مطالب

Consumers rely on social media opinions to make product choices and purchases. With the popularity of web-based platforms like Tripadvisor, consumers express their opinions and feelings about food quality, service, and other aspects affecting restaurants through comments. Hence, analyzing these comments can be valuable for others to choose a restaurant or to improve and develop their products and brands. Sentiment analysis utilizes text mining methods to extract, identify, and study emotions and subjective perceptions. Since consumers can use comments to choose a restaurant, this study seeks to provide sentiment analysis of their reviews on the Tripadvisor website about Iranian restaurants. This study is applied in nature, aiming to analyze and manually label 4000 comments from the Tripadvisor website regarding restaurants in ten tourist cities across Iran. It uses a standard extended long short-term memory algorithm for sentiment analysis, a deep learning neural network, and Python text mining packages for modeling. The results indicate that the F-Measure for all aspects exceeds 80%, indicating sufficient efficiency and accuracy of the aspect-based sentiment analysis model for restaurant reviews. The most significant features for customers of Iranian restaurants are the food and the atmosphere. This study represents one of the initial efforts to analyze comments posted on the Tripadvisor website concerning Iranian restaurants. Business owners in the tourism industry, especially restaurant owners, can use the proposed model to automatically and quickly analyze customer feedback, improve performance, and gain a competitive edge. The proposed model can also assist users of online platforms in analyzing the opinions of others, enabling them to make informed decisions more efficiently.

The present study addresses the problem of the relationship between mind and body in the thought of the Italian Franciscan philosopher Matthew of Acquasparta (1240–1302). In Question 10 of the Questions on Faith and Knowledge, titled “Whether the Intellect, with Regard to Its Act, Is Bound by the Weakness and Ineptitude of the Body,” Matthew argues that bodily dispositions influence the actuality of the intellect. His reflection is guided by various authorities (auctoritates), foremost among whom is Augustine of Hippo, a general point of reference that the thinker of Acquasparta adopts for his theorization. However, Matthew develops a rigorous line of reasoning in which Aristotle—through whom he also implicitly reinterprets Augustine—as well as Avicenna and al-Ghazālī play crucial roles. The Franciscan philosopher maintains that the body can distract the intellect from properly exercising its function, impairing both the soul’s inward focus and the tranquility required for intellectual activity due to external disturbances. Furthermore, the compromised sensory organs of a sick, aged, or wounded body will provide confused images to the mind, thereby clouding its capacity for understanding. The strong connection between body and mind clarifies the unity of the human person as a composite of soul and body, with significant implications both in anthropology and soteriology, particularly concerning the prospect of the unity between the soul and a finally glorified body, which Christian doctrine awaits in the resurrection at the end of time.

Translanguaging' has been promoted as a prominent term in Teaching English as a Foreign Language (TEFL) studies. It describes how learners of a new language effectively utilize their entire range of languages to convey meaning and communicate. Additionally, it serves as an educational strategy to harness these language repertoires as valuable resources for learning. In the last twenty years, multiple empirical investigations have been carried out to investigate pedagogical translingual strategy in language learning classes across the world. However, there is limited knowledge on this occurrence in English as a Medium of Instruction (EMI) in the educational context of Iraq, where TEFL policies prohibit using students' first language and perceive them as a hindrance to language acquisition. By examining the views of English language teachers regarding pedagogical translanguaging, this study seeks to close this gap. Additionally, it investigates the extent to which these perspectives are manifested in their instructions. A total of 120 English language instructors at an Iraqi university willingly took part in this research. The findings highlight a significant disparity between the attitudes that teachers claim to have and the teaching methods that they use, based on the survey. The results also illuminated the barriers that prevented the participants from using translanguaging in their instruction.

Ever since its introduction, the flipped learning approach has demonstrated promising results in English language teaching. To this end, the goal of the present study was to compare the effectiveness of flipped learning on speaking in two different cooperative and competitive EFL learning settings. To conduct the study, the researchers selected 60 learners through nonrandom convenience sampling and subsequently randomly assigned them into two experimental groups of 30 learners, namely the flipped learning cooperative and the flipped learning competitive groups. Both groups underwent the same flipped learning treatment; the point of departure, however, was the fact that in one group the learners exercised cooperative learning while the other group experienced competitive learning. Prior to the treatment, all 60 learners took a speaking pretest (a sample Preliminary English Test or PET) and after the treatment, a posttest (another sample PET) was administered to them. An analysis of covariance (ANCOVA) was run on the two groups’ scores on the pre- and posttest. The result of the study indicated that the learners sitting in the flipped cooperative group outperformed those in the flipped competitive group. The implications of the findings of this study are elaborated in the paper.

While there is a growing interest in poetry writing, it is important to explore students' experiences of writing poetry related to their meaningful lived experiences in an English as a Foreign Language setting. The study aims to investigate students' perceptions, emotions, and desires toward the activity of autobiographical poetry writing. Valid responses were obtained from 143 EFL students through a Qualtrics online survey, which examined their experiences in composing autobiographical poetry and its impact on their perceptions, emotions, and desire to learn poetry. The participants came from ten universities across various regions in Indonesia. Descriptive statistics and thematic analysis revealed that participants perceive writing autobiographical poetry to be a challenging experience due to technical language and poetic style. They also demonstrated a range of emotions, notably fear and anxiety, despite believing that the activity is beneficial. Although most of them experienced many challenges in autobiographical poetry writing, they expressed a desire to continue learning how to write poetry in the future. Participants were able to express their personal experiences in meaningful ways through their poems despite their anxiety about poetry writing. Hence, this study can serve as a stepping stone toward integrating poetry into Indonesian EFL curricula as a form of meaningful literacy