Building on earlier discussions of appropriating British, Australasian, and North American (BANA) teaching methodologies in Tertiary, Secondary, and Primary English education (TESEP) contexts, this study critically re-examines the feasibility, limitations, and consequences of met...
Open access
Research Article10.9734/ajl2c/2026/v9i1296
Previous scholarship has argued that the literal translation of technical terminology into Arabic often undermines intelligibility, accuracy, and usability, particularly in highly specialised domains such as information technology, engineering, and medicine. A hybrid translation–...
Open access
Research Article10.9734/ajl2c/2025/v8i3294
This paper presents a brief evaluation of a Masters-level module taught in a number of UK universities within language and linguistics departments. It will illuminate the underlying rationale for the module’s assessment procedures in assessing students’ learning; aiming not only...
The current study evaluates the potential of dynamic assessment (DA) in listening comprehension classes. DA is based on the sociocultural aspect of the Vygotskyan theory. It facilitates language improvement because DA assumes that mental instruments mediate psychological exercise...
Open access
Research Article10.9734/ajess/2019/v5i430160
This article briefly looks at the practice of appropriating Western teaching methodologies into the Arab world. It accounts for recent and historical attempts to do so and evaluates the success or otherwise of such practice. The paper adopts Adrian Holliday's (1994) distinction b...
Open access
Research Article10.9734/jesbs/2020/v33i130192
This literature review article looks into the practice of finding literal translations in the target language for each and every technical term and process in the source language, even if the equivalents are not intelligible to the readers. This practice is evident in many transl...
Open access
Research Article10.9734/jsrr/2020/v26i130211