deletion, synonyms, metaphor, understatement, part-for-whole, overstatement, and jargons. The most frequent strategies used by the Saudis were ‘part-for-whole’, ‘understatement’, and ‘general- for-specific’. The American participants tended to use ‘taboo words’, ‘general-for-specific’ and ‘synonyms’ more frequently than the other strategies. The findings also showed that there is no relationship between strategy choice and gender. The findings suggest that Saudi Arabic seems to use euphemistic strategies more than the Americans. These results could be referred to cultural and religious beliefs and values. The study recommends raising the awareness of euphemism strategies for more active communication.
Factors affecting learner autonomy in the context of English language learning Al-Khasawneh, Fadi; Huwari, Ibrahim; Alqaryouti, Marwan; Alruzzi, Kamal; Rababah, Luqman
Jurnal Cakrawala Pendidikan Vol. 43 No. 1 (2024): Cakrawala Pendidikan (February 2024)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v43i1.61587

Abstract

Several studies emphasized the importance of learning autonomy as a crucial component of persistent learning. Those studies revealed that autonomous learners are more likely to succeed in comparison to passive learners. The main purpose of this study is to investigate the factors affecting learning autonomy and to examine the differences between the reported factors and academic level. The researchers developed a questionnaire after extensive research on the questionnaires used in previous studies. The data have been collected from (232) undergraduate students, who were randomly selected from the Department of English Language at King Khalid University. The results showed that learning autonomy is influenced by five internal factors (i.e., psychological aspects, learning strategies, cognitive abilities, metacognitive abilities, and critical thinking), and three external factors (i.e., the role of the teacher, the task, and the environment). The results also showed that most of the internal and external factors have no statistically significant differences attributed to academic level. The results of this study recommended that educators modify their pedagogical approaches to provide students with more choices, problem-solving, and independent learning possibilities.
Co-Authors Alqaryouti, Marwan Alruzzi, Kamal Huwari, Ibrahim Rababah, Luqman