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All Journal IJoLE: International Journal of Language Education Studies in English Language and Education
Bin-Hady, Wagdi Rashad Ali
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Beyond Linguistics: Exploring the Cognitive and Motivational Barriers to Essay Writing for Tertiary Students Anaktototy, Karolis; Sekewael, Mansye; Latief, Muhammad Ridha Anugrah; Bin-Hady, Wagdi Rashad Ali
International Journal of Language Education Vol 7, No. 3, 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v7i3.37070

Abstract

In higher education, developing strong writing skills is crucial for students' academic and career success. Unfortunately, this important aspect of education has been somewhat neglected in the context of Maluku province. Therefore, this study, serves the crucial purpose of shedding light on the multifaceted factors that underpin the deficiencies in writing skills. The primary aim of this study is to explore the fundamental factors contributing to the deficiencies in tertiary students' writing skills. To accomplish this, we conducted a quantitative survey, selecting a random sample of 70 Moluccan local students out of 120 who were enrolled in an essay writing class. Results indicate that cognitive factors play the most pivotal role in contributing to deficiencies in writing skills, boasting a remarkably high path coefficient value of 0.846. Linguistic factors and motivational aspects closely follow, with values of 0.556 and 0.528, respectively. The deficiency in writing skills among students can be attributed to a lack of internal motivation for learning, and inadequate opportunities provided by teachers for real-life observation and learning. For effective improvement in writing abilities, students need both an intrinsic motivation to learn and consistent guidance and stimulation from educators. The process of writing not only involves linguistic capability but also a deep cognitive understanding, emphasizing the need for students to process and present their thoughts comprehensively and appealingly. Improving tertiary students' writing skills require a comprehensive approach that addresses cognitive, linguistic, and motivational factors. Implementing these implications can result in more effective teaching methods and improved writing outcomes for students.
Assessing AI-Powered Translation Quality: Insights from the Translation of the Farewell Sermon Metwally, Amal Abdelsattar; Bin-Hady, Wagdi Rashad Ali; Asiri, Eisa
International Journal of Language Education Vol. 8, No., 4, 2024
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v8i4.70034

Abstract

Artificial Intelligence (AI) powered translation influxes in the translation industry. Yet, questions have arisen about the quality of AI-powered translation systems (AIPTSs). Therefore, this study aims to evaluate the translation quality generated by ChatGPT for the Farewell Sermon. Using House's (2015) model of translation quality assessment (TQA), the study analyzed the Farewell Sermon focusing on text, register analysis of field, tenor mode, and genre. The language/text analysis revealed that AIPTSs produced lexical and syntactic inaccuracies that hindered capturing the sermon's intended religious voice. In register, Field, the analysis pointed out that the AIPTSs captured the broad themes of the Farewell Sermon, but often missed subtleties in religious terminology. AIPTSs also adopted superficial literal translation of the sentence structures. In Tenor, the analysis revealed that the Prophet's role as a moral and spiritual guide was somewhat diluted in the translation. Likewise, AIPTSs struggled to maintain the Prophet's authoritative and compassionate stance. The AIPTSs maintained general coherence but faced challenges with cohesive devices such as conjunctions, pronouns, and references. Furthermore, the microanalysis revealed an amount of 81 overt translation errors that the AIPTSs committed while translating the Farewell Sermon into English, the most frequent were "creative translation" with 24 errors, "not translated" with 15 errors, "distortion of meaning" with 9 errors, "slight change in meaning" with 8 errors and "breach of the SL system" with 7 errors. "Significant change in meaning" and "cultural filtering" were less noticeable with 6 and 4 errors, respectively. Additionally, the analysis revealed that House's (2015) model is to some extent suitable for assessing the quality of AIPTSs, one type of error was technical and beyond the model focus though. The researchers called it "software intervention". Software interventions can either positively or negatively affect the translation depending on whether the error improves readability without distorting meaning or inaccuracies. The study recommends the importance of tuning the AIPTSs applications to prevent the inducing of technical systems
Gauging the reception of Arab translators to the subtitles of taboo language in Hollywood movies Sahari, Yousef; Bin-Hady, Wagdi Rashad Ali
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.38199

Abstract

This investigation analyzes the appropriateness of Arabic equivalents of English taboo words according to the perceptions of the Arab translators. It also detects if there is a difference in the perceptions of the male and female translators in the subtitles of such taboo words, according to the strategy used in the subtitling of taboos. The study asked translators to suggest their translations for the unacceptable sentences. A self-prepared scale of 16 sentences containing taboos was administrated to Arab translators. Sixty translators responded to the scale. The results showed that Arab translators moderately (M=3.38) accept the translation of the taboo language. Results also showed that males (M=3.41) accept the rendering of taboos more than females (M=3.31), however, the difference was not significant (Sig. =.831). Male translators prefer omission, cultural substitution, and reformation higher than female while female translators prefer direct translation over male translators. The findings also showed that translators provide some translations depending on using cultural substitution for the taboo expression, followed by reformation. Omission was also preferred by some translations, especially where direct subtitling was adopted. This study concludes that subtitling taboo expressions poses difficulties to translators that may not be easily worked on. This study recommends that subtitling companies to a balance between euphemizing the offensive or taboo expressions and preserving the intended meaning provided.
Co-Authors Asiri, Eisa Karolis Anaktototy Latief, Muhammad Ridha Anugrah Mansye Sekewael, Mansye Metwally, Amal Abdelsattar Sahari, Yousef