مطالب

Feedback literacy as a knowledge vital for developing EFL learners’ academic writing might be associated with several factors, including learners’ second language (L2) writing engagement. Besides, variables such as learners’ proficiency levels can affect the relationship between feedback literacy and writing engagement. This study investigated the relationship between 234 elementary (n = 85), intermediate (n = 78), and advanced (n = 71) Iranian English as a Foreign Language (EFL) learners’ writing feedback literacy and writing engagement selected based on convenience sampling. After taking a placement test, they sat for a writing task adjusted to their proficiency level. Next, they answered a scenario-based L2 Writing Engagement Measure (WEM) and completed the Writing Feedback Literacy Questionnaire (WFLQ). The Spearman rank-order correlation indicated significant positive relationships between the three groups’ feedback literacy and writing engagement. However, there were no significant differences in the relationships between EFL learners’ feedback literacy and writing engagement across the three groups. The study’s findings provide insights for L2 teachers, teacher trainers, and educationalists to enhance students’ writing ability, feedback literacy, and writing engagement. Some suggestions for further research are proposed.

This study investigates Indonesian English teachers’ perceptions of local English varieties and their influence on assessment practices, a crucial area given the increasing diversity of English in global and local contexts. While existing research highlights the recognition of World Englishes and their pedagogical implications, little is known about how teachers’ perceptions shape the evaluation of diverse English forms within Indonesia’s assessment system. The study aims to explore perceptions across different teaching levels, experience, and school locations, and to understand how these attitudes impact assessment decisions. Utilizing a quantitative, cross-sectional survey design, the research sampled 42 teachers from various Indonesian provinces through purposive sampling. Data were collected via a structured questionnaire and analyzed using SPSS to identify perception patterns and differences across subgroups. Findings reveal that teachers generally acknowledge the importance of local varieties but tend to prioritize native norms in assessments, with significant variations based on teaching levels, years of experience, and school locations. The study underscores the need for inclusive evaluation strategies that embrace linguistic diversity, informing professional development and policy reforms. Practically, these insights can guide the development of assessment policies that support multilingual identities and promote equitable language teaching, thereby enhancing the authenticity and relevance of English instruction in Indonesia.

La traduction de textes journalistiques, et en particulier politiques, occupe une place importante dans le domaine des études de traduction, en raison de la sensibilité des relations internationales. Ces dernières années, la guerre entre Israël et le Hamas a toujours été au premier plan de l'attention chez les politiciens européens, iraniens ainsi qu’israélien. Une traduction correcte du discours politique est cruciale pour transmettre correctement les objectifs politiques de ces pays. L’objectif de cette recherche est d'analyser la traduction de certaines nouvelles politiques concernant la guerre entre Israël et le Hamas, en utilisant le modèle d'analyse du discours de Van Dijk. Ce dernier estime que le cadre logique, le pouvoir, la cognition et le discours jouent un rôle dans la formation d'une construction mentale des individus dans la société. Cette étude montre comment les traducteurs appliquent souvent la politique de distorsion et d'omission, augmentent et intensifient la traduction avec le moins de transparence et dirigent des résultats politiques spécifiques. Dans la majorité des cas, les traducteurs apportent des modifications sur les constructions sémantiques du texte original en utilisant des équivalents et des structures différentes.