Article Per Year (5 Year)
p-Index From 2020 - 2025
0.61
P-Index
This Author published in this journals
All Journal LiNGUA: Jurnal Ilmu Bahasa dan Sastra LLT Journal: A Journal on Language and Language Teaching Language, Technology, and Social Media Indonesian Journal of English Language Teaching and Applied Linguistics
Elyas, Tariq
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Culture in Advertisements: A Discursive and Semiotic Analysis of Maestro Pizza Advertisements in Saudi Arabia Albogami, Hajer Mohammed; Alshurafa, Nuha; Elyas, Tariq; Alrawi, Maather
Language, Technology, and Social Media Vol. 3 No. 2 (2025): December 2025 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.v3i2.271

Abstract

Advertisements have long been acknowledged not merely as tools for product promotion but as powerful cultural agents that reflect and shape societal values. This study critically examines the cultural and ideological underpinnings embedded in Maestro Pizza advertisements aired on Saudi National Days 88, 89, and 91. Employing Fairclough’s Critical Discourse Analysis (CDA) and Barthes’ Semiotic Theory, this research investigates twelve selected visual frames from three advertisements to uncover how Saudi cultural identities, historical figures, and social norms are represented. The findings highlight the prominence of cultural symbols such as national landmarks, historical narratives, and the evolving image of Saudi women, illustrating how these advertisements align with national ideologies and social conventions. This study underscores the significance of advertising as a medium for cultural transmission, offering new insights into how advertisements can reflect and perpetuate national identity in the context of Saudi Arabia. The implications of these findings contribute to the broader field of media studies and cultural representation in advertising.
PRE-SERVICE LANGUAGE TEACHERS’ READINESS FOR DEEP LEARNING APPROACHES: INSIGHTS FROM A CROSS-REGIONAL STUDY IN ASIA Aridan, Muhammad; Hijriyah, Umi; Khabibjonovna, Kushieva Nodira; Geng, Hui; Azad, Inamul; Elyas, Tariq
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i2.12274

Abstract

This study examines the readiness of pre-service language teachers from five Asian countries (China, Indonesia, Uzbekistan, Saudi Arabia, and India) to implement deep learning strategies. A total of 6,113 participants completed a Likert-scale readiness questionnaire administered via Google Forms, and their responses were analyzed using the Rasch model, focusing on their preparedness in pedagogical, technological, and affective dimensions. The results revealed significant regional differences, with teachers from China demonstrating the highest levels of readiness, particularly in pedagogical and technological aspects, due to stronger institutional support. In contrast, teachers from India and Indonesia showed lower readiness, particularly in technological integration and institutional support. Gender differences were also observed, with female teachers showing higher readiness in pedagogical and affective areas. Age played a role, with teachers aged 26–35 years showing higher levels of readiness compared to younger participants. The findings highlight the need for teacher education programs to tailor their approaches to address regional, gender, and age-related differences, ensuring that all pre-service teachers are prepared to implement deep learning strategies effectively in diverse contexts.
ABORIGINALS’ RACIAL INEQUALITY AND LINGUISTIC DISPLACEMENT IN THE POEM "THEY ASK ME: ‘WHO AM I?’” Gazzaz, Rasha; Elyas, Tariq
LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 19, No 1 (2024): LiNGUA
Publisher : Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ling.v19i1.27059

Abstract

Through a close reading of “They ask me: ‘Who am I?’’' poem, this paper examines the themes of racial inequality and linguistic displacement of the oppressed race of the Australian Aboriginals, specifically the lost generation as voiced in the poem. Adopting the theoretical frameworks of Kroskrity that focus on the linguistic racism and white supremacy, the authors analytically aim to explore covert linguistic racism through the poem’s narrative. In addition, this paper conveys the representation of race and colonial powers by conveying the exclusion and discrimination the Aborigines faced since the 18th century. It highlights the ‘White Supremacy’ (concerning politics, culture, and linguistics) and the desperate measures the white settlement took to complete the erasure of the linguistic and culture of the minority group of the Aboriginal people. The poem highlights the unspoken voices of the lost generation through the poet's heartfelt agony with his encounter with the history of Aboriginals and their racial and linguistic oppression.
The Implementation of Critical Thinking in a Saudi EFL Context: Challenges and Opportunities Al Zahrani, Budor Saeed; Elyas, Tariq
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 1, No 2 (2017): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v1i2.21

Abstract

The aim of this paper is to explore the challenges to, and benefits of, fostering of critical thinking (CT) in the Saudi EFL (English as a foreign language) context.  In the next section, the concept of CT will be clarified.  In the following two sections, possible challenges or barriers to CT, whether religious or pedagogical, in the Saudi context are analyzed and refuted.  After discussing the religious and the educational background of this issue, practices for promoting CT inside EFL classrooms are described.  Finally, the benefits of incorporating CT strategies into language learning are outlined.
Co-Authors Al Zahrani, Budor Saeed Albogami, Hajer Mohammed Alrawi, Maather Alshurafa, Nuha Azad, Inamul Gazzaz, Rasha Geng, Hui Khabibjonovna, Kushieva Nodira Muhammad Aridan Umi Hijriyah