Car dealers (tokunbo) in Sokoto metropolis use three strategies namely, extension of meaning, coinage, and borrowing in forming their slang that makes no sense to customers. The central objective of this paper is to study and analyze the aspect of language use to ascertain the existence of this slang. This paper is a product of primary data collection through interviews and direct observation of traders’ utterances. Six various locations (shops) in the Sokoto metropolis were carefully selected and eight traders were also interviewed. The findings of this paper discovered that the traders coin new words and semantically expand some Hausa words to suit their commercial communications. The paper also revealed that traders use slang in their communications, which cannot be understood by other Hausa speakers.

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Metacognitive knowledge, knowledge about knowledge, was found to have a positive effect on learners’ performance, self-regulation, and academic success (Hartman, 2001; Wenden, 2001 & McCormick, 2013). However, little research has been done about the use of metacognitive knowledge and strategies applied in EFL writing in a Saudi context. The present study investigated the university learners’ metacognitive abilities in relation to writing including other variables like learners’ educational background and years of studying English. The study examined the correlation between the learners’ metacognitive abilities and their writing performance affected by their metacognitive knowledge and its regulation. Data were collected using a modified version of the Metacognitive Components of Planning Writing Self-inventory developed by Escorcia and Gimenes (2020) to analyze the learners’ metacognitive writing strategies. The survey consisted of three factors, metacognitive conditional knowledge, covert self-regulation, and environmental self- regulation. Participants were 190 female learners, first-year students studying English in a comprehensive program including writing at the University of Jeddah. Learners were asked to complete the survey adapted by the end of their course. The level of metacognition was checked for its effect on learners’ writing through Linear Regression. Findings indicate a positive significant correlation between the learners’ metacognitive conditional knowledge and writing performance. Also, a significant impact was predicted on learners’ writing performance. However, findings also specify a negative correlation between environmental self-regulation and learners’ writing performance. Additionally, the ‘years of studying English’ highly correlate with the learners’ metacognitive abilities, unlike learners’ educational background.

In recent years, there has been a growing interest in the study of cultural integration in English as a foreign language (EFL) classrooms. The incorporation of local culture into the EFL classroom plays a crucial role in increasing students' awareness of culture and identity maintenance. However, studies on the development of multicultural reading materials have, to the best of our knowledge, been conducted infrequently in Indonesia. Therefore, the purpose of this study was to find out students' perceptions of multicultural reading materials that we had previously developed. This is a survey-based study involving eighth-grade students in an Indonesian junior high school in Lampung. Using descriptive statistics, the collected data were analysed. The findings indicate that the participants in the study favour the implementation of the multicultural reading activities we developed. The tasks have a favourable impact on their reading skills. The implications of the findings are also examined, along with a number of suggestions for future research.

Any evaluation model plays a backwash effect on teaching. English Test for International Communication (ETIC) is a new evaluation method which focuses on examining students’ comprehensive English application ability and helps selecting talents. Through interviews and questionnaires, this paper studies the backwash effect of ETIC on college English teaching. The survey results indicate that ETIC has a positive backwash effect on college English teaching. Its effects are shown in the following three aspects: it helps optimize teaching content; it promotes the innovation of teaching methods; and it improves evaluation models. The results of this research can be used as reference for college English teaching reform.

Widely considered as an anti-imperialist work, the novel's contrary interpretation is commonly ascribed to the publication of Chinua Achebe's “Racism in Conrad's Heart of Darkness”. The book, perhaps the finest source of information regarding Leopold's crimes in Congo, may be interpreted in a variety of ways; to be clear, Conrad was writing a case study of Leopold's cruel rule of the Congo, not a critique of Western imperialism in general. The purpose of this research is to interpret Heart of Darkness via a variety of postcolonial lenses and to locate it within the Western debate on colonialism. For it is only via contrapuntal readings of this novella that the true nature of Conrad's discourse on racism and colonialism becomes apparent.

Curriculum ideological and political construction is a strategic measure for colleges and universities to implement the fundamental task of building morality and cultivating people. College Public English, with its unique characteristics, has become an important course of curriculum ideological and political construction. This study takes Production-oriented Approach (POA) as the theoretical framework and integrates the ideological and political elements into the three teaching links of motivating, enabling and assessing. Through teaching feedback, it is found that the production-oriented mixed teaching of ideological and political education in college public English courses can not only improve students' language ability, but also enhance students' confidence in spreading Chinese culture and telling Chinese stories in English imperceptibly. The practice has proved that the model is feasible and operable, and provides a path and method for the organic integration of ideological and political elements and English teaching, with reference value.

Task-based language methodology has drawn the attention of second language acquisition researchers and teachers across the globe. The notion of task is central to task-based language teaching. Comprehensive theoretical and empirical study has established its effectiveness in developing language skills. What makes this approach stands unique is the introduction of a task-based learning framework by Jane Willis in 1996. The procedural syllabus propounded by N.S Prabhu(1987) serves as the precursor to the TBL framework. This article aims to review the historicity, significance, and implication of adopting a task-based learning framework in learning and teaching the English language.

This paper is about contrastively analyzing the on, at, in and káŋ, to, kóno adpositional phrases between English and Mandinka using the RRG theory. By using English secondary data, Mandinka primary data derived from interviews and some elicitation techniques that were carried out among native speakers, this article focuses its analysis on how the aforementioned adpositions are used in discourse to help locate referents in relation to reference points that either refer to space or time. In doing so, it has found some similarities and differences between the two languages as far as the syntactic, semantic, and pragmatic interpretations are concerned. Two types of adpositions are distinguished in the two languages: predicative and nonpredicative adpositions. The adpositional phrases are then interpreted according to whether they are predicative or nonpredicative.