REiLA: Journal of Research and Innovation in Language
REiLA Journal of Research and Innovation in Language is a double-blind peer-reviewed international journal published triannual on April, August and December. It is dedicated to promoting scholarly exchange among teachers and researchers in the field of languages. Although articles are written in English, the journal welcomes studies dealing with other than English as well. The scope of REiLA includes the following fields: The subject covers textual and fieldwork studies with various perspectives of Language, research of History, Society, Humanity, and also various perspectives in Education interest.
Articles
135 Documents
<![CDATA[Mispronunciation and Substitution of Mid-high Front and Back Hausa Vowels by Yorùbá Native Speakers ]]>
<![CDATA[Maikanti, Sale]]>;
<![CDATA[Ngee Thai, Yap]]>;
<![CDATA[Martin Burkhardt, Jurgen]]>;
<![CDATA[Mei Fung, Yong]]>;
<![CDATA[Binti Husain, Salina]]>;
<![CDATA[Jacob Oludare, Olúwadọrọ̀]]>
<![CDATA[ REiLA : Journal of Research and Innovation in Language Vol. 3 No. 1 (2021): REiLA : Journal of Research and Innovation in Language ]]>
Publisher : <![CDATA[The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning ]]>
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DOI: 10.31849/reila.v3i1.6107
<![CDATA[The mid short vowels: /e/ and /o/ are among the vowels shared between Hausa and Yorùbá but differ in Hausa mid-high long, front and back vowels: /e:/ and /o:/. The phonemic differences in the two languages have caused learning difficulties among the Yorùbá native speakers to achieve their second language learning desire and competence. Yorùbá-Hausa learners mispronounce certain disyllabic Hausa words due to the substitution of vowels in the first and second syllables. Thus, both lexical and grammatical meanings of the Hausa words are affected. This study examined the production of the 12 Hausa vowels by level 1 and level 3 students who were learning Hausa as a second language to determine if there was a significant difference in how level 1 and level 3 students pronounced the short and long mid-high, front and back Hausa vowels. 88 Yorùbá native speakers were recruited using purposive sampling. Twenty-four different wordlists extracted from Bargery's (1934) Hausa-English dictionary and prepared in carrier phrases were audio-recorded. It was a mixed-method, and the results were discussed within the theoretical framework of Flege and Bohn's (2020) Revised Speech Learning Model and Corder's (1967) 'Error Analysis Model'. The results of the Mann-Whitney U test revealed that participants in level 1 generally performed lower than level 3 participants in the pronunciation of mid-Hausa vowels due to substitutions. Such errors have pedagogical implication in learning Hausa as a second language, and if not addressed accordingly, the standard of Hausa will continue to fall at an undesirable and alarming rate.]]>
<![CDATA[The Variations in Verb-Preposition Combinations in the GloWbE Corpus and Its Usage in Informal Englishes ]]>
<![CDATA[Hossain, Kazi Amzad]]>
<![CDATA[ REiLA : Journal of Research and Innovation in Language Vol. 3 No. 1 (2021): REiLA : Journal of Research and Innovation in Language ]]>
Publisher : <![CDATA[The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning ]]>
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DOI: 10.31849/reila.v3i1.6108
<![CDATA[This paper is based on the Corpus of Global Web-based English (GloWbE) which was compiled by Mark Davies in 2013. The GloWbE corpus consists of web data from 20 different English speaking countries. This research is constructed on the GloWbE corpus to investigate the variations in certain verb-preposition combinations in informal Englishes. As the corpus is divided into two sections, such as – general and blog, this study is based on the blog section to compare web data from two inner circle countries such as The USA and Great Britain and two outer circle countries such as – India and Bangladesh. The reason for selecting the blog is that, in the GloWbE corpus, blog section consists of informal data, whereas general section consists of formal data. It is to be noted that the inner circle countries use English as their native tongue, whereas the outer circle countries use English as their second or foreign language. This paper argues that, the verb-preposition combinations or prepositional verbs vary in their frequency and meaning in the aforementioned countries and this paper investigates the following five prepositional verbs from The Cambridge Grammar of the English Language proposed by Huddleston and Pullum in 2002– come up with, look out for, put up with, stand up to, and get along with in the GloWbE corpus to prove that the frequency and meaning of these phrases varies from country to country based on social, cultural and political contexts as seen in the results. The investigation specifically shows the trends of the above five prepositional verbs in the four countries.]]>
<![CDATA[Nepalese EFL Teachers’ Digital Literacy for Online Teaching ]]>
<![CDATA[Saud, Mohan Singh]]>
<![CDATA[ REiLA : Journal of Research and Innovation in Language Vol. 3 No. 1 (2021): REiLA : Journal of Research and Innovation in Language ]]>
Publisher : <![CDATA[The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning ]]>
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DOI: 10.31849/reila.v3i1.6129
<![CDATA[The face-to-face mode of delivery had significantly been affected by the COVID-19 pandemic. Due to its spread, the government had suspended the traditional classroom teaching system, requiring its alternative online teaching instead. Accordingly, English teachers needed to be prepared with the necessary digital literacy skills for effective online teaching. Considering this situation, this study sought to survey the digital literacy skills of secondary school level English teachers of Nepal to check their preparedness for online delivery. A questionnaire was prepared through Google Docs and circulated to English teachers through emails and Messenger. Data was collected using the snowball-sampling method. Altogether, 426 English teachers across the country participated in this study. This study found that secondary school-level English teachers possess the necessary digital literacy skills like word processing, the use of the Internet, downloading, online presentations, and hence, are prepared for an online teaching mode.]]>
<![CDATA[Eco-critical Discourse Analysis of the Indonesian President’s Statement at the 21st Conference of the Parties in Paris ]]>
<![CDATA[Mansyur, Siti Awaliyah]]>;
<![CDATA[Iwa Lukmana]]>;
<![CDATA[Isnendes, Retty]]>;
<![CDATA[Gunawan, Wawan]]>
<![CDATA[ REiLA : Journal of Research and Innovation in Language Vol. 3 No. 2 (2021): REiLA : Journal of Research and Innovation in Language ]]>
Publisher : <![CDATA[The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning ]]>
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DOI: 10.31849/reila.v3i2.6285
<![CDATA[This study investigates the representation of the environmental, ecological, and climate change issue in the Indonesian President’s Joko Widodo statement at the COP21, 2015. The data was taken from the transcript published by the Indonesian Ministry of Environment and Forestry's official website. It is selected according to the popularity of the President and to learn about his ecological view based on the way he represented the country's ecological issue at the global event. The analysis was carried out within an eco-critical discourse analysis framework, which started by investigating the ideology using Fairclough's three-dimensional model. Then, the ideology was judged using the ecolinguistics perspectives proposed by Stibbe (2015a, 2020). The result shows that President Joko Widodo’s ecological-ideology can be regarded as 'prosaic: environmental problem solving', of which this study concludes that his speech can be defined as a 'beneficial discourse' that has to be promoted widely to raise the awareness of language use regarding an environmental issue.]]>
<![CDATA[Perceptions of English Language Students on the Relevance of ‘EFL’, ‘ESL’ and Other Such Terms in Contemporary Turkish Contexts ]]>
<![CDATA[Ironsi, Chinaza]]>
<![CDATA[ REiLA : Journal of Research and Innovation in Language Vol. 3 No. 2 (2021): REiLA : Journal of Research and Innovation in Language ]]>
Publisher : <![CDATA[The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning ]]>
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DOI: 10.31849/reila.v3i2.6318
<![CDATA[Over the years, there has been an ongoing debate on the relevance of certain terms like ESL, EFL. Several linguists have argued that these terms do not represent a wide range of language users under varying circumstances, given their various proficient language competence levels. In a bid to unveil the extent to which this presupposition applies to the use of ESL and EFL terms. A group of 36 participants from a school in North Cyprus was purposively chosen for this quantitative study. Four research questions were to be investigated. Questionnaires were used to collect vital data from the participants on their perceptions on terms like ESL and EFL. After analysis, results were collected, analysed and used to make cases for redefining the concepts of ESL and EFL terms, especially within the Turkish-Cypriot setting. A notable finding of this study was that the participants believed that terms like EFL ESL do not adequately define their language status. They further suggested that more appropriate terms should be used. The study suggested using English as an international and intranational language instead of the former terms, among other suggestions. This study adds to the corpus of research showing that while acronyms like EFL and ESL are relevant in English language education, more emphasis should focus on improving learner's four language skills which directly impacts their performance and production of the target language.]]>
<![CDATA[The Teachers’ Roles in Reducing the Interference of L1 in Audio-lingual Classrooms: A Qualitative Case Study in Malaysian Primary School ]]>
<![CDATA[Rahim, Mohammad Naim]]>;
<![CDATA[Ahmadi, Sayed Ali Reza]]>
<![CDATA[ REiLA : Journal of Research and Innovation in Language Vol. 3 No. 2 (2021): REiLA : Journal of Research and Innovation in Language ]]>
Publisher : <![CDATA[The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning ]]>
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DOI: 10.31849/reila.v3i2.6335
<![CDATA[This research article explores the teachers’ roles in reducing L1 (First Language) interference in audio-lingual classrooms. The main concern of the audio-lingual method is to focus less on grammar and teaching it inductively. There is also an emphasis on pronunciation in this method. Using tapes, visual language aids, and new materials are presented in an interactive model. The teacher presents a new structure using communicative models, and there is less focus on L1. The study applies a qualitative case study and uses observation and interview data collection techniques in a particular primary school of Malaysia during the English language sessions. The thematic analysis technique is performed to categorize the significant findings into three main themes: teacher as a role model, teacher as an orchestra leader, and teacher as a motivator. The data from classroom observation is triangulated to determine how the data is closed to the interview. The finding shows the problematisation of using L1 in teaching L2 (Second Language) since the interference of L1 negatively impacts learning L2. The study contributes to the perspective that English teachers in audio-lingual classrooms are expected to understand their objective roles. The result also implies the teachers' significance to accept that using L1 in maxim spoils learning L2, especially in an audio-lingual classroom.]]>
<![CDATA[Anti-racist Text and Talk: A Critical Discourse Studies Approach to Black Feminism ]]>
<![CDATA[Limerick, Philip P.]]>
<![CDATA[ REiLA : Journal of Research and Innovation in Language Vol. 3 No. 2 (2021): REiLA : Journal of Research and Innovation in Language ]]>
Publisher : <![CDATA[The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning ]]>
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DOI: 10.31849/reila.v3i2.6797
<![CDATA[While racist discourse has received much attention in Critical Discourse Studies (CDS), there is a dearth of scholarship on the anti-racist text and talk. A critical observation is that the anti-racist movement, and hence, discourse, often exclude women. With the goal of contributing to this gap in the CDS literature, the current analysis examines Black women's discourses concerning anti-Black racism in general and Black Feminism in particular. Four YouTube videos that feature both conference talks and news programs surrounding the topic of Black Feminism are analysed for recurring themes using thematic analysis and discourse structures from the perspective of critical discourse analysis. Findings reveal that the primary themes that emerged are the inclusion of Black women, Police brutality and unaccountability, and Black Feminism Defined, with various subthemes. In addition, the discourse structures examined are lexical choice, presupposition, pronominal choice, and the use of tag questions, among others. This study serves to further our understanding of the linguistic manifestation of ideologies through discourse concerning anti-racism and Black Feminism.]]>
<![CDATA[The Effectiveness of Differentiated Instruction in Improving Bahraini EFL Secondary School Students in Reading Comprehension Skills ]]>
<![CDATA[Saleh, Ahmed Hussein Ahmad Eid]]>
<![CDATA[ REiLA : Journal of Research and Innovation in Language Vol. 3 No. 2 (2021): REiLA : Journal of Research and Innovation in Language ]]>
Publisher : <![CDATA[The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning ]]>
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DOI: 10.31849/reila.v3i2.6816
<![CDATA[This study aimed at investigating the effectiveness of Differentiated Instruction (DI) in improving reading comprehension skills in the EFL secondary stage in Bahrain. The study adopted the quasi-experimental research design using thirty-six 2nd year secondary students to be the study participants. The participants were divided into two groups: an experimental group that received the (DI) training and a control group that received the conventional way. A reading comprehension skills questionnaire and a pre-post EFL reading comprehension test was used in the study to collect the data. Results showed that the experimental group outperformed the control group in the EFL reading comprehension test. The findings indicated that the DI strategies helped to develop students’ EFL reading comprehension skills. In addition, it revealed that using various materials for teaching reading comprehension skills to match students' different needs and abilities helped enhance their reading comprehension proficiency. A number of recommendations and suggestions for further research was presented.]]>
<![CDATA[Simile As An Effective Literary Device in the Vietnamese-English Translation Equivalent ]]>
<![CDATA[Huu Chanh, Nguyen]]>
<![CDATA[ REiLA : Journal of Research and Innovation in Language Vol. 3 No. 2 (2021): REiLA : Journal of Research and Innovation in Language ]]>
Publisher : <![CDATA[The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning ]]>
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DOI: 10.31849/reila.v3i2.6829
<![CDATA[Many Vietnamese writers have recognised the utility of literary devices to beautify the artistic features in written texts. Like other rhetorical devices, simile plays an essential role in bringing meaningful values close to the readers. The research aims at identifying the usage of simile in the translation equivalents between Vietnamese and English in De men phieu luu ky and its translated version Diary of a cricket. From analysing 108 sentences by the descriptive qualitative research, the findings showed that (1) The high frequency of using the complete form of simile to express the figure of speech. (2) The imbalance in the translation rate between two languages and the most popular simile word of like usage in English translated text. (3) The variables of comparative words and themes used in the target text show the same meaning in the source text. Those conclusions shed light on the quality improvement on the target text, especially in both translator's training and further translation education.]]>
<![CDATA[Rainbows amid Downpours: University Students’ Goals in Learning English during Digital Experiments ]]>
<![CDATA[Toquero, Cathy Mae Dabi]]>;
<![CDATA[Acebes, Swen Joshryll C.]]>;
<![CDATA[Melitante , Jaizele B.]]>;
<![CDATA[Tuble, Nikki T.]]>
<![CDATA[ REiLA : Journal of Research and Innovation in Language Vol. 3 No. 2 (2021): REiLA : Journal of Research and Innovation in Language ]]>
Publisher : <![CDATA[The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning ]]>
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DOI: 10.31849/reila.v3i2.6910
<![CDATA[University students are susceptible to the constantly shifting online milieu during the pandemic. Linguistic isolation can present more difficulties as students lack authentic social communication in classes online. This study examined the hopes and goals of university students in their English learning course during emergency remote learning. Third Year Pre-Service teachers of a state university in the Philippines served as participants in this study. Through content analysis of 28 student-responses of the English Modules, the research findings demonstrate the significance of hopes and goals of the university students in learning English during the pandemic. Amidst the digital experiments, students portray hopes and goals of developing their pedagogical skills in English and broadening their linguistic skills despite linguistic isolation. Students' goals in the course are to improve their language skills, develop in-depth knowledge in English, achieve better grades, and become effective potential teachers. As they aim to achieve those goals amid metaphorical downpours, university students reflect on the purpose of the course to equip them for lifelong learning that may develop ethical value, morality, and sense of vocation in their chosen profession. Despite having to confront the difficulties of learning online, their hopes and aspirations spark a burning desire to engage in intellectual and linguistic battles in learning English during pandemic and post-pandemic. Academic implications include for teachers to integrate authentic assessments for experiential language learning and for students to sketch a visual career plan outlining how students may achieve their goals as future educators.]]>
