Journal of Philology and Educational Sciences

Madness and Feminism: An Analysis of Women's Struggles in Bronte’s Jane Eyre and Kaysen's Girl, Interrupted

Poshya Salar Abdulla — 2023-12-23

This paper explores the representation of mad women in literature through the lens of psychoanalytical feminism. It focuses on analyzing the decades-old patterns of female objectification through the male gaze, and their being ruled as ‘mad’ or ‘psychotic’ for demanding equal rights as men. Through the use of psychoanalytic feminism theory, the paper studies the literary works of the late 1800s and early 1900s. And in relation to the birth of the feminist movement; it demonstrates how within the literature of that period, more often than not women were depicted as mentally ill and condemned to mental hospitals and psychotic institutions in order to receive extremely harsh treatments for illnesses that they do not have. The analysis will be performed on two literary works, that have been selected and seen as fitting for the topic, and they are: Jane Eyre by Charlotte Bronte, and Girl, Interrupted by Susanna Kaysen. With the leading characters of these two novels being female, and extracted from society for being ill-fitting, they become the perfect examples for describing the main points of this paper.

Assessing the Psychological Adaptation of Kindergarten Teachers in Halabja Province

Mihraban Hussein Salih — 2023-12-23

This research investigates the realm of psychological adaptation, a critical aspect of the human experience that profoundly influences our daily lives, especially as we navigate the complexities of work and existence. Employing a descriptive methodology and quantitative techniques, data was collected from 166 kindergarten teachers in Halabja province, Kurdistan, Iraq, comprising both private and public educational institutions. The Statistical Package for the Social Sciences (SPSS) was used for data analysis, deploying a T-Test to scrutinize disparities in average scores between two groups and a One-way ANOVA for comparisons across multiple groups. The findings reveal that there are no statistically significant gender differences in the mental adaptation of kindergarten teachers in Halabja Province. However, a marginally significant mean difference (3.688, p = 0.058) is noted between the 20 - 29 and 30 - 39 age groups, suggesting a potential trend in mental adaptation levels among these age categories. In contrast, no statistically significant differences emerged in the comparisons involving the 50 - 59 age group. The data accentuates the significance of age disparities in mental adaptation among kindergarten teachers, particularly underscoring the contrast between the 40 - 49 age group and the 20 - 29 age group, emphasizing age as a crucial factor affecting mental adaptation levels.

The Use of Gamification in Language Teaching and Education: A Content Analysis Study

Atta Abdalwahid Ahmed — 2023-12-23

In recent times, technological innovations have revolutionized the educational process. New teaching methods have emerged, and educators are encountering a shift in teaching approaches. The present study is a detailed examination of the incorporation of gamification in education, a rapidly changing domain driven by technological progress. Employing a content analysis approach, the study aims to scrutinize 59 articles from 2018 to 2023, gathered from Google Scholar. The temporal analysis discloses a steady rise in research output, reaching its peak in 2022, underscoring the increasing importance of gamification in education. Authorship patterns explain distinctions between individual and collaborative researchers, emphasizing the significance of individual contributions in the field of language learning. Methodological exploration underscores a varied array of research approaches, with a noteworthy high rate utilizing quantitative methods, contributing to a robust comprehension of how gamification is applied in learning settings. The thematic analysis highlights language learning as a predominant focus, particularly within English language education, displaying the adaptability of gamification across diverse educational spheres. This comprehensive incorporation of findings serves as a valuable reference for academics, educators, and policymakers navigating the dynamic landscape of gamification in education.

An Exploration of the Key Differences between Written and Spoken Language through the Linguistic Evaluation

Berivan Jalal Mohammed — 2023-12-23

In the evolving landscape of language communication, this research embarks on a systematic exploration of the fundamental disparities between written and spoken language, employing a linguistically driven analysis to illuminate the complex dynamics shaping these two distinct modes of human expression. The present study aims to examine the differences between written and spoken English language through the exploration of various linguistic aspects. This study follows a descriptive approach using a quantitative method to collect data. The questionnaire, as a data collection tool, presents the analysis of the proficiency of university students in English spoken and written language. The participants were from the universities in the city of Sulaymaniyah. The findings related to speaking competence of the study show a significant portion of students (39.7%) express concerns related to teacher evaluation, highlighting a notable divergence in confidence levels. Over 60% of students feel confident expressing themselves, showcasing eagerness to seize opportunities to speak English. Transitioning to English writing competence, half of the students express no fear about their writing being selected for class discussion, and 63.3% regularly engage in composing English compositions. The implications of these findings for language teaching and learning are discussed, and further research in this area is recommended.

Exploration of the Impact of Harsh Language in Kurdish Society on Social Media – Facebook: A Sociolinguistic Case Study

Bahra Salam HamaGharib — 2023-12-27

The study explores the multifaceted realm of language within the Kurdish society. Employing a sociolinguistic perspective, the study meticulously examines horizontal elements such as environmental influences, social groups, values, and attitudes, alongside vertical elements including language variations across societal classes, literacy levels, demographics, and age groups. Recognizing language as a fundamental tool for comprehension and communication, the research emphasizes its pivotal role in human life and societal progress. The paper aims to investigate that language usage significantly influences relationships, either strengthening or straining them, necessitating careful consideration by language users. The study focuses on diverse facets, encompassing language applications, the role of slang, and the repercussions of its use in social media. Explicit language, particularly prevalent in online platforms, is scrutinized for its motivations and subsequent adverse effects on individuals and society. With a specific focus on slang, the paper seeks to validate this linguistic form and elucidate its informal impact on both senders and recipients, contributing to a comprehensive understanding of language dynamics in Kurdish society.