Education, Language and Sociology Research
Education, Language and Sociology Research (ELSR) is an international open-access journal published by Scholink. The journal aims to provide a high-level platform for scholars and researchers all over the world to share latest findings and views in the field of Education, Language and Sociology Research. We would welcome scholars and researchers engaging in the related field to submit your manuscripts which are complete unpublished and original works and not under review in any other journals to Education, Language and Sociology Research. Both of online submissions and E-mail submission (elsr@scholink.org) are acceptable. ------------------------------------------------ The journal includes, but is not limited to the following fields: Education in Preschool Education Primary School Education Secondary School Education High School Educational Technology Educational Leadership Training, Teaching and Learning Language translation Learning Skills and Other Relevant Fields English Education & English literature Education Method Arts and Leadership Language and Linguistics Teaching and Learning Second Language Acquisition Labor Sociology Medical Sociology Social Work Urban Sociology Family Sociology Environmental Sociology Criminology Sociology Social Security Research Other Disciplines of Applied Sociology The journal will feature: Descriptive Articles, Research Reports, Relevant Reviews, Short Communications, Viewpoint Commentaries, and Case Studies. All submitted articles will be peer reviewed.
Authors who publish with this journal must agree to the following terms: Authors should promise that their works are entirely original, and all the references in their works should be appropriately cited or quoted. The works have not been published previously. The behavior of submitting the same work to other journals is unacceptable. The journal editor has the right to edit the format of works.
Pragmatics as Pragma-sociolinguistics of Discourse
In construing pragmatics as pragma-sociolinguistics of discourse, a tripartite perspective of pragmatics is brought to the fore: it is a contextual perception of language use; it is a socially underpinned use and interpretation of human communication; and it concerns discourse (language in use). In discourse, language is functional because of the discrete pragma-sociolinguistic elements of communication deployed by language users/participants. Since discourse is indeed, language in use or language in action, a pragmatic study of discourse explains how social context, physical context and linguistic context impinge on “what is said” within and beyond the sentence. Hinging on Adegbija’s (1982) Pragmasociolinguistic Approach, this study concludes that pragmatics is essentially the pragma-sociolinguistics of discourse because: it is a social idea of discourse; it is linguistic action; it is situated/contextualized discourse; it is reference-making; and it is organized discourse.
Copyright (c) 2025 Adeoye Adeyinka Olusola http://creativecommons.org/licenses/by/4.0
The Impacts of WhatsApp Messenger on Developing Writing Skill among Tertiary Level Students
This article examines the impact of WhatsApp Messenger on the writing skills of tertiary-level students. Studies indicate that using WhatsApp for writing exercises and vocabulary practice positively influences students’ writing abilities. Specifically, the platform facilitates the development of basic English as a Foreign Language (EFL) writing skill through instant text messaging at the tertiary level. Through this, students can share the same platform to increase their accessibility, cooperative tendency and motivation. Students enjoy the opportunity to work in group, pairs, or individually giving evaluation to each other. WhatsApp Messenger is such an app that ignites interest among students to actively participate in writing tasks. It is not a boring media to them. This app helps learner to learn inside the classroom and also outside the classroom. Students can learn both privately and publicly. Further research explores the effectiveness of WhatsApp Messenger in higher education contexts to enhance their creativity in writing skill. This study shows that WhatsApp Messenger can be used as a significant technological tool for making students’ writing experience smooth. This media is also helpful to the instructors as it facilitates them in their task of assignment giving and collecting. Students have reported their experiences via surveys, highlighting the WhatsApp platform’s role in improving writing proficiency. Moreover, this research strongly recommends that, if the challenges can be faced positively Whatsapp Messenger may be used as a supportive and educational resource in the teaching and learning process of writing skill at all educational stages. Contribution of the Study: This research work will contribute to extend the mobile learning evidence base, focusing on writing skills, contextualizing it in tertiary education, possibly in specific cultural or linguistic settings, bridging informal technology use with formal academic writings, informing pedagogy, interventions, and instructional design and offering actionable implications for writing pedagogy.
Copyright (c) 2025 Farhiba Ferdous, Assistant Professor http://creativecommons.org/licenses/by/4.0
A Critique of Phillipson’s Theory of Linguistic Imperialism
This study examines the imperial status of English via a critique of Phillipson’s Theory of Linguistic Imperialism. The communicative potency of the English language on the international stage resonates with its label as an ‘imperial language’. English is used in discrete communication situations in different regions of the world. Some of the functions of the language in such regions are assigned to it through legislation, because of the expanse of the referential/representational function of the language. For example, in former British colonies, the English language adequately fills up the vocabulary inadequacies of indigenous languages. This is crucial in contemporary times given the fact that individuals and nations try to cope with the communication constraints of globalization. In this regard, multiculturalism and intercultural communication tendencies are promoted, encouraged and demonstrated. This study is anchored by two theoretical frameworks: Afolayan (1995:1988); and the Wider and Narrower Perspectives of World Englishes. The study concludes that from different viewpoints, English is an imperial language: English nations dominate in different domains of world affairs, English is lingua franca in some countries, English is a language of wider communication; and English is used for documentation and publications across disciplines.
Copyright (c) 2026 Shitu Fatai (PhD) http://creativecommons.org/licenses/by/4.0
Generative AI ChatGPT in College English Writing Teaching: An Empirical Study on Effectiveness and Pedagogical Optimization
With the rapid advancement of generative artificial intelligence (AI) technology, college English writing teaching has ushered in new development opportunities. This study quantifies teaching effectiveness from two dimensions—external language knowledge mastery and internal writing thinking abilities, and conducts an in-depth exploration of the application value and practical effects of the generative AI technology ChatGPT in college English writing instruction. The research results indicate that ChatGPT can assume partial functions such as tool support and feedback evaluation across various stages of writing, significantly reducing teachers’ instructional burden. Additionally, the intelligent feedback system demonstrates remarkable advantages in improving the accuracy of students’ language expression and optimizing the logicality of text structure. Meanwhile, the application of ChatGPT is accompanied by inherent limitations, including lack of contextual awareness, potential for misinformation, and plagiarism risks, which necessitate teachers to play an irreplaceable role in evaluation and screening, rule supervision, and competency training. This study provides empirical references and targeted optimization suggestions for the practical path of AI empowering college English writing teaching.
Copyright (c) 2025 Wentao Guo http://creativecommons.org/licenses/by/4.0
Research on Dynamic Interactive Design Strategies for Museum Exhibitions from the Perspective of Affective Computing
With the deepening digital transformation of museums, their development focus has shifted from the singular application of technology to the in-depth exploration of audience emotional resonance. The maturation of affective computing technology provides a new pathway for this shift. This paper aims, from a design studies perspective, to explore how affective computing can empower the dynamic interactive design of museum exhibitions. Through literature review and case analysis, a design framework comprising three core strategies—“Dynamic Narrative Reconstruction,” “Adaptive Interactive Adjustment,” and “Multi-Sensory Collaborative Immersion”—is constructed. This framework aims to translate emotional data into specific design parameters, promoting the evolution of museum exhibitions from static information delivery (“one-size-fits-all”) to dynamic emotional dialogue (“tailored to each individual”), thereby offering theoretical reference and methodological support for the practice of “integration of art and technology.”
Copyright (c) 2026 Xiaochen Lv http://creativecommons.org/licenses/by/4.0
Research on the Practical Paths and Model Innovation of Integrating Ganzi Red Culture into Ideological and Political Education in the Preparatory Course of Sichuan Minzu College
As an important part of China’s red culture system, Ganzi red culture contains rich revolutionary spirits, ethnic unity genes and family-country feelings, making it a high-quality resource for ideological and political education in the preparatory courses of colleges and universities in ethnic minority areas. The preparatory education of Sichuan Minzu College undertakes the important mission of cultivating ethnic minority students’ cultural identity, value identity and national identity. Based on the connotation and contemporary value of Ganzi red culture, combined with the particularity of preparatory education and the current situation of ideological and political education in Sichuan Minzu College, this paper explores the necessity and feasibility of integrating Ganzi red culture into preparatory ideological and political education, constructs a four-in-one integration model of “theoretical infiltration+ practical experience+cultural edification+digital empowerment”, and puts forward specific practical paths and guarantee mechanisms. It aims to provide practical reference for improving the effectiveness of ideological and political education in preparatory courses of colleges and universities in ethnic minority areas and forging a strong sense of community for the Chinese nation.
Copyright (c) 2026 Xuewu Chen, Xiaojun Su http://creativecommons.org/licenses/by/4.0
Construction and Application of Knowledge Graph-Empowered POA Teaching Model
The digital transformation of education, propelled by technologies like AI and big data, has led to a proliferation of online learning platforms. However, abundant digital resources has arouse the challenges of low learning engagement and insufficient personalized learning. To address the challenges, this study proposes the construction and application of knowledge graph empowered POA (Production-Oriented Approach) teaching model to provide personalized learning for English listening course. By constructing knowledge graph empowered POA teaching model and and apply it into empirical study, it is to provide students with knowledge they need and optimize their personalized learning paths so as to ensure their learning engagement. Specifically, in this study, knowledge graph about English numbers in listening teaching is constructed, by implementing POA model embedded in UMOOCs and Chaoxing Xue Xitong, learning data are collected in pre-class, in-class, and post-class activities. Relying on the collection and analysis of dynamic data, students’ learning profiles are generated to reflect their learning status and ability levels. In the knowledge graph-empowered POA teaching model, students can personalize their learning according to their status by choosing the knowledge they need, thus improving learning engagement. This approach optimizes the allocation of teaching resources, drives personalized learning, and effectively improves teaching quality.
Copyright (c) 2026 Ju Liu http://creativecommons.org/licenses/by/4.0