Abstract

The study aimed to investigate the effectiveness and challenges of using monolingual dictionaries among second-year technical students at the Technical Institute of Research in Basrah. The research employed a quasi-experimental design and the required data was collected from 120 students who were categorized as upper intermediate learners based on their scores in the Oxford Placement Test. The study utilized a quantitative approach and gathered data using   a vocabulary proficiency test, a reading test, and a questionnaire. Also, a semi-structure interview was conducted on the use of the monolingual English dictionary, where participants were asked about their current skills, their perception of the importance of monolingual dictionaries, and their potential use of a monolingual English dictionary if they had good knowledge and skills. The results of the study showed factors such as limited familiarity with monolingual dictionaries, limited frequency use of such dictionaries as well as time-consuming searches and varied language proficiency levels are considered as the challenges in using monolingual dictionaries. Moreover, it was shown that the participants had a decent grasp of English vocabulary and using monolingual dictionary had a significant impact on Iraqi EFL learners’ reading comprehension. However, there are still areas where they may need improvement, particularly with less common or specialized words.  The study also found that participants highly valued the monolingual English dictionary for various reasons, such as clarifying word meanings, vocabulary expansion, language usage, language proficiency, self-study and autonomy, writing and communication, and as a reference for definitions. However, some participants expressed difficulties in understanding the dictionary's technical information and suggested that classes on monolingual dictionary skills could be beneficial. The study concluded   that monolingual English dictionaries play a crucial role in the language learning process, and providing classes on monolingual dictionary skills could further enhance students' language proficiency.

Abstract

It is one of the most important skills that any person should master to be successful in this highly sophisticated modern world. Critical thinking is also interested in the development of such skills through the English language in that it espouses a practical and feasible approach towards it. This paper examines how such strategies of critical thinking are incorporated in English language teaching for the enhancement of analytical, evaluative, and problem-solving skills among the students. By looking through such teaching approaches as Socratic questioning, debates, and problem-based learning, the paper shows how each of these techniques enhances language proficiency while at the same time creates enough depth in the understanding and application of critical thinking. Findings document ways in which the enhancement of a curriculum with critical thinking activities can undoubtedly enhance the cognitive development of the learner and prepare him/her better to respond to the demands of a changing world. Thus, critical thinking in the context of teaching English is very pertinent for developing the intellectual grasp of learners as well as their linguistic capacities of speaking and listening. This has implications not only for language use but also for critical analysis, judgment, and forming good arguments. Through varied texts and opinions, pupils are enabled to challenge assumptions, recognize bias, and develop well- founded opinions. This emphasis on language and critical thinking, therefore, equips the students with a better chance of achieving competence in the academic environment and participating responsibly in the ever-complex and interrelated world. The paper seeks to show that even though critical thinking is inscribed for the furtherance of reflective learning and the solving of problems in the context of personnel and professional development, the approach will also focus on questioning methods like the use of open-ended questions and Socratic questioning. In this case, their incorporation with ELT is often credited with having enriched a learner's ability to orient the process of critical thinking. The paper focuses on problem-solving activities such as case studies, debates, and how they enhance a learner's problem-sensitivity and analytical skills that involve problem identification, argument presentation, and proposal of solutions. The paper discusses collaborative learning and its tactics, and their attention to independent thinking and application of knowledge. Thus, we need to consider how critical thinking in English language teaching can foster the development of skills in students, both in their academics and in real-life practice, so that teachers may embed critical thinking skills exercises into language curricula using the language of instruction. The student becomes more analytical, evaluative, and solution-oriented in this method. Increased language proficiency also shall equip students with the skills to manage their behaviours, which may apply in more intricate situations, in making intelligent decisions, and in thoughtfully considering multiple opinions. In short, the blend of critical thinking with language shall develop unique, well- reflected, responsive citizens, who will contribute meaningfully to society.

Abstract

The rapid advancement of Artificial Intelligence (AI) is revolutionizing writing education, particularly in English as a Foreign Language (EFL) contexts. This comprehensive review explores the transformative potential of AI-powered writing tools, with a specific focus on large language models like ChatGPT, in enhancing writing skills and learning experiences. The research synthesizes emerging studies demonstrating AI's capacity to provide immediate, personalized feedback, support language learning, and address critical educational challenges such as the achievement gap and lack of individualized instruction.

While most research looks at how ChatGPT can be used to give feedback and assess students' work, this study takes a different approach. Instead, it focuses on how ChatGPT can help students develop their ideas when they start writing. This  research is different from other studies because it looks at how well ChatGPT works as a tool for brainstorming, which fills an important gap in our knowledge about using AI in writing education. Instead of studying how ChatGPT can check and evaluate writing, it explores how it can help students come up with ideas in the early stages of writing. This new way of looking at ChatGPT helps us understand how AI can support students when they first start writing, showing us there's more to these tools than just checking finished work. The findings of this study can help teachers create better task-based activities for students who are learning English as a foreign language.

Abstract

The integration of Information and Communication Technology (ICT) in engineering education has significantly transformed the learning process, particularly in developing technical writing skills. This study examines how ICT tools can enhance technical writing skills among engineering students, analyzing various factors such as the role of ICT, student demographics and the effectiveness of specific tools. Data were collected from 100 first year Electrical and Electronics Engineering (EEE) and Computer Science Engineering (CSE) students from the Government College of Engineering, Bodinayakanur, Theni, through a structured questionnaire. Statistical analysis was conducted to evaluate the impact of ICT. The findings highlight the benefits of ICT in improving writing skills, the challenges faced and possible solutions for better implementation.

Abstract

Abstract

This article explores the search for a meaningful and joyful life by intertwining personal philosophy with a literary reflection on Neelima Dalmia Adhar’s The Secret Diary of Kasturba. Through the lens of Kasturba Gandhi’s inner world—a woman often shadowed by the larger-than-life presence of Mahatma Gandhi—it explores themes of emotional clarity, moral resilience, and selfless love. The narrative voice in the novel gives Kasturba a long-overdue platform, allowing readers to witness her quiet strength, the burden of unspoken sacrifices, and her unwavering commitment to dharma, even in silence.

Drawing upon Kasturba’s reflections—"My life was never mine to live" and "I learned to love without expecting anything in return"—the article contemplates the significance of living authentically and with inner freedom. It argues that a truly fulfilling life begins with self-awareness, the courage to live by one’s values, and the strength to offer love and patience even in adversity. Kasturba’s dignity in suffering, her grace in the face of neglect, and her moral clarity amidst emotional chaos become symbolic of a deeper human strength available to all who choose inner harmony over external validation.

By aligning literary insight with personal belief, the author encourages readers to listen to their inner voice, to nurture love without possession, and to walk their path—not to gain approval, but to honor conscience and compassion. The article is a tribute not only to Kasturba but to all quiet souls who live with depth, courage, and grace, reminding us that a meaningful life is not necessarily loud or grand—it is truthful, rooted, and kind.

Abstract

This study investigates the effectiveness of the Tamil–English Bilingual Method on vocabulary acquisition among Tamil-medium higher secondary school students in Tamil Nadu. A quasi-experimental design was used, involving control and experimental groups (N = 30 each). While the control group showed no significant improvement in vocabulary scores, the experimental group that received bilingual instruction demonstrated a statistically significant increase from pre-test to post-test. The findings support the use of the mother tongue as a scaffold to enhance second language vocabulary acquisition. This method is especially relevant in low-English-exposure contexts like rural Tamil Nadu, where students benefit from Tamil support in learning English. Bilingual instruction fosters better comprehension, retention, and learner confidence, offering a practical approach for English language education in similar contexts.