English Language Teaching and Linguistics Studies
English Language Teaching and Linguistics Studies (ELTLS) is an international, Refereed, double-blind peer-reviewed, 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 English Language Teaching and Linguistics Studies. We would welcome scholars and researchers engaging in the related field to submit your manuscripts which are complete unpublished and original works and not under review in any other journals to English Language Teaching and Linguistics Studies. Both of online submission and E-mail submission (eltls@scholink.org) are acceptable. ------------------------------------------------------------------------------ The journal includes, but is not limited to the following fields: Teaching English as a Second Language or a Foreign Language Syllabus Design and Curriculum Development English Language Testing and Assessment Linguistics Teaching and Learning Discourse Analysis Second Language Acquisition Critical Discourse Analysis Applied Linguistics Comparative Linguistics Corpus Linguistics Descriptive Linguistics Language and Linguistics Psycholinguistics Socio-linguistics Theoretical Linguistics Teaching Process Translation Studies Language Learning Education Morphology Phonology Pragmatics Literature Semantics Syntax -------------------------------------------------------- Index/List/Archive CNKI-Scholar CrossRef WANFANGDATA LinkedIn ResearchGate ResearchBib Yahoo Google Scholar Canadiana ResearchBib Base Search CrossRef Sciencegate Worldcat PKP Open Archives Harvester Lockss ISSN PORTAL Refereed Journal: English Language Teaching and Linguistics Studies is a Refereed Journal. Open access: English Language Teaching and Linguistics Studies is available online to the reader "without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself." Peer review: English Language Teaching and Linguistics Studies takes peer review policy. Peer review is the evaluation of work by one or more people of similar competence to the producers of the work (peers).
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.
Research and Practice in Constructing English Listening Digital Teaching Resources Based on Knowledge Graph
With the rapid development of information technology, knowledge graph and construction of digital teaching resources have been more and more important. However, some teachers do not know how to integrate knowledge graph in constructing digital teaching resources, which hinders effective utilization of digital teaching resources and ultimately fail to sustain students’ learning engagement. Learning engagement, which can reflex students’ authentic learning states, is an important indicator to measure the quality of students' learning process. Taking English listening course as an example, this paper explores construction of English listening digital teaching resources based on knowledge graph from the perspective of learning engagement, aiming to solve the dilemma of resource abundance but engagement scarcity. By conducting empirical investigations, it is found that construction of English listening digital teaching resources based on knowledge graph can help learners get personalized learning paths which precisely match their cognitive starting points and ability gaps, thus elevating learning engagement and teaching efficiency.
Copyright (c) 2025 Ju Liu http://creativecommons.org/licenses/by/4.0
Metaphor Translation in the Belt and Road Initiative: Typologies, Strategies, and Cultural Adaptation within a Conceptual Metaphor Framework
This study investigates the predominant metaphor types, translation strategies, and underlying principles observed within the discourse of the Belt and Road Initiative (BRI). Drawing upon Conceptual Metaphor Theory (CMT) and employing textual analysis and case study methodologies, the research analyzes relevant authoritative literature and textual evidence. Key findings indicate that journey, architecture, and plant metaphors constitute the major metaphorical typologies, with each source domain mapping onto distinct target domains. Metaphors are primarily translated using literal translation, free translation, and substitution. The use of metaphors and corresponding translation strategies is largely governed by the principle of cultural adaptation, underscoring their significance in shaping China's outward-facing political discourse and in improving the efficacy of its international communication.
Copyright (c) 2025 Haiqing Tian, Jinhui Zhang, Shang Wang http://creativecommons.org/licenses/by/4.0
Learning in and between Communities of Practice: Situated Translation Learning in a Chinese non-professional Subtitling Community
This study sought to describe situated translator learning in a Chinese non-professional subtitling (NPS) community as an online community of practice (CoP) and identify community-level factors that potentially promote or inhibit translator learning enabled by social participation. Group documents collection and a semi-structured interview were used to elicit research data. Data analysis results suggested that translators of the NPS community learnt translation through participating in social practices both within their own CoP and in boundary spaces between CoPs, where they engage in translation collaboration with members of other communities. What is more, a range of participation-promotive/inhibitive factors operating at the community level were identified. The findings have significant implications for cultivating CoPs, either in classrooms or on the web, for situated translator training, including the needs to create inter-community boundary spaces for learning, foster a pro-collaboration community atmosphere, maintain the vibrance of the community, and ensure equal access to participation for all members.
Copyright (c) 2025 Lucy Wanqian Chen http://creativecommons.org/licenses/by/4.0
Reading Comprehension Challenges in Iranian EFL Classrooms
Reading comprehension is a vital component of English as a Foreign Language (EFL) instruction, yet many Iranian learners face persistent obstacles in this area. This article explores the major challenges Iranian students encounter in developing effective reading comprehension skills. These challenges are categorized into four main areas: linguistic difficulties, such as limited vocabulary and complex grammar; cognitive and strategic issues, including the lack of reading strategies and background knowledge; pedagogical shortcomings, such as traditional teaching methods and insufficient teacher training; and sociocultural factors, like exam-oriented learning and low motivation. The article concludes by suggesting practical solutions, including strategy-based instruction, the use of authentic and engaging texts, teacher development programs, and the integration of digital tools. By addressing these multifaceted challenges, Iranian EFL educators can foster more effective and meaningful reading experiences for their students.
Copyright (c) 2025 Hossein Rezaee, Sara Rezaei, Azam Rezaee http://creativecommons.org/licenses/by/4.0
The Effect of Task-Baased Language Teaching on Iranian EFL learners
This study strived to determine whether or not the adoption of Task-Based Language Teaching (TBLT) would be a more effective means of increasing the students’ reading comprehension achievement scores when compared to the traditional teaching method of the English language that involves prompting and drilling of students. This study also explored to gain issues and insights that accompany the application of TBLT through constant comparison and contrast with those that accompany the traditional teaching method. A pretest and posttests for collecting quantitative data was used, and classroom observation and researcher log for collecting qualitative data. The study involved 122 participants divided into treatment and control groups. The treatment group has received ten weeks of English language instruction via the TBLT method while the control group has received ten weeks of English language instruction via the traditional teaching method. The independent variable is the use of TBLT in the classroom and the effect/dependent variable is the students’ reading comprehension achievement scores. By analyzing the data, the findings showed that teaching via the TBLT method has significantly helped students increase their reading comprehension achievement scores more than that of the traditional teaching method of the English language. The findings also suggest that the TBLT method, as a constructivist practice, is a better way for English language teaching and has involved practices that are desired in a modern educational context when compared to the traditional teaching method of the English language.
A Study on the Translation Strategies of Beijing Opera’ s Songs from the Perspective of Stylistics—The Case of the English Version of Farewell My Lady
Stylistics is a discipline that examines the characteristics and nature of text genres and their governing principles, closely related to various fields. While stylistics has a long research history in other countries, it has only gained traction in China over the past few decades. Despite the emergence of multiple schools of thought, research on the integration of stylistics with specific disciplines remains in its early stages. From a stylistic perspective, translating Beijing Opera songs and lyrics is a complex and challenging task. It requires translators to accurately convey linguistic information while considering factors such as musicality, cultural connotation, character features, and performance style of Beijing Opera. Therefore, in the process of translation, translators must employ various strategies, such as domestication and foreignization, to achieve optimal translation outcomes. This paper discusses the translation strategies of Beijing Opera lyrics, taking ‘English Translation Series of a Hundred Beijing Opera Classics (First Series) - Farewell My Lady’ as an example, examines the translation strategies of Beijing Opera lyrics from the vocabulary and syntax levels, and combines them with the characteristics of Beijing Opera songs and lyrics.
Copyright (c) 2025 Aiai Lin http://creativecommons.org/licenses/by/4.0
From Artificial to Authentic: A Sociocultural Case Study of AI-Scaffolded Transitions to Professional Communication
Grounded in sociocultural learning theory, this qualitative case study examines how vocational undergraduates transition from AI-scaffolded practice to peer-mediated, authentic communication in developing care-oriented professional competencies. Thirty-three first-year students in health and wellness programs completed a 16-week sequence of AI-to-peer tasks across four communication domains. Data included semi-structured interviews (n=9), focus group discussions (n=14), and weekly learning journals. Reflexive thematic analysis revealed three key findings: (1) AI agents served as mediating tools that created low-stakes practice spaces and provided clear language patterns and example phrases, enabling students to rehearse professional discourse within their zones of proximal development; (2) the transition to human interaction presented significant challenges that required students to develop flexible communication strategies to handle emotional responses and unexpected situations; and (3) students gained a clearer understanding of care communication, recognizing AI’s instrumental value while confirming that human connection remains essential in therapeutic contexts. The study contributes to sociocultural theory by showing how digital tools can support professional communication development and outlines the limits of AI in building relationships. The findings offer practical guidance for integrating AI into professional communication courses while preserving interpersonal dimensions essential for care-oriented professions.
Copyright (c) 2025 Xiaojing Huang, Chao Yin http://creativecommons.org/licenses/by/4.0
A Study on the Pragmatic Functions of Hedges in Xinhuanet English News on Culture
Hedges, as an inherent phenomenon of natural language, are ubiquitous in news discourse. Drawing upon the theoretical framework of Adaptation Theory, this study constructs a specialized mini-corpus to investigate the pragmatic functions of hedging devices in Xinhuanet’s English-language cultural news reports. Quantitative and qualitative analyses reveal that hedges occur with high frequency, with adaptors and rounders constituting the dominant subtypes. The findings indicate that the strategic deployment of hedges not only foregrounds the epistemic rigor of journalistic texts but also accommodates the cognitive expectations and mental models of the target readership.
Copyright (c) 2025 Jiaojiao Huang http://creativecommons.org/licenses/by/4.0
Research on the Teaching Practice of English Poetry in Junior High School from the Perspective of Conceptual Metaphor Theory—Taking Emily Dickinson’s Hope Is the Thing with Feathers as an Example
Against the backdrop of the Compulsory Education English Curriculum Standards emphasizing the cultivation of literary literacy, junior high school English poetry teaching still faces the contradiction between “understanding image connotations” and “overemphasizing language translation while neglecting metaphorical understanding”. So this study aims to explore the practical path of applying Conceptual Metaphor Theory (CMT) to junior high school English poetry teaching, taking Emily Dickinson's Hope Is the Thing with Feathers as a case. First, it analyzes the adaptability of CMT to junior high school students’ cognitive rules, confirming that CMT can help reduce the difficulty of understanding poetic images. Second, it dissects the core metaphor in the poem, and finds out the systematic mapping relationship between the “bird (source domain)” and “hope (target domain)”. Finally, it designs a three-stage teaching process based on CMT. And this research can show that CMT can provide a practical framework for junior high school English poetry teaching, and the designed teaching plan can improve students’ ability to interpret poetic metaphors. Furthermore, this study enriches the application research of cognitive linguistics in basic education and provides replicable teaching tools for English teachers.
Copyright (c) 2025 Lerong Tao http://creativecommons.org/licenses/by/4.0
The Robot Narrative in Machines Like Me from the Perspective of New Materialism
Machines Like Me focuses on the contradictions and the nature of robots after their intervention in human life, as well as the subtle changes in the relationship between humans and machines. Robots have shifted from static objects to active actants, intervening in human life. They have changed from objects to subjects, forming a relationship of the mutual subject with humans, jointly constituting a moral actant, and participating in the construction of a moral subject. New materialism breaks through the limitations of traditional subjectivity and epistemology, re-examining the relationship between humans and machines, and revealing the technological ethics and political governance issues behind it. The in-depth analysis of the relationship between humans and machines helps to deepen the understanding of the symbiosis of humans and machines, and provides important insights into technological ethics and political governance.
Copyright (c) 2025 Zhen XU http://creativecommons.org/licenses/by/4.0
An Empirical Study on the Quality of Chinese-English Translation under Bilingual Prompts Based on Large Language Model
The rapid rise of artificial intelligence in recent years has not only impacted traditional translation project models but also driven innovation in the evaluation methods of translation quality and effectiveness. In large language models, translation prompts have an impact on translation quality. Bilingual prompts also have an impact when facing the same translation task. This paper conducts an empirical study on the research hypothesis using Chinese-English bilingual prompts as the direction, concluding that the language factor of prompts affects translation quality, with impacts at the lexical and syntactic levels.
Copyright (c) 2025 Zhao Junzhe, Lv Nan http://creativecommons.org/licenses/by/4.0
Characteristics Analysis of American Current Political Fake News in Social Media Under Morris’s Semiotics Three Dimensions
In recent years, fake news has proliferated rampantly. This research examines current political false news on social media (X) from 2022 to 2024 through the three dimensions of Morris’s semiotics, aiming to deconstruct the semiotic mechanisms of fake news at a more fundamental level and reveal underlying semiotic patterns. Findings reveal that, from a syntactic dimension analysis, two typical textual structural characteristics emerged across current political fake news during this period: emergency symbol initiated structures and a fragmented reading structure. The temporal evolution of corpus structure primarily manifested in two aspects: the polarisation of punctuation-using and the adoption of emojis. Semantic analysis further identified two core features within the corpus: fabricated credibility and violent metaphor. The temporal trajectory of the corpus reveals semantic complexification and defence forwarding. Pragmatically, the strategies consistently employ two tactics: image denigration and motivate interaction. Longitudinal analysis indicates that these pragmatic features evolve over time—transitioning from straightforward opinion commentary to fake news that are meticulously crafted, user-baiting and attention-driven.
Copyright (c) 2025 Fanying Li http://creativecommons.org/licenses/by/4.0
Applied Research on Improving Oral French Proficiency for French Majors Based on ANL
This study focuses on enhancing oral French proficiency for French majors based on Acceptable Noise Level (ANL) theory. By analyzing the theoretical framework of ANL and its potential applications in language instruction, combined with the characteristics of French oral communication, a teaching model integrating phonetic training, scenario simulation, and interactive feedback is proposed. The study emphasizes constructing a systematic training framework encompassing personalized pronunciation correction, multidimensional scenario-based task design, and dynamic assessment mechanisms. This aims to enhance students' fluency and accuracy in complex linguistic environments. Although experimental validation is not the primary focus, a small-scale case study confirms the theoretical model's feasibility, offering new theoretical perspectives and practical pathways for French oral instruction.
Copyright (c) 2025 Man Yang http://creativecommons.org/licenses/by/4.0
An Analysis of the Integration of Family and Nation in “Great China” from the Perspective of Conceptual Integration Theory
This study employs Conceptual Integration Theory as its theoretical framework, supplemented by optimization principles and model types. It focuses on the characteristic nation-family construction elements within the lyrics of “Great China”, conducting an integrated analysis of its conceptual bundles to reveal the philosophical conception of “nation-family unity”within mainstream musical works. Findings indicate that “Great China” intertwines “family” and “nation” through themes of ethnicity, destiny, growth, and emotion, demonstrating the powerful ideological shaping function of mainstream works in the contemporary era. The family-nation perspective permeating such works not only reflects ancient wisdom but also lays the foundation for the unity and collective resolve of the Chinese nation today, further propelling the great rejuvenation of the Chinese nation.
Copyright (c) 2025 Juntao Li, Yuexin Liu, Xiaolei Zhang, Shuran Miao http://creativecommons.org/licenses/by/4.0
Exploring Strategy Use in Chinese-English Translation: Insights from Think-Aloud Data
This study investigates the cognitive processes and translation strategies of Chinese student translators by integrating Think-Aloud Protocols (TAP) and Translog data. It aims to uncover how translators with different proficiency levels employ strategies, allocate cognitive effort, and monitor their translation behavior in Chinese-English translation tasks. A comprehensive translation strategy model was proposed to label the data and to interpret the findings. Results indicate that high-performing translators exhibited more balanced cognitive effort, stronger problem diagnosis, and multi-level monitoring, while low-performing translators showed surface-level processing and reactive revisions. The study concludes that translation expertise is characterized by deeper source-text analysis, strategic decision-making, and proactive monitoring. Pedagogically, the findings suggest the need to cultivate students’ metacognitive awareness through think-aloud practice, guided resource use, and structured revision training to enhance translation competence.
Copyright (c) 2025 Yingwei MA, Shiyu CHENG, Simeng CAO http://creativecommons.org/licenses/by/4.0
Exploring the Impact of AI Enhanced Feedback on EFL Learners’ Motivation and Engagement
This study investigates how AI-enhanced feedback influences the motivation and engagement of English as a Foreign Language (EFL) learners in Guangzhou, China. Grounded in Self-Determination Theory (SDT) and the multidimensional framework of engagement, the study conceptualizes AI feedback as encompassing autonomy, competence, and relatedness, based on data collected from 286 undergraduates aged 17-23 across four academic levels with varying English proficiency. Data were analyzed using SPSS for descriptive statistics, reliability checks, exploratory factor analysis (EFA), and correlation testing, and AMOS for confirmatory factor analysis (CFA), structural equation modeling (SEM), and mediation analysis. The results showed that AI-enhanced feedback significantly strengthened both intrinsic and extrinsic motivation, with intrinsic motivation serving as a stronger predictor of behavioral, cognitive, and emotional engagement. Motivation, acting as a partial mediator between AI feedback and engagement, suggests that well-designed feedback systems can foster learner involvement by enhancing the motivational quality of feedback. Theoretically, these findings extend SDT’s explanatory power in technology-mediated learning. At the same time, in practice, they offer insights for educators, system designers, and policymakers seeking to promote sustainable engagement and personalized feedback in AI-supported EFL contexts.
Copyright (c) 2025 Xianyan Dai http://creativecommons.org/licenses/by/4.0
Pricing Catastrophe: The Operation and Critique of Financial Algorithms in Kim Stanley Robinson’s New York 2140
This paper examines the role of artificial intelligence (AI) in an economic model that profits from climate catastrophe, as depicted in Kim Stanley Robinson’s science fiction novel New York 2140. Through a textual analysis of the novel’s central financial algorithm, the “Intertidal Property Pricing Index” (IPPI), this study reveals how AI algorithms transform the physical realities of disaster into tradable financial products. The research finds that the IPPI primarily reshapes New York’s post-disaster economic order and exacerbates social inequality through three steps: the “datafication” of disaster consequences, the “marketization” of risk, and the “socialization” of profits and costs. This paper argues that Robinson, through his portrayal of this financial algorithm, critically exposes how technological tools can combine with specific economic motives, offering a literary reference for understanding the complex interplay between technology and economy in the real world.
Copyright (c) 2025 Xinyi Huo, Ruirui Chen, Qiuyue Gong, Yuan Qian, Meifang Nangong http://creativecommons.org/licenses/by/4.0
The Effectiveness and Optimization Pathways of Fragmented Learning in University English Vocabulary Acquisition
Against the backdrop of flourishing digital education, fragmented learning has emerged as a significant approach for university students to build English vocabulary. This paper analyzes the characteristics, theoretical foundations, and effectiveness of fragmented learning in university English vocabulary acquisition. Drawing on empirical cases and cognitive science principles, it reveals both the advantages in enhancing vocabulary memorization efficiency and the challenges posed by systemic shortcomings. Further optimization pathways are proposed, including goal-oriented planning, integration of multimodal resources, and gamified incentive mechanisms. These aim to provide college students with scientific and efficient fragmented vocabulary learning solutions, promoting systematic knowledge construction and the formation of long-term memory.
Copyright (c) 2025 Minggao Li http://creativecommons.org/licenses/by/4.0
Development and Pedagogical Adaptability of Corpus-Based Multimodal Digital Textbooks for College English in Higher Vocational Colleges
The reform of College English education in chinese HVEsis urgently needed and it needs to align language instructions with students’ future jobs. Textbooks used in traditional education are designed mainly for general academic purposes. Textbooks used in traditional education can never be effective in motivating vocational students or equipping them with useful English to use at work. This paper fills this important vacuum with a thorough exposition about the systematic creation, usage, and evaluation of a multimodal digital textbook made from a specific kind of vocational text corpus. Two mutually supporting methodologies are adopted: the development, analysis, and mediating pedagogy of a specialized corpus embodying key vocational field’s (e.g., e-commerce, tourism, basic manufacturing, etc.) linguistic demand, and an intentional design for a multimodal digital textbook which integrates the corpus and interactive media based on cognitive learning theories. Furthermore, it studies the pedagogical adaptability of the textbook through a semesterlong mixed method case study of a large higher vocational college. It looks at effects to students participating, doing language tasks, thinking learning is worth it, and helping to change classrooms around. Findings show that use of the corpus based multimodal textbook can motivate student to learn and better outcomes are observed when students learn vocational English proficiency with relevant, authentic, scaffolded and interactive content. Integrate a model that gives a sustainable, data-driven, good solution for improving the college English teaching in higher vocational education area and make them as ready as possible to be a good employee for the industries.
Copyright (c) 2025 Yuhan Zhao http://creativecommons.org/licenses/by/4.0