Online engagement has assumed a pivotal role within educational pedagogy, particularly during the COVID-19 pandemic. This study delves into the perceptions of Jordanian English language educators regarding their preparedness for online teaching in the post-pandemic landscape. In this quantitative study, a group of 101 English language educators from Jordanian universities participated, and their responses were subjected to analysis through descriptive statistics. The findings of this analysis indicate that the respondents exhibited a moderate level of familiarity with technology and e-learning platforms, alongside a similarly moderate level of competence in managing their online courses. Furthermore, the study underscores a noteworthy gap in their exposure to online education, despite their considerable tenure in teaching English. Consequently, the study underscores the necessity for tailored training programs designed to comprehensively enhance the online teaching proficiency of English language educators, thereby facilitating a more effective virtual learning environment.

1. Over recent years, the sphere of education has started to pay more attention to the role of constructive teacher-students’ relationships in determining the academic experiences of the students. ...

This paper investigates trolling as a socio-discursive phenomenon within Malaysia’s public discourse on the abolishment of two national school examinations, namely the Primary School Achievement Test (UPSR, abolished in 2021) and the Form Three Assessment (PT3, abolished in 2022). The study analyses 895 first-level Facebook comments to identify how trolling was used and to explore its rhetorical strategies and cultural significance. Through critical discourse analysis, five dominant trolling strategies were identified: provocation, exaggeration, hostility and ridicule, personal attacks, and humour. These strategies reveal the trolling’s dual role as both a disruptive force and a reflection of societal tensions surrounding governance, education, and cultural norms. The findings demonstrate how trolling amplifies collective anxieties and entrenches socio-cultural hierarchies, while simultaneously challenging institutional narratives and fostering affective solidarities among dissenters. Situating trolling within frameworks of digital populism, symbolic marginalisation, and affective publics, this paper highlights its capacity to articulate resistance while undermining deliberative dialogue. This study contributes to sociolinguistic scholarship by emphasising the cultural specificity and ideological dimensions of trolling, providing a nuanced understanding of its role in digital public engagement and policy contestation.

This study addresses the pressing need for a deeper understanding of the potential role of WhatsApp in the teaching and learning of English in the context of a foreign language at university level. Specifically, this study explores English language teachers' views on how WhatsApp can be integrated into the teaching and learning process to support the development of language skills and performance. To achieve this, data was collected through semi-structured interviews from 30 English language teachers during the second semester of the academic year 2021/2022 at a university in Saudi Arabia and it was analyzed using a thematic approach. The findings revealed that all the teachers in this study have an avid view of their experience with WhatsApp: it facilitates and supports the development of speaking and writing skills; it promotes informal learning and interaction, encourages the exchange of information, and offers emotional, informational and appraisal support to students. By understanding the potential of WhatsApp for language learning, this study hopes to contribute valuable insights to practitioners, aiding them in developing effective teaching strategies that can leverage the affordances of this digital platform. By harnessing WhatsApp's capabilities, teachers can enhance language learning outcomes and create an environment conducive to student engagement and success.

Negotiation of meaning refers to intricate processes through which interlocutors can modify their speech to ensure the production and reception of comprehensible input. This empirical study aimed to thoroughly investigate the multifaceted aspects of negotiation of meaning and identify the influential factors shaping this process during classroom interactions within an English for Medical Purposes (EMP) class at a medical college in Saudi Arabia. Employing an eclectic qualitative methodology that incorporates key principles of Linguistic Ethnography, this research presented a comprehensive analysis of data collected throughout the entire fall semester of the academic year 2020/2021. The rich dataset stemmed from meticulous observations of ten EMP classroom sessions. Findings from this study shed light on the teacher's strategic employment of various techniques, including confirmation checks, comprehension checks, clarification requests, and other forms of repairs, to effectively negotiate meaning in the classroom. Moreover, the investigation underscores the significance of factors such as familiarity with topics, students' proficiency levels, and nature of tasks undertaken, as critical determinants influencing the negotiation of meaning in classroom interaction. By emphasizing the positive and essential role of negotiation of meaning, this study underscores its contribution to optimizing input comprehensibility and enhancing overall classroom interactions.

Hughes, like numerous African Americans, endured segregation, oppression, and marginalisation. In his poetry, ...