http://hdl.handle.net/20.500.12323/47 Wed, 02 Sep 2026 21:10:10 GMT 2026-09-02T21:10:10Z http://localhost:80/retrieve/ca8e1d72-dfdb-40ef-9bce-cdf6e3a8cac3/th-8.jpg http://hdl.handle.net/20.500.12323/47 http://hdl.handle.net/20.500.12323/8361 Title: Phonological Adaptation of English Loanwords in Omani Arabic Authors: Algryani, Ali Abstract: Lexical borrowing is a widespread linguistic phenomenon within world languages. Loanwords undergo adaptation processes to become fully integrated into the borrowing language. This study investigates the phonological adaptation processes of English loanwords in Omani Arabic at the segmental and suprasegmental levels. The study is based on the analysis of a corpus of 100 English loanwords that were collected using data elicitation techniques. The findings show that English loanwords undergo various phonological adaptation processes at the segmental and suprasegmental levels in the integration process. At the segmental level, it seems evident that the phonemes that are not part of the phonemic inventory of Omani Arabic are mapped into the closest counterparts or modified phonologically to fit the patterns of the native language. Adaptation processes such as phoneme substitution, deaffrication and monophthongization play a major role in the adaptation processes. Regarding the suprasegmental aspects in the nativisation process, two prominent adaptations can be observed: the insertion of the glottal stop /Ɂ/ in syllables lacking an onset and the insertion of epenthetic vowels in complex syllables. These modifications are made to adapt the English loanwords to the syllabification patterns of the native language. Furthermore, stress placement in English loanwords obeys stress patterns in Omani Arabic as stress is often placed on the heaviest syllable in the word. Thu, 01 Jan 2026 00:00:00 GMT http://hdl.handle.net/20.500.12323/8361 2026-01-01T00:00:00Z http://hdl.handle.net/20.500.12323/8360 Title: Exploring University Students' Acceptance of Generative AI for Writing: An Extended Technology Acceptance Model (TAM 3) Perspective Authors: Ullah, Ikram; Batool, Huma; Irshad, Sadia Abstract: Generative AI presents significant potential for improving students' writing, and its acceptance is influenced by varied factors. The present study aims at exploring the factors by examining six vital constructs of Technology Acceptance Model (TAM) 3 (Venkatesh & Bala, 2008)—academic relevance, output quality, self-efficacy, playfulness, anxiety, and perceived enjoyment—and their impact on perceived usefulness, perceived ease of use, and behavioral intention of students. Using a quantitative research approach, a sample size of 345 university students from Computer Science, Management Science, and Arts and Humanities voluntarily participated in an online cross-sectional survey questionnaire. The data was analyzed by SPSS 23.0 and SmartPLS 4.0 for exploratory and confirmatory factor analysis. Academic relevance (β = .378***) and perceived ease of use (β = .456***) were identified as significant predictors of students' perceived usefulness of (Gen) AI in their writing as compared to the output quality of (Gen) AI, which was found to be an insignificant factor of perceived usefulness. The study also reveals that playfulness (β = 0.332**) and perceived enjoyment (β = 0.449***) were the primary factors influencing students' perceived ease of use, unlike anxiety and self-efficacy, which showed statistically insignificant effects. The findings of the study further suggest that perceived usefulness (β = 0.606***) and ease of use (β = 0.227*) are key enablers of the behavior of students' intention to adopt (Gen) AI in the future. Thu, 01 Jan 2026 00:00:00 GMT http://hdl.handle.net/20.500.12323/8360 2026-01-01T00:00:00Z http://hdl.handle.net/20.500.12323/8359 Title: Exploring ChatGPT's Role in Developing Productive Language Skills: A Systematic Review Authors: Abbasova, Milana; Salimli, Eljan Abstract: Although the interactive features of ChatGPT offer substantial benefits for language education, its integration presents complex pedagogical and ethical challenges. This systematic review critically evaluates the capabilities and limitations of ChatGPT in enhancing expressive language capabilities, specifically speaking and writing. Adhering to PRISMA guidelines, a rigorous search of the ERIC database and a forward snowballing technique via Google Scholar yielded an initial pool of 1,124 records, culminating in the final selection of 22 empirical studies for in-depth analysis. Grounded in Vygotsky's Sociocultural Theory and the SAMR integration model, the findings conceptualize ChatGPT as a virtual ``More Knowledgeable Other'' that provides dynamic cognitive scaffolding. The synthesis indicates that ChatGPT substantially improves writing proficiency by delivering immediate, personalized feedback, assisting with structural organization, and alleviating academic stress. In conversational contexts, the tool provides a safe, non-judgmental platform that lowers the affective filter and encourages autonomous speaking practice. However, critical engagement with the literature reveals profound limitations. While the AI excels at the structural mechanics of language production, it currently falters at the socio-pragmatic realities of human connection, lacking emotional depth in conversational dialogues. Furthermore, the review identifies critical risks, including AI hallucinations, the degradation of authentic academic voice, and a paradox wherein increased learner autonomy inadvertently leads to AI dependency and ``cognitive outsourcing.'' Ultimately, this paper argues for a paradigm shift in language pedagogy, emphasizing the urgent need to integrate critical AI literacy into curricula so that learners utilize generative tools as temporary scaffolds rather than permanent cognitive crutches. Thu, 01 Jan 2026 00:00:00 GMT http://hdl.handle.net/20.500.12323/8359 2026-01-01T00:00:00Z http://hdl.handle.net/20.500.12323/8358 Title: Contrasting Utopias: A Comparative Analysis of Societal Ideals in Sir Thomas More's Utopia and Nizami Ganjavi's Iskandarname Authors: Elbayiyeva, Turkan Abstract: The notion of an ideal society has long been a central theme in literature across diverse cultures and epochs. Originating in Plato's Republic in the fourth century B.C., the concept evolved through various literary genres and styles. Notable contributions emerged from both Western and Eastern traditions, exemplified respectively by Sir Thomas More's Utopia (1516) and Nizami Ganjavi's Iskandarname (12th century). This article undertakes a comparative analysis of these works, examining their portrayals of individual life, economy, religion, governance, and justice. Both Utopia and Iskandarname underscore the importance of nature, animals, and human relationships, emphasizing harmony and peace in society. They share beliefs in the afterlife, divine power, and gratitude for divine favour, depicting prosperous cities achieved through diligence and penalizing disobedience. However, distinctions arise in ideologies and cultural specifics; Iskandarname lacks class hierarchy while Utopia acknowledges slaves and a structured governance system. Iskandarname idealizes peace and worship, while Utopia focuses on societal routines and the roles of religious and wealthy elites. By comparing and contrasting these works, this research aims to explore diverse cultural ideals and identify parallels and variations in the concept of the perfect society. Thu, 01 Jan 2026 00:00:00 GMT http://hdl.handle.net/20.500.12323/8358 2026-01-01T00:00:00Z