Research into collocation learning in second and foreign language environments has gained significant scholarly attention. Yet, cross-linguistic influence (CLI) on the use of collocations has received little attention from researchers, especially in the Tunisian context. Therefore, this study investigates how L1 Arabic influences the production of English lexical collocations among 50 third-year Tunisian EFL undergraduates at the Higher Institute of Human Sciences of Medenine. It also examines the relationship between learners’ vocabulary level and collocational errors. Data was gathered using a Vocabulary Levels Test (VLT), a collocation test, and semi-structured interviews. The results showed that the participants’ L1 Arabic exerted a negative influence on their use of collocations, leading them to produce erroneous collocations. Moreover, the inferential statistics yielded no significant relationship between learners’ vocabulary levels and collocational errors. By demonstrating that larger vocabulary size is not sufficient for mastering multi-word expressions in this specific learner profile, these results refine existing CLI models by emphasizing the dominant role of L1 transfer over lexical knowledge in collocation production. The findings suggest that EFL pedagogy in the Tunisian system must shift from isolated word learning to explicit, collocation-focused instruction.
Students’ ability to learn English independently is a crucial skill required in the higher education learning environment, particularly for students outside of English language programs who have limited knowledge and hands-on experience with language learning and use in the classroom. Despite the importance of this, many students face difficulties and lack the know-how to organize, carry out, and sustain their own learning processes, indicating a lack of understanding regarding the barriers that limit student autonomy. This study examines the barriers and challenges faced by non-English major students, specifically those in the Bachelor of Agricultural Technology and Bachelor of Law programs, in developing their language skills, particularly in independent English learning. Using a qualitative approach, data were collected through semi-structured interviews, classroom observations, and document reviews, and then analyzed thematically. The findings of this study identified four main challenges faced by students in the undergraduate agricultural technology program and the undergraduate law program in the process of independent learning: first, they have low motivation to maintain long-term engagement in the learning process; second, the learning strategies they use are inappropriate and inadequate; third, they have limited access to learning resources; and fourth, they lack confidence in practicing and using English. These internal barriers are further exacerbated by external factors in their learning environment, including a curriculum focused solely on exam results without considering students’ learning experiences and institutional support that remains inadequate.
In undergraduate thesis defenses, academic discussion involves finding a balance between showing expertise and encouraging open conversation. Participants need to present their ideas confidently while remaining open to feedback and new perspectives. This study looks at how monoglossic and heteroglossic language is used during thesis defenses. Using Martin and White's Appraisal Theory, it explores how examiners and students manage power dynamics through their language choices. The research focuses on one English Education thesis defense with three examiners and one student, analyzing how each person uses language to show authority and keep the discussion academic. The findings show that examiners often use questions and suggestions to open up discussion, while students use more certain statements when presenting but become more flexible in their language when answering questions. The study finds that power relationships shape these language choices, and that institutional hierarchy affects how people interact. These results highlight challenges in academic socialization and suggest ways to improve thesis supervision and preparation in universities.
This study explores the integration of Knowles’ Andragogy and McClusky’s Margin Theory in designing an English-speaking program for non-English speaking teachers at SMP Bhakti Pertiwi. Data were collected through questionnaires administered to teachers, focusing on their needs, challenges, workload, and expectations. The results indicate that teachers are highly motivated to improve their English-speaking skills, recognizing its relevance to professionalism and the school’s vision of internationalization. However, vocabulary limitations, grammar difficulties, and low confidence remain significant barriers. From the perspective of Margin Theory, heavy teaching loads and additional responsibilities restrict participation, while supportive facilities and flexible scheduling are identified as critical enablers. The integration of Andragogy highlights the importance of problem‑centered, relevant, and self‑directed learning, whereas Margin Theory emphasizes balancing load and power to sustain engagement. Together, these frameworks provide a robust foundation for program design that is pedagogically effective and contextually responsive. The study concludes that a flexible, consistent, and practice‑oriented English-speaking program can enhance teacher competence while accommodating institutional realities.
MOBA matches leave players little time to conjugate instructions, although team talk must still do both tactical and interpersonal work. This qualitative case study examined how 15 bilingual or multilingual Indonesian players drew on Indonesian, English, and regional-language resources while playing Mobile Legends: Bang Bang and Honor of Kings. The data comprised participant observation, recordings of naturally occurring voice communication, field notes, and brief semi-structured interviews. Three reoccurring applications of translanguaging were found via an iterative thematic analysis. Players used Indonesian commands and common English game phrases to coordinate action swiftly. They utilised slang, compliments and certain terms from regional languages to establish connection. They employed comfort, apologies and redirection to de-escalate tension following errors or disputes. In the observed matches, mixed-language utterances were therefore tied to specific moments and communicative needs, rather than appearing as arbitrary switches between named languages. MOBA play is presented as a platform that reports on multilingual digital interaction and the context-sensitive use of English in out-of-school settings.
