English language is the official language in Nigeria. Successive governments have constantly invested both human and material resources to improving literacy especially in the North Eastern Region of the country where Adamawa state belongs. This research sought to identify and evaluate the factors necessary for a decline in the performance of senior secondary school students in English Language. The research believes that the performance level depends greatly on what happens in the process of teaching and learning the English language. The study using focal discussion groups identified mubi Educational Zone as one of the key Educational Zones in Adamawa State. Drawing on the tenets of skimmer theory, schools, teachers and students were selected as respondents to identify the factors responsible. Mean and statistical tables were used to derive the average score and effect of the identified factors on teaching and learning of the English Language. The study identified school environment, class size, students’ interest, teaching methods and teachers’ qualification as factors responsible for poor performance.

This study examined associations between dimensions of bilingual engagement and emotional perception among Arabic–English bilinguals. Recent research has increasingly challenged categorical approaches to bilingualism, arguing instead that bilingual experience is multidimensional and shaped by variation in language use, proficiency, and attitudes. Building on this perspective, the present study investigated whether individual differences in bilingual engagement were associated with variation in emotional perception performance. A total of 143 Arabic–English bilinguals completed the Bilingual Language Profile (BLP) and a non-verbal Emotional Perception Task (EPT) consisting of short audiovisual clips depicting basic emotional expressions. Spearman’s rho correlations were conducted to examine associations between dimensions of bilingual engagement and emotional perception outcomes. The findings revealed modest but significant positive associations between emotional perception accuracy and several dimensions of L2 engagement, particularly language use and attitudinal orientation toward English. Language history showed comparatively weaker relationships with emotional perception performance. These findings support experience-based approaches to bilingualism by suggesting that emotional perception varies alongside patterns of language engagement rather than bilingual status itself. The study also contributes methodologically by operationalizing bilingualism through continuous multidimensional measures rather than categorical groupings and by employing a non-verbal emotional perception task that minimizes linguistic confounds. Overall, the results suggest that variation within bilingual populations may be more informative than bilingual versus monolingual comparisons when examining emotional processing outcomes.

This study investigates how people use politeness strategies in online communication, especially on social media. It focuses on three main goals: identifying the politeness strategies that users apply on selected social media platforms, examining how these strategies help manage face, keep harmony, and build social relationships, and assessing the impact of these strategies on online conversations and communication across cultures. To achieve these goals, the study used a qualitative research method, analyzing online conversations chosen from Facebook, WhatsApp, and Twitter (X) platforms. The analysis was guided by Brown and Levinson’s Politeness Theory and offer a clearer picture of how people handle politeness in digital interactions and provide insights into how social values, norms, and virtues are maintained in the increasingly digital communication landscape. The study concludes that in the Nigerian context, online politeness includes cultural markers like greetings, terms for family members, and religious comments. It goes beyond mere etiquette; it is an essential tool for promoting cooperation, reducing conflict, and upholding social values in digital spaces.

Love is a profound and multifaceted experience that touches every aspect of human existence. It is often described as a deep feeling of affection, care, and connection that binds individuals to one another and gives meaning to relationships and life itself. Philosophers, psychologists, and spiritual traditions have long explored the nature of love, leading to diverse interpretations and frameworks. Philosophically, love has been viewed in various forms. The music of the 90s was characterized by its lyrical poetry and versatility, often portraying love as a transcendent and universal emotion. The era saw iconic composers like A.R. Rahman, Nadeem-Shravan, and Jatin-Lalit craft timeless melodies, while lyricists such as Gulzar and Anand Bakshi infused their words with passion and poetic depth. Singers like Kumar Sanu, Alka Yagnik, and Udit Narayan became synonymous with romance, their voices weaving magic across generations. In the cultural context, the 90s represented a transitional period for Indian society. This was evident in the songs, which often juxtaposed the yearning for timeless, eternal love with the aspirations of a more liberated, contemporary romance. Films like Dilwale Dulhania Le Jayenge, Hum Aapke Hain Koun..! and Dil To Pagal Hai became emblematic of this era, with their songs serving as cultural touchstones. Ultimately, the love songs of 90s Hindi cinema remain a testament to the enduring power of music to articulate the complexities of human emotions. This paper will delves with the modes, types, concepts and origins of love and the theme of love in 90s hindi songs.

Meta-cultural competence plays a significant role in fostering deeper cultural awareness in EFL contexts, where learners are expected not only to acquire cultural knowledge but also to critically reflect on and interpret diverse cultural perspectives. However, existing studies have largely focused on surface-level cultural instruction, leaving the role of meta-cultural competence in cultural awareness education underexplored, particularly in Vietnam. This study aims to examine the level of students’ cultural awareness and explore the relationship between meta-cultural competence-based instruction and different dimensions of cultural awareness among EFL learners at a Vietnamese university. Using a quantitative approach, data were collected from 247 English-major students through a structured questionnaire. Descriptive results indicated moderate to relatively high levels of cultural awareness, with reflective awareness showing the highest mean (up to 3.85), while analytical and interpretive dimensions remained moderate. Correlation analysis revealed significant positive relationships between meta-cultural instructional practices and all dimensions of cultural awareness, particularly reflective awareness (r = .318, p < .001) and analytical skills (r = .287, p < .001), while interpretive awareness showed a weaker but still significant relationship (r = .162, p < .05).

This study reviews Maxine Beneba Clarke's The Hate Race (2016). Drawing from Fanon's theories from Black Skin, White Masks (1952), the present investigation inspects how the protagonist's sense of self is designed and fractured under the encumbrance of the "white gaze." Clarke's illustration of racial microaggressions, linguistic alienation, and subjugation displays how colonial hierarchies continue in modern multiethnic people. By inspecting themes of shame, resistance, and self-awareness, the paper proves that The Hate Race bears a resemblance to Fanon's theory of double consciousness as the unending reconciliation between the "black self" and the "white world." This study also reveals how Clarke re-claims voice and agency through narrative performance, translating trauma into cultural confrontation. Lastly, this review contends that The Hate Race not only repeats Fanon's denunciation of colonial psychology but also spreads it into the sphere of modern racial experience.

The purpose of this research is to analyze how the ESA (Engage, Study, Activate) method of instruction affected the attitudes and knowledge of eleventh graders regarding English grammar. This goal was accomplished by means of an experimental approach. An attitude survey and a grammar accomplishment test were the two main instruments we used to gauge students' progress in English language acquisition. The researcher teaches English at Al-Yarubia Preparatory School for Girls, and the students there were selected as subjects. The sample consisted of sixty-four female students. Two of the researcher's three classes were selected to participate in the study. There was an experimental group consisting of 34 students and a control group consisting of 30 pupils. Excluding the third class, which consisted of 28 pupils, allowed the data to remain focused and believable.