https://www.ijels.net/ International Journal of Education & Language Studies en daily 1 Fri, 01 Dec 2023 00:00:00 +0330 Fri, 01 Dec 2023 00:00:00 +0330 https://www.ijels.net/article_172313.html Dholuo is one of the languages with a highly productive overt nominal marking system, particularly in plural formation. Despite this, previous studies have differed sharply on exactly how number is expressed in Dholuo nouns. In addition, the previous studies’ approaches posit feature polarity (voice, manner or prosodic) as a feature that solely applies to nouns. Again, none of the attempts has endeavored to fully account for the morphemes –e, -i and –ni occurring at the end of Dholuo plural forms. The analysis in this study shows that the feature “voice,” in general or voice polarity in particular, is not an exclusive constraint for defining Dholuo plurals but is a general descriptive constraint for all Dholuo nominal inflectional processes. The study has established that plural formation in Dholuo is regular and that Dholuo has a basic plural marker –e which has three allomorphic variations –e, -i, and -ni occurring in specific, morphophonologically defined environments. The [-ni] allomorph occurs predominantly with V-final noun roots and whose penultimate syllable is preceded by a long vowel; the [-i] allomorph occurs with noun roots which have a diphthong in the preceding syllable; and the final [-e] allomorph occurs elsewhere, but particularly with noun roots with a short vowel or vowel sequence in the penultimate syllable. This study also established that phonotactic restrictions in Dholuo nominals play a crucial part in yielding the structures in the plural forms, particularly articulatory harmony in consonants and vowel place (rounding, height, backness, ATR) harmony. https://www.ijels.net/article_220924.html Purposive sampling is a widely used non-probability technique that is integral to qualitative and mixed methods research for its focus on detailed and contextual understanding. Purposive sampling which is defined as the intentional selection of specific units (such as individuals, cases, or events) based on their relevance to the research question, enables the researchers to gain deep insights into complex phenomena. While purposive sampling offers advantages like cost-efficiency, flexibility, and the ability to target information-rich cases, it is often criticized for its lack of generalizability and susceptibility to researcher bias. This paper explores the concept of purposive sampling, its theoretical framework, and its practical applications in research. Additionally, it examines its strengths and limitations which are supported by case studies from education and social sciences. By presenting a nuanced discussion, the article aims to guide researchers in effectively employing purposive sampling to achieve rich, context-specific data while addressing inherent methodological challenges. https://www.ijels.net/article_221025.html While debate is a widely utilized pedagogical tool in EFL speaking instruction, its efficacy must be assessed through learners’ perspectives to determine its perceived value in language acquisition. This study investigated EFL students’ perceptions of the utility of debate techniques in enhancing speaking proficiency. Employing a mixed-methods research design, the study collected quantitative data from 50 participants and qualitative insights from 4 purposively sampled students. The findings revealed a strongly favorable disposition among participants toward debate-based instruction, confirming that debate significantly enhances EFL learners’ speaking competence. Analysis demonstrated that debate not only increased students’ speaking time and articulation of viewpoints but also cultivated higher-order cognitive engagement and learners’ motivation. Moreover, the technique was found to facilitate the development of critical thinking, argumentative reasoning, and oral fluency. These outcomes underscored debate as a pedagogically impactful strategy in EFL contexts, aligning with contemporary communicative language teaching paradigms. https://www.ijels.net/article_176202.html Existing literature indicates that motivation is the most powerful determining factor that influences the rate and success of second language learning (Jiang, 2016; Kramsch & Yin, 2018; Li & Edwards, 2017; Liu, Lin, & Wiley, 2016; Liu, 2016). Currently, there is a growing body of empirical research indicating the changes in second language learning motivation in different grades at the same or different schools (Chambers, 1999; Kim, 2011, 2012a, b; Lamb, 2007; Williams, Burden, & Lanvers, 2002). The findings of previous studies have mostly shown that student second language learning motivation increases with increasing grade levels. Do¨rnyei (2000) suggested that concentrating on the time dimension of second language motivation is crucial for comprehending the second language motivation of students. However, the temporal variations of second language motivation, particularly motivational changes at different Chinese junior high school grades, have not been sufficiently emphasized by second language motivation researchers, therefore, this quantitative research investigated the changes in Chinese junior high school students’ English learning motivation from Grade 7 to Grade 9. An English learning motivation questionnaire was used and administered to 3000 students from Grades 7 to 9 in public junior high schools across Mainland China, and employed the reliability analysis and analysis of variance to analyze quantitative data. The statistical results revealed that Grade 9 students ranked highest in English learning motivation, followed by Grade 8 and Grade 7 students. Furthermore, the high school entrance exams had a positive impact on Grade 9 students' motivation to learn English. https://www.ijels.net/article_221302.html While substantial empirical research has been conducted on the efficacy of mobile-assisted language learning (MALL) in enhancing English proficiency, there remains a paucity of studies examining its specific effects on Afghan English as a Foreign Language (EFL) learners. This study addresses this gap by investigating the influence of mobile applications on vocabulary development among EFL students in Afghanistan. A mixed-methods research design was employed, integrating quantitative and qualitative data to ensure comprehensive analysis. The study sample comprised 20 intermediate-level EFL learners from a language institute in Herat, Afghanistan. The research procedure followed a structured sequence: Pre-test – baseline assessment of participants’ vocabulary knowledge, intervention; three weeks of structured mobile application usage for vocabulary training; post-test – evaluation of vocabulary retention and acquisition. Subsequently, semi-structured interviews conducted with five purposively selected participants to collect in-depth qualitative insights. The quantitative analysis revealed a statistically significant improvement (p < 0.05) in participants’ vocabulary retention post-intervention, suggesting a strong positive correlation between mobile application usage and lexical knowledge enhancement. Qualitative data further supported these findings, with interviewees reporting increased engagement and retention due to interactive and spaced-repetition features of the apps. The study concluded with pedagogical implications for teachers and policy makers. https://www.ijels.net/article_180726.html This study explored the attitudes of Afghan English as a foreign language (EFL) instructors toward cooperative learning (CL) and its perceived opportunities and challenges in the context of higher education in Afghanistan. The participants (n=8) were chosen purposively from among the master trainers of TESOL (Teaching English to Speakers of Other Languages) and English instructors from the English Department of Kabul Education University. The study employed a qualitative research design, using semi-structured interviews, to collect data from the participants. The data were analyzed using a thematic approach and the three components of Spooncer’s (1992) tripartite model of attitude as a framework. The findings indicated that the participants held a positive attitude toward CL in the context of higher education. Furthermore, the paper revealed some opportunities and challenges for both teachers and learners when implementing CL. This study also provided some possible solutions for the challenges associated with the implementation of CL. https://www.ijels.net/article_221998.html Pronunciation is one of the most challenging yet essential skills for English language learners to master. A central debate in pronunciation instruction is whether learners should prioritize intelligibility or aim for native-like proficiency. This study investigated the pronunciation difficulties encountered by EFL learners and explored effective strategies to improve their pronunciation for clearer communication. Employing a mixed-methods approach, the researcher collected data through a 32-item questionnaire administered to 50 students at a private language academy in Herat, Afghanistan. Additionally, five participants were randomly selected for in-depth interviews to further examine pronunciation challenges and coping strategies. The findings indicated that while learners employ various pronunciation strategies such as using online resources, applications, and  so forth, their overall proficiency remains moderate, with persistent difficulties in certain aspects of pronunciation, particularly with English interdental fricatives (/θ/ and /ð/). The study concluded with practical recommendations for EFL students and educators to enhance pronunciation instruction and communicative competence. https://www.ijels.net/article_186407.html Foreign language acquisition has never been apart from trial and error and has grabbed magnificent attention in the OCF literature. It aims to provide consistent and congruous feedback to EFL learners. In alignment with several other studies in this field, the current study aims to investigate Afghan teachers’ and students’ attitudes toward OCF. This study is conducted via mixed-method design; a questionnaire was distributed to 40 sophomore students of HUA (Herat University Afghanistan) to record their attitudes towards OCF. Moreover, to have a deeper understanding of the topic, five of the HUA EFL teachers were interviewed. The results indicated some matches and mismatches between the perceptions of both groups regarding the amount of OCF in terms of perceptions, amount, types, timing, and source of OCF. Because some similarities existed between teachers’ and students’ perceptions towards OCF, it was not void of differences. The study revealed significant differences between the Types of OCF strategies. Contrary to their teacher, students in this study were found to be in favor of ‘Elicitation’ and ‘Meta-linguistic’ OCF strategies. Although, the OCF strategy preferred by the teachers is the ‘Explicit’ OCF strategy. Apart from all the differences and similarities, OCF aims to highlight learners’ errors, improve their spoken language, and activate good teacher-student interaction.