Journal of Literature, Languages and Linguistics
The journal is a peer-reviewed, international and interdisciplinary research journal. The scope of the journal includes, but not limited to, knowledge of languages and literature, the study of literary and different cultural texts, theoretical and empirical study of language, critical thinking and theoretical, descriptive, applied and experimental linguistics., etc. The journal also covers interdisciplinary research across the topics on culture, education, new technologies and their applications in language and linguistics. Index of this journal: EBSCO (U.S.) Index Copernicus (Poland) Ulrich's Periodicals Directory (ProQuest, U.S.) JournalTOCS (UK) PKP Open Archives Harvester (Canada) Bielefeld Academic Search Engine (Germany) Elektronische Zeitschriftenbibliothek EZB (Germany) SCI-Edge (U.S.) Open J-Gate (India) OCLC WorldCat (United States) Universe Digtial Library (Malaysia) NewJour (Georgetown University Library, U.S.) Google Scholar ERIC: Institute of Education Sciences. The IC impact factor value of the journal is 3.342. IISTE is a member of CrossRef. The DOI of the journal is: https://doi.org/10.7176/JLLL
Gamified Learning for Medical English: Using Kahoot and Quizlet to Enhance Engagement and Retention
Teaching Medical English to medical undergraduates continues to present challenges related to maintaining learner motivation, encouraging active participation, and supporting long term retention of specialized vocabulary. This paper explores the integration of gamified learning tools, namely Kahoot and Quizlet, into Medical English courses at the University of Medicine and Pharmacy at Ho Chi Minh City. Gamified activities were incorporated into regular classroom instruction to facilitate the learning and consolidation of medical terminology while fostering a more interactive learning environment. The study adopted a practice-based approach combined with a small scale mixed method design, drawing on questionnaire data and open ended student feedback from 60 second year medical students. The findings indicate that gamification positively influences student engagement and motivation, enhances vocabulary recall, and contributes to a more dynamic and supportive classroom atmosphere. Students also reported reduced learning anxiety and increased peer interaction. Overall, the results suggest that when used purposefully, Kahoot and Quizlet can transform medical vocabulary learning from a largely passive process into an active and meaningful experience. The study concludes that gamified learning offers an effective, low cost, and sustainable pedagogical strategy for English for Medical Purposes, with potential relevance for broader ESP contexts. Keywords: Gamification, Medical English, Kahoot, Quizlet, engagement, retention, UMP at HCMC DOI: 10.7176/JLLL/111-01 Publication date: April 30th 2026
Enhancing Interaction and Clinical Communication through Padlet in Medical English Courses
Teaching Medical English requires more than developing students’ linguistic accuracy; it must also support meaningful interaction and effective clinical communication. At University of Medicine and Pharmacy at Ho Chi Minh City (UMP-HCM), traditional classroom practices have not always provided sufficient opportunities for medical students to engage in authentic, context-based communication. This study examines the integration of Padlet, an online collaborative platform, into Medical English courses as a means of addressing these challenges. Padlet was incorporated into a range of instructional activities, including case-based discussions, role-play reflections, vocabulary building, SOAP note writing, and patient education tasks. A mixed approach was employed, combining classroom implementation with a small-scale survey involving 60 medical students, alongside reflective feedback on learning experiences. The findings indicate that Padlet-supported activities enhanced student engagement, encouraged peer feedback, and fostered collaborative learning. Students reported increased confidence, reduced anxiety when using medical terminology, and greater fluency in professional communication tasks. These results suggest that Padlet offers a flexible and accessible digital solution for creating interactive, student-centered learning environments in English for Medical Purposes (EMP). The study concludes by highlighting pedagogical implications for ESP instructors seeking to integrate technology while maintaining disciplinary relevance and instructional practicality. Keywords: Padlet, Medical English, interaction, peer feedback, clinical communication, digital learning. UMP at HCMC DOI: 10.7176/JLLL/111-02 Publication date: April 30th 2026
Public Broadcasting for Nation Building: The Nigerian Television Authority Example
The Nigerian Television Authority, (NTA), is the only Nigerian broadcast media facing constant disparaging criticism by contemporary Nigerian youths. However, these criticisms are mostly one-sided as they only point to the drawbacks of the state-owned television. Scholarly studies conducted into the media house have shown that the government-owned television has done more for the general public in terms of uniting the diverse Nigerian populace and promoting collective cultural heritage than any other agent in the country. Using the descriptive content analysis, and hinged on Development Media theory, the paper attempts a justification of the NTA programmes as it uses Media Discourse Analysis to highlight the themes, programme formats and types of programmes aired by NTA in a space of 2 years (2021-2023). The paper recommends, among other things, series of field researches to learn about their programme preferences and nuances of the contemporary Nigerian youth, particularly the Generation-Z and Generation-Alpha, and create a sustainable plan. Keywords: broadcasting, cultural heritage, nation building, normative theory, state-owned media, DOI: 10.7176/JLLL/111-03 Publication date: April 30th 2026
Teaching Every Child: The Practice of Differentiated Instruction in Primary Schools of Addis Ababa
The Ethiopian education system faces significant challenges, including low student engagement, poor academic performance, and increasing disparities. Differentiated instruction aims to address these issues by catering to diverse learner needs to promote equity and improve outcomes. This study was conducted to assess how differentiated instruction (DI) is practiced through various strategies. A case study of nine selected primary schools in Addis Ababa was used, employing a mixed-method approach. Data were collected from 200 teachers and 9 school administrators using simple random and purposive sampling methods, respectively. Information was collected through questionnaires and interviews. The results showed that teachers often lack the necessary knowledge and skills to implement DI effectively. Additional obstacles included low motivation, heavy workloads, large class sizes, and the lack of in-service and pre-service training. Moreover, teacher education programs were found to offer limited exposure to current educational theories and concepts. As a result, most teachers continue to rely on a one-size-fits-all teaching approach. The study recommends that to improve DI practice, teachers should undergo both short- and long-term training on DI strategies. School-based Continuous Professional Development (CPD) programs should incorporate DI topics, and teachers should be allocated sufficient time for lesson planning and preparation, rather than merely covering syllabus content. Additionally, teacher education curricula and national policy frameworks should be revised to incorporate modern educational principles, and universities should include courses on differentiated instruction. Finally, further research is recommended to explore effective ways of implementing DI in similar educational contexts. Keywords: differentiated instruction, instructional strategies, primary school DOI: 10.7176/JLLL/111-04 Publication date: April 30th 2026
Naming the Split Self: Trauma, Doubling and Fragmented Identity in Shirley Jackson’s Hangsaman and The Bird’s Nest
Shirley Jackson’s Hangsaman and The Bird’s Nest present female subjectivity as unstable, divided and shaped by forces that exceed individual will. Through Natalie Waite and Elizabeth Richmond, Jackson develops two distinct but related representations of the split self, linking psychic fragmentation to trauma, repression and gendered expectation. In Hangsaman, Natalie’s fractured identity emerges through ambiguity and fantasy, especially in relation to the elusive figure of Tony, whose uncertain status blurs the limits between projection, dissociation and desire. On the other hand, in The Bird’s Nest, Elizabeth’s divided consciousness is deemed explicit through the multiple identities she has and exposing the tension between inner fragmentation and the external efforts to name and classify female disturbance. Read together, the novels reveal a sustained interest in forms of selfhood that cannot be stabilized inside the cultural demands of normative femininity. They also show why split characters remain critically important in literary studies since they make visible the fragility of identity, the aftermath of traumas and the social pressures that shape psychological experience. Jackson’s divided female characters are therefore complex narrative sites through which questions of gender, power and psychic survival become legible. Keywords: Shirley Jackson, dissociation, female trauma, divided self DOI: 10.7176/JLLL/111-05 Publication date: May 30th 2026
Evaluating the Effectiveness of Semantic Mapping in Learning Specialized Academic English (EAP).
One of the major challenges students face when learning to use specialized vocabulary in English for Academic Purposes (EAP) is the challenge of learning new vocabulary. This is particularly true when, as is so often the case, more traditional methods of learning vocabulary such as memorization are used instead of strategies that promote a deeper understanding of vocabulary and better retention over time. Semantic mapping provides one possible solution to this problem, by enabling students to make meaningful connections between new vocabulary and what they already know. This study investigates the effectiveness of semantic mapping as a tool in teaching specialized academic English, focusing on its contribution to the students’ learning of new vocabulary, their comprehension of reading materials, and their level of engagement. This study used a mixed-methods approach to test the effectiveness of a vocabulary instructional strategy over an 8-week time frame. Measuring vocabulary retention and reading comprehension, two tests were administered to the experimental group (using semantic mapping for vocabulary) and the control group (relying on traditional methods for teaching vocabulary). A 10-item questionnaire was given to the experimental group in order to qualitatively obtain the students’ perspectives, views, and feelings as well as their particular challenges with semantic mapping for learning new vocabulary. Quantitative analysis indicated that the experimental group achieved significantly higher post-test scores in both specialized vocabulary retention and academic text comprehension compared to the control group. Qualitative insights revealed that semantic mapping enhanced conceptual clarity, boosted learning motivation, and facilitated a deeper understanding of word relationships, though some students initially noted challenges regarding the time required to construct the maps. The results show that semantic mapping is a highly effective pedagogical tool for students of specialized academic English. It enables students to move from passive repetition of words to active visual schematization which is useful for EAP (English for Academic Purposes) curricula and for teaching vocabulary. Keywords: Semantic Mapping, Academic English (EAP), Vocabulary Acquisition, Visual Learning, Reading Comprehension. DOI: 10.7176/JLLL/111-06 Publication date: July 30th 2026