| Online ISSN | : | 2579-3039 |
| Print ISSN | : | 1829-2429 |
Vol. 22 No. 1(33) (2026)
Front Matter
Linguistics
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Linguistics
SYNTACTIC FEATURES OF ENGLISH PROVERBS: A STYLISTIC AND STRUCTURAL ANALYSIS
AbstractThe study investigates the syntactic structures and stylistic features of English proverbs with a focus on their structural peculiarities and rhetorical functions. Proverbs, as a form of folkloric expression, incorporate collective wisdom and cultural values in concise linguistic forms. Despite their widespread use proverbs remain difficult to define precisely due to their multifunctional nature and structural diversity. From a linguistic perspective, a proverb constitutes a coherent unit at the phonological, syntactic, and semantic levels. The aim of the present research is to examine how syntactic patterns, as repetition, parallel construction, ellipsis, and non-canonical word order contribute to the stylistic identity and memorability of proverbs. Special attention is given to how these features function not only to increase aesthetic effect but also to reinforce meaning, making proverbs both structurally marked and pragmatically effective. Through syntactic analysis the paper highlights the intricate connection and interplay between form and function in proverbial expressions.
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Linguistics
POWER WORDS AS IMPORTANT MEANS OF CONSTRUCTING OR DECONSTRUCTING LANGUAGE
AbstractLanguage plays a great role in how people perceive the world. It is first of all a means of forming ideas that manifest themselves in speech. Words used in a language have an immeasurable power. They have the power to inspire, motivate or persuade people on one hand and evoke emotions and shape opinions on the other. They give out energy as well as convey certain message that can have a peculiar effect on a person. So, words can affect humans in various ways. Thus, the use of power words is not stable and it can change from person to person, from culture to culture, from age to age. The aim of this article is to demonstrate that the use of power words can serve as a means of both constructing and deconstructing a speech. Studying English power words is essential in various fields, including psychology, linguistics, communication, rhetoric, etc. To achieve this aim rhetorical questions, political discourse and emotional words have been analyzed.
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Sources of Data
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Linguistics
FROM POLITENESS TO POWER: A BIBLIOMETRIC ANALYSIS OF STUDIES ON TERMS OF ADDRESS (2003-2023)
AbstractThis study traces the development of research on terms of address over the past two decades through a bibliometric analysis of 672 publications indexed in Scopus (2003–2023). Recognized as essential markers of politeness, power, and cultural norms, address terms have drawn increasing scholarly attention in recent years. To understand how the field has evolved, the study applies CiteSpace and VOSviewer to identify trends in publication volume, key contributors, collaborative networks, and emerging research themes.
The analysis reveals a sharp growth in output beginning in the mid-2010s, driven by rising interdisciplinary interest and advances in communication technologies. Frequently studied topics include honorific systems, pragmatic competence, and second language acquisition, with Japanese and Korean contexts receiving particular focus. Geographically, research is concentrated in the United States, the United Kingdom, and Japan.
By mapping these developments, the study offers educators and researchers a structured overview of the field’s trajectory and highlights promising directions for future inquiry.
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Methodology
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Methodology
INVESTIGATING MEDICAL STUDENTS’ ENGLISH LEARNING MOTIVATIONAL ORIENTATIONS THROUGH SELF DETERMINATION
AbstractDriven by the recent paradigm shift in Algerian higher education towards English as a Medium of Instruction (EMI), this study investigates the motivational orientations of first-year medical students towards learning medical English. Drawing on self-determination theory as its theoretical framework, the research examines the interplay between amotivation, extrinsic motivation, and intrinsic motivation within an English for Medical Purposes (EMP) context. Data were collected through a quantitative research design using a self-administered questionnaire adapted from Noels et al.’s (1999) language learning orientations scale and administered to 91 students at the University of Oum El Bouaghi. The results, analysed via descriptive statistics, indicate that participants exhibit remarkably low levels of amotivation, suggesting a clear recognition of the purpose and utility of the course. Furthermore, findings reveal a robust, balanced motivational profile characterised by a high degree of intrinsic motivation, particularly stimulation, alongside self-endorsed extrinsic motives, most notably identified regulation. These results suggest that while external academic requirements influence engagement, the primary drivers for language acquisition are personal interest and the internalised relevance of English to the students’ future professional identities. The study concludes that fostering autonomy-supportive learning environments is essential to sustaining this autonomous drive and ensuring meaningful engagement within evolving EMI medical faculties.
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Lapele, F., Aman, A., & Putro, N. H. P. S. (2025). Factors influencing student motivation in English for specific purposes at Eastern Indonesian universities. PANYONARA: Journal of English Education, 7(1), 38-58. https://doi.org/10.19105/panyonara.v7i1.16525
Lapele, F. (2023). Factors influencing student motivation in English for specific purposes at Eastern Indonesian universities.Master’s thesis, Universitas Negeri Yogyakarta.
Mathis, B. J., Mayer, T., & Miyamasu, F. (2021). English as a vocational passport: Japanese medical students and second language learning motivation. Education Sciences, 11(10), 642. https://doi.org/10.3390/educsci11100642
McEown, M. S., Noels, K. A., & Saumure, K. D. (2014). Students’ selfdetermined and integrative orientations and teachers’ motivational support in a Japanese as a foreign language context. System, 45, 227–241. https://doi.org/10.1016/j.system.2014.06.001
Minh, L. N. B. (2024). Strategic integration of technology to foster students’ learning outcomes and motivation in legal English lessons. Studies in English Language and Education, 11(2), 957–975. https://doi.org/10.24815/-siele.v11i2.34885
Mustika, N., Rafki, R., & Lestari, R. (2022). Motivation and attitude towards English among medical technology laboratory students Universitas Perintis Indonesia. International Journal of Research and Innovation in Social Science, 6(12), 325-327. https://doi.org/10.47772/IJRISS.2022.61218
Noels, K. A. (2023). Selfdetermination theory and language learning. In R. M. Ryan & E. L. Deci (Eds.), The Oxford handbook of selfdetermination theory (pp. 619–637). Oxford University Press. https://doi.org/10.1093/oxfordhb/-9780197600047.013.31
Noels, K. A., Clément, R., & Pelletier, L. G. (1999). Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation. The Modern Language Journal, 83(1), 23–34. https://doi.org/10.1111/¬00267-902.00003
Noels, K. A., Vargas Lascano, D. I., & Saumure, K. (2019). The development of selfdetermination across the language course: Trajectories of motivational change and the dynamic interplay of psychological needs, orientations, and engagement. Studies in Second Language Acquisition, 41(4), 821–851. https://doi.org/10.1017/S0272263118000189
OgaBaldwin, W. L. Q., & Fryer, L. K. (2020). Profiles of language learning motivation: Are new and own languages different? Learning and Individual Differences, 79, 101852. https://doi.org/10.1016/j.lindif.2020.101852
Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78(1), 12–28. https://doi.org/10.1111/j.1540-4781.1994.tb0201.x
Pazoki, J. S., & Alemi, M. (2019). Engineering students’ motivation to learn technical English in ESP courses: Investigating Iranian teachers’ and students’ perceptions. RELC Journal, 51(2), 287–301. https://doi.org/10.1177/-0033688218811371
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2010). Motivation in education: Theory, research, and application. Pearson Education.
Strevens, P. (1988). The learner and teacher of ESP. ESP in the classroom: Practice and evaluation, 31, 91-119.
Vallerand, R. J. (2000). Deci and Ryan's self-determination theory: A view from the hierarchical model of intrinsic and extrinsic motivation. Psychological inquiry, 11(4), 312-318.
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Methodology
EMI IN THE AGE OF AI: ALGERIAN LECTURERS CAUGHT BETWEEN COURSE REDESIGN AND MACHINE TRANSLATION
AbstractAs the Algerian higher education, landscape changes very quickly, the simultaneous rise of English as a Medium of Instruction (EMI) and AI translation technology has left university lecturers in a pedagogical dilemma. Do they retrain to reproduce and deliver their courses in English based on EMI standards or use AI applications for translating the original lectures? This study employs a qualitative, phenomenological approach, using focus group discussion and in-depth interviews with 30 lecturers from various academic disciplines. It explores the implications of these pedagogical pathways from evidence derived from research in EMI, AI integration, and teacher agency. The research reveals underlying tensions surrounding linguistic accessibility, pedagogical integrity, and the level of institutional preparedness. While AI translation enables rapid content conversion, it often lacks contextual accuracy and fails to effectively engage students. Conversely, EMI alignment curriculum redesign promotes increased language and content integration but requires extensive training and support. The article concludes by outlining strategic implications for a stepwise, pedagogically grounded EMI transition model that uses technology without compromising instructional quality.
ReferencesAirey, J. (2012). “I don’t teach language.” The linguistic attitudes of physics lecturers in Sweden. In U. Smit & E. Dafouz (Eds.), Integrating content and language in higher education: Gaining insights into English-medium instruction at European universities (pp. 64–78). Peter Lang.
Airey, J. (2020). The scientific literacy required for participation in the 21st century. In A. L. Sjöström & A. Tyson (Eds.), Teaching science for social justice (pp. 15–33). Springer.
Badran, A., Baytiyeh, H., & Tuqan, M. (2021). Language policy and EMI in Arab higher education: Challenges and prospects. Higher Education Quarterly, 75(4), 585–599. https://doi.org/10.1111/hequ.12292
Bahdanau, D., Cho, K., & Bengio, Y. (2015). Neural machine translation by jointly learning to align and translate. International Conference on Learning Representations. https://arxiv.org/abs/1409.0473
Ball, S. J., & Tyson, R. (2022). Policy enactment in the age of AI: Teacher agency and system constraints. London Review of Education, 20(1), 54–68. https://doi.org/10.14324/LRE.20.1.04
Benrabah, M. (2013). Language conflict in Algeria: From colonialism to post-independence. Multilingual Matters.
Costa, F., & Coleman, J. A. (2021). Integrating content and language in higher education: From policy to practice. Language Learning in Higher Education, 11(2), 241–262. https://doi.org/10.1515/cercles-2021-2004
Dafouz, E., & Smit, U. (2020). ROAD-MAPPING English-medium education in the internationalised university. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-23463-8
Dearden, J. (2015). English as a medium of instruction: A growing global phenomenon. British Council.
Doiz, A., & Lasagabaster, D. (2022). Analysing implementation in EMI: Teachers’ practices and constraints. System, 107, Article 102803. https://doi.org/10.1016/j.system.2022.102803
Galloway, N., Ruegg, R., & Tominaga, L. (2020). A critical analysis of English medium instruction in Japanese universities. System, 91, Article 102271. https://doi.org/10.1016/j.system.2020.102271
García, I. (2011). Translating by post-editing: Is it the way forward? Machine Translation, 25(3), 217–237. https://doi.org/10.1007/s10590-011-9115-8
Gürsoy, E., Korkmaz, Ş. Ç., & Yıldız, S. (2023). Perceptions of EMI lecturers in Turkish higher education: Navigating between policy and practice. Language Teaching Research, 27(1), 35–58. https://doi.org/10.1177/¬13621688221-091234
Hamid, M. O., Nguyen, H. T. M., & Khan, A. (2023). The policy–practice gap in EMI: Voices from non-native English-speaking academics. Current Issues in Language Planning, 24(2), 189–205. https://doi.org/10.1080/14664208.-2023.2187654
Kenny, D. (2022). Artificial intelligence in translation: Promise, pitfalls, and pedagogy. Translation and Interpreting Studies, 17(2), 210–225. https://doi.org/10.1075/tis.21028.ken
Kruger, H. A., & van Rooyen, M. (2020). Human and machine translation in academic contexts: Competence and quality. The Translator, 26(1), 1–21. https://doi.org/10.1080/13556509.2020.1718021
Lasagabaster, D. (2023). EMI in higher education: The challenges of teacher training and professional development. Language Teaching Research, 27(2), 175–192. https://doi.org/10.1177/13621688231101234
Macaro, E. (2018). English medium instruction: Content and language in policy and practice. Oxford University Press.
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36–76. https://doi.org/10.1017/S0261444817000350
Moorkens, J. (2020). Ethics and machine translation. In D. Kenny (Ed.), Machine translation for everyone: Empowering users in the age of artificial intelligence (pp. 121–140). Language Science Press.
Munday, J. (2022). Translation and ethical considerations in the age of AI. Perspectives, 30(2), 165–185. https://doi.org/10.1080/0907676X.2022.2043458
Ouarniki, O. (2023). Exploring teachers' perspectives on the implementation of English as a medium of instruction (EMI) in Algerian higher education institutions: Challenges and opportunities. Afaq for Sciences, 8(3), 176–192. Retrieved from https://asjp.cerist.dz/en/article/223062
Pym, A. (2023). Language technology and pedagogical integrity: Recalibrating translation in EMI. Translation Spaces, 12(1), 25–42. https://doi.org/10.1075/ts.21025.pym
Rico, C., & Torrejón, E. (2021). MT in academic settings: Ethical dilemmas and practical solutions. The Interpreter and Translator Trainer, 15(3), 287–305. https://doi.org/10.1080/13556509.2021.1961098
Tsagari, D., & Floros, G. (2022). The role of translation in EMI: A pedagogical loophole or strategic tool? Language Assessment Quarterly, 19(2), 151–167. https://doi.org/10.1080/15434303.2022.2045089
Vinay, J. P., & Darbelnet, J. (2021). Comparative stylistics of French and English: A methodology for translation (J. Sager & M. Hamel, Trans.). John Benjamins.
Wächter, B., & Maiworm, F. (2014). English-taught programmes in European higher education: The state of play in 2014. Lemmens Medien GmbH.
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Methodology
TEACHER, AI, AND HYBRID FEEDBACK IN EFL WRITING: AN INTEGRATED THEORETICAL MODEL OF LEARNER PREFERENCES
AbstractThis research examines the preferences of EFL university students in Algeria, regarding teacher, AI-generated, and hybrid feedback in academic writing. Based on a unified theoretical framework that integrates Sociocultural Theory (SCT), Feedback Literacy, and the Technology Acceptance Model (TAM), this study examines the influence of cognitive, affective, and technological factors on learners’ engagement with various feedback sources. Data were gathered from 226 EFL students using a validated self-report questionnaire and subsequently analyzed by exploratory factor analysis (EFA) and structural equation modeling (SEM). The results show that teacher feedback is the best predictor of how students like to get feedback overall. AI-generated feedback, on the other hand, is more of a supplement: students acknowledge its usefulness for grammatical accuracy and iterative revision, but its perceived usefulness alone does not significantly predict their preferences. Instead, behavioral engagement with AI tools proves to be a significant determinant, suggesting that interaction with AI, rather than cognitive evaluation, drives its acceptance. Mediation analysis further demonstrates that high-quality teacher feedback indirectly enhances feedback preference by fostering greater engagement with AI tools, supporting a synergistic relationship between human and automated feedback. The study contributes to the growing body of literature by offering an integrative, SEM-based comparison of teacher, AI, and hybrid feedback in an underexplored Algerian EFL context. The results underscore the pedagogical value of hybrid feedback models, where AI serves as a supportive tool rather than a replacement for teacher input. Implications for designing balanced, technology-enhanced writing instruction that integrates both human expertise and AI affordances are drawn.
ReferencesAissi, R., & Mouas, S. (2024). Analyzing teachers’ perceptions of the impact of Moodle personalized positive feedback on foreign language students’ motivation and engagement. XLinguae, 17(1), 123–141. https://doi.org/10.18355/xl.2024.17.01.09
Alghannam, M. S. M. (2024). Artificial intelligence as a provider of feedback on EFL student compositions. World Journal of English Language, 15(2), 161. https://doi.org/10.5430/wjel.v15n2p161
Altamimi, D. H. F. (2025). Unlocking potential: Saudi EFL male students’ perspectives on AI tools for enhancing English writing proficiency. Arab World English Journal, 1, 40–58. https://doi.org/10.24093/awej/ai.3
Alyami, A., Alotaibi, S., & Khan, W. (2025). Saudi EFL learners’ perceptions of using artificial intelligence and its impact on their writing skills. Arab World English Journal, 16(1), 349–365. https://doi.org/10.24093/awej/vol16no1.22
Apridayani, A., Hongboontri, C., & Watanapokakul, S. (2026). The interplay of teacher cognition and student voice in feedback practices: A case study from Thai higher education. Social Sciences & Humanities Open, 13, 102521. https://doi.org/10.1016/j.ssaho.2026.102521
Bernaards, C. A., & Jennrich, R. I. (2005). Gradient projection algorithms and software for arbitrary rotation criteria in factor analysis. Educational and Psychological Measurement, 65(5), 676–696. https://doi.org/10.1177/0013164404272507
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum.
Enders, C. K. (2010). Applied missing data analysis. Guilford.
George, D., & Mallery, P. (1999). SPSS for Windows step by step: A simple guide and reference. Routledge.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
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Kailin, Z., & Saeed, M. A. (2026). Chinese EFL learners’ engagement with ChatGPT feedback on academic writing: A case study in Malaysia. Computers and Composition, 79, 102976. https://doi.org/10.1016/j.compcom.2025.102976
Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31–36. https://doi.org/10.1007/bf02291575
Li, L., Zhang, X., Zou, B., & Yang, Q. (2025). AI partner or peer partner? Exploring AI-mediated interaction in EFL pronunciation from a socio-cultural perspective. Learning, Culture and Social Interaction, 55, 100958. https://doi.org/10.1016/j.lcsi.2025.100958
Mansoor, H. S., Sumardjoko, B., & Sutopo, A. (2026). External variables influencing the attitudes of students toward AI acceptance in improving English writing: A systematic review. Frontiers in Artificial Intelligence, 8, 1719955. https://doi.org/10.3389/frai.2025.1719955
Mohammed, S. J., & Khalid, M. W. (2025). Under the world of AI-generated feedback on writing: Mirroring motivation, foreign language peace of mind, trait emotional intelligence, and writing development. Language Testing in Asia, 15(1), 7. https://doi.org/10.1186/s40468-025-00343-2
R Core Team. (2023). R: A language and environment for statistical computing (Version 4.3.2). R Foundation for Statistical Computing.
Rahmi, R., Amalina, Z., Andriansyah, A., & Rodgers, A. (2024). Does it really help? Exploring the impact of AI-generated writing assistant on the students’ English writing. Studies in English Language and Education, 11(2), 998–1012. https://doi.org/10.24815/siele.v11i2.35875
Revelle, W. (2023). psych: Procedures for psychological, psychometric, and personality research (R package version 2.3.9). Northwestern University.
Rosseel, Y. (2012). lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1–36. https://doi.org/10.18637/jss.v048.i02
Sijtsma, K. (2009). On the use, the misuse, and the very limited usefulness of Cronbach’s alpha. Psychometrika, 74(1), 107–120. https://doi.org/10.1007/s11336-008-9101-0
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Storch, N. (2018). Written corrective feedback from sociocultural theoretical perspectives: A research agenda. Language Teaching, 51(2), 262–277. https://doi.org/10.1017/s0261444818000034
Teng, M. F. (2024). “ChatGPT is the companion, not enemies”: EFL learners’ perceptions and experiences in using ChatGPT for feedback in writing. Computers and Education: Artificial Intelligence, 7, 100270. https://doi.org/10.1016/j.caeai.2024.100270
Tsao, J.-J. (2025). EFL students’ perceptions of reading portfolios and teacher feedback on reflective writing. Arab World English Journal, 16(1). https://doi.org/10.24093/awej/vol16no1.1
Wang, Z., & Han, F. (2022). The effects of teacher feedback and automated feedback on cognitive and psychological aspects of foreign language writing: A mixed-methods research. Frontiers in Psychology, 13, 909802. https://doi.org/10.3389/fpsyg.2022.909802
Weng, F., Zhao, C. G., & Chen, S. (2024). Effects of peer feedback in English writing classes on EFL students’ writing feedback literacy. Assessing Writing, 61, 100874. https://doi.org/10.1016/j.asw.2024.100874
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Wickham, H. (2016). ggplot2: Elegant graphics for data analysis. Springer.
Wickham, H., François, R., Henry, L., Müller, K., & Vaughan, D. (2023). dplyr: A grammar of data manipulation (R package version 1.1.3).
Yang, L. F., Liu, Y., & Xu, Z. (2022). Examining the effects of self-regulated learning-based teacher feedback on English-as-a-foreign-language learners’ self-regulated writing strategies and writing performance. Frontiers in Psychology, 13, 1027266. https://doi.org/10.3389/fpsyg.2022.1027266
Zeevy Solovey, O. (2024). Comparing peer, ChatGPT, and teacher corrective feedback in EFL writing: Students’ perceptions and preferences. Technology in Language Teaching and Learning. https://doi.org/10.29140/tltl.v6n3.1482
Zhang, Z., Aubrey, S., Huang, X., & Chiu, T. K. F. (2025). The role of generative AI and hybrid feedback in improving L2 writing skills: A comparative study. Innovation in Language Learning and Teaching, 1–19. https://doi.org/10.1080/17501229.2025.2503890
Culture Studies
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Culture Studies
ARMENIA: PRE-MONOTHEISTIC MYTHOLOGIES OF A SACRED LAND AND THEIR CURRENT SHAPES
AbstractIn this historical study, with a particular focus on religious history, I compare the lasting effects of original, pre-monotheistic elements of belief in the Armenian Highlands, especially among the Indo-European peoples of the Armenians and Kurds. Little is known about pre-Christian Armenian mythology and religious beliefs, which were apparently highly syncretistic and shaped by the veneration of nature and its elements. Being of Indo-European origin, they were later strongly influenced by Mazdaism (e.g., the deities’ beliefs of Aramazd, Mit(h)ra/Mihr, and Anahit) and Assyrian traditions. Urartian, Mesopotamian, and Greek deities were also adopted. Monotheism first reached the Armenian settlement area from Iran in the form of Zoroastrianism (Zarathustrianism), or Mazdaism (also Parsism). This religion, which is named after its founder Zarathustra is based on very ancient Indo-Iranian traditions and lore, originating between 1800 and 600 BCE. Its origins are disputed. It spread from around the 7th to the 4th century BCE in the Iranian cultural area (from eastern Asia Minor and Mesopotamia to Persia and Central Asia).
ReferencesAçıkyıldız, B. (2009). The sanctuary of Shaykh Adī at Lalish: Centre of pilgrimage of the Yezidis. Bulletin of the School of Oriental and African Studies, 72, 301-333. https://doi.org/10.1017/S0041977X09000536
Aksoy, G. (2006). Dersim Alevi Kürt mitolojisi: Raa Haq’da dinsel figürler [Dersim Alevi Kurdish mythology: Religious figures in Raa Haq]. Komal Yayınları.
Aksoy, G. (2012). Dersim: Alevilik, Ermenilik, Kürtlük [Dersim: Alevism, Armenianness, Kurdishness]. Dipnot Yayınları.
Arakelova, V. (2020). A note on tree worship in the Zaza folk beliefs. Iran and the Caucasus, 24(4), 404-407. https://doi.org/10.1163/1573384X-20200406
Baran, S. (2020). From fairytale character to lost goddess: The archetypal representation of stepmother within Kurdish folklore. In A. Korangy (Ed.), Kurdish art and identity: Verbal art, self-definition and recent history (pp. 82–93). De Gruyter.
Bauer, W. (1988). Griechisch-deutsches Wörterbuch zu den Schriften des Neuen Testaments und der frühchristlichen Literatur [Greek-German dictionary of the writings of the New Testament and early Christian literature]. Walter de Gruyter.
Bozyel, S. (2023, July 8). The serpent symbolism in the Yazidi religion and traditions and the snake in Yerevan. Hevsel Times.
Conybeare, F. C. (1901). Review of Ararat und Masis. Studien zur armenischen Altertumskunde und Litteratur, by F. Murad. The Academy and Literature, 59(1502), 335–337.
Deniz, D. (2023). Shamaran (Shahmaran): The lost goddess of Kurdistan. In S. Reger, M. J. Neitz, D. Mitten, & D. Clunie (Eds.), Maternal thinking: Gifts, mothers’ bodies, and earth. Proceedings of the Association for the Study of Women and Mythology (pp. 103–119). Women and Myth Press.
Deniz, D. (2020). The Shaymaran: Philosophy, Resistance, and the Defeat of the Lost Goddess of Kurdistan. The Pomegranate, 22(2), 222–224. https://doi.org/10.1558/pome.38409.S2CID239757941
Dinç, P. (2025). Dersim: A century of state-led destruction and resistance. In P. Dinç & O. S. Hüler (Eds.), The Republic of Turkey and its unresolved issues: 100 years and beyond (pp. 53–68). Springer Nature. https://doi.org/10.1007/978-981-96-1583-4_4
Evangelische Kirche in Deutschland. (n.d.). Paradies – Basiswissen Glauben.
Gesenius, W. (2013). Hebräisches und aramäisches Handwörterbuch über das Alte Testament [Hebrew and Aramaic lexicon of the Old Testament]. Springer-Verlag.
Gültekin, A. K. (2021). Dersim as a sacred land: Contemporary Kurdish Alevi ethno-politics and environmental struggle. In E. Hunt (Ed.), Ecological solidarity and the Kurdish freedom movement: Thought, practice, challenges, and opportunities (pp. 225–243). Lexington Books.
Gündoğan, K. (2023). Alevileş(tiril)miş Ermeniler; Dersimli Ermeniler-2: “Biz İsa’ya tabiyiz, Ali’ye mecburuz” [Alevized Armenians; Armenians of Dersim-2: “We follow Jesus, we are obliged to Ali”]. Ayrıntı Yayınları.
Halaǰyan, G. (1960). Dersimi azgagrakan nyutʿer [Ethnographic materials of Dersim] (Part V, fols. 596ff.) [Typescript]. Gevorg Halaǰyan Archives, Armenian Institute of Archaeology and Ethnography.
Halajian, G. (1973). Dersimi hayerě [The Armenians of Dersim]. In Hay azgagrut’yun ev banahyusut’yun [Armenian ethnography and folklore] (Vol. 5). Armenian SSR Academy of Sciences.
Halsberghe, G. H. (1972). The cult of Sol Invictus. Brill.
Hansen, H. H. (1961). The Kurdish woman’s life: Field research in a Muslim society. Nationalmuseet.
Haussig, H. W. (1986). Wörterbuch der Mythologie: Abteilung 1, Die alten Kulturvölker. Band IV: Götter und Mythen der kaukasischen Völker [Dictionary of mythology: Section 1, The ancient cultures. Volume IV: Gods and myths of the Caucasian peoples]. Klett-Cotta.
Sources of Data
Visit to Lalesh, holy site of the Yazidis in Iraq. Photo report
“The Birth of Munzur – Sacred River, Contested Landscape,” Rocks, Water, and Fire: Sacred Landscapes of the Alevis of Dersim (Accessed June 26, 2025).
Literature Studies
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Literature Studies
ÉRIC EMANUEL SCHMITT’S HOTEL OF TWO WORLDS: GUESTS OF NOWHERE LAND & THEIR CONFRONTATIONS WITH THANATOS
AbstractThis study aims to examine Éric Emanuel Schmitt’s play, Hotel of Two Worlds and explore how the residents’ confrontation with death transforms them. Their urgent desire for escape and the inability to escape from that atemporal and aspatial place adds fuel to the fire. While the play alludes to Sartre’s No Exit and other existentialist works, Schmitt’s emphasis on spirituality clearly distinguishes it from absurdist and nihilist literature. In this work death is not absolutely defined as the absurd destination for humans, instead, what is highlighted is the mysterious aspect of death. And the interrelation of death with the halo of light gives death a more enigmatic status rather than an absurd status. The philosophical views of Blanchot and Heidegger on death, particularly Heidegger’s concept of Sein-zum-Tode (Being-toward-death), are central to this study. It is concluded that though death cannot be defined, it is unavoidable. Humans must live their moments as though death were near, and yet its proximity must not devitalize their lives.
ReferencesAmirian, S. (2010). Existentialism in the theatre of Éric-Emmanuel Schmitt. Peter Lang.
Amirian, S., & Yousof, G. S. (2017). The influence of Sufism on Éric-Emmanuel Schmitt’s work. Journal of Fundamental and Applied Sciences, 9(1S). https://doi.org/10.4314/jfas.v9i1s.694
Attignol Salvodon, M. (2003). The world of Éric-Emmanuel Schmitt: From existentialism to humanism. French Review, 76(6), 115–125.
Becker, E. (1973). The denial of death. Free Press.
Blanchot, M. (1982). The space of literature (A. Smock, Trans.). University of Nebraska Press.
Blanchot, M. (1995). The writing of the disaster (A. Smock, Trans.). University of Nebraska Press.
Frankl, V. E. (1985). Man’s search for meaning. Washington Square Press.
Gibran, K. (1923). The prophet. Alfred A. Knopf.
Golsan, K. (2018). Éric-Emmanuel Schmitt: A philosopher of the heart. Contemporary French Theatre Review.
Heidegger, M. (1962). Being and time (J. Macquarrie & E. Robinson, Trans.). Harper & Row.
Levinas, E. (1968). What is called thinking? (J. G. Gray, Trans.). Harper & Row.
Hippolyte, J.-L. (2006). The enigma of Éric-Emmanuel Schmitt. Yale French Studies, 110, 41–53.
Levinas, E. (1969). Totality and infinity: An essay on exteriority. Duquesne University Press.
Levinas, E. (1988). Useless suffering. In R. Bernasconi & D. Wood (Eds.), The Provocation of Levinas: Rethinking the Other (pp. 156–167). Routledge.
Nagel, T. (1971). The absurd. The Journal of Philosophy, 68(20), 716–727. https://doi.org/10.2307/2024942
Nietzsche, F. (2005). Anti-Christ, Ecce Homo, Twilight of the Idols, and Other Writings (A. Ridley & J. Norman, Eds.). Cambridge University Press.
Robinson, J. M. (2001). Nobility and annihilation in Marguerite Porete’s Mirror of simple souls. State University of New York Press.
Sabouri, H., Şavkay, C., Khanbazian, A., & Bagheri Azar, A. (2023). Regaining the Lost Momentum Toward Authenticity: Heideggerian Being in Fowles’s The Magus and Golding’s Free Fall. Jordan Journal of Modern Languages and Literatures, 15(4), 1297–1309.
Sartre, J.-P. (1956). Being and nothingness: An Essay on Phenomenological Ontology (H. E. Barnes, Trans.). Philosophical Library.
Sartre, J.-P. (1964). Nausea (L. Alexander, Trans.). New Directions Publishing.
Schmitt, É.-E. (1999). Hotel of two worlds. Éditions Albin Michel.
Schopenhauer, A. (1974). Parerga and paralipomena: Short philosophical essays (Vol. 2). Clarendon Press.
Tillich, P. (1952). The courage to be. Yale University Press.
Armenological Studies
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Armenological Studies
REFLECTIONS ON PHASES OF MASS ATROCITY CRIMES
AbstractAn analytical exploration of different aspects and phases of mass atrocity crimes are offered, including some of the key underlining terms employed to describe such a major and complex destructive process. Amongst the concepts discussed are: war crimes, genocide, crimes against humanity, politicide, forced ethnic expulsions, so-called ethnic cleansing, and man-made famine. Amongst the methods described are financial plundering, ghettoization, mass imprisonment, coerced slave labour, man-made starvation, mass shootings, and extermination by gas chambers. A case study of the Nazi Germany’s regime of mass deportations and murder is offered to contextualize and provide historic examples of the concepts discussed. Comparisons with aspects and phases of the Armenian Genocide are also offered. The article concludes by offering several cautionary reflections about the grim prospects for even more calamitous consequences of mass atrocity crimes, such as omnicide, in the contemporary era.
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Armenological Studies
ARTSAKH BETWEEN HISTORY AND SOVEREIGNTY: THE DISPUTED IDENTITY OF NAGORNO-KARABAKH
AbstractThis article explores the contested identity of Nagorno-Karabakh (Artsakh) through historical and political analysis. Prompted by the Munich Security Conference (February 17, 2024), where Azerbaijani President Ilham Aliyev asserted that “Nagorno-Karabakh is part of Azerbaijan,” the study interrogates this claim against Armenian and Azerbaijani narratives. Using case study methodology, it examines historical timelines, cultural continuity, and linguistic evidence to highlight how history is mobilized politically to legitimize sovereignty. The analysis underscores the tension between de facto Armenian self‑governance and de jure Azerbaijani sovereignty, situating Artsakh within broader debates on identity and international law. It also considers the humanitarian dimension, including the 2023 refugee crisis, which displaced over 100,000 Armenians. Ultimately, the article argues that reconciliation requires acknowledging contested histories while prioritizing peace and coexistence. Artsakh thus emerges as both historically Armenian and legally Azerbaijani, embodying the paradox of memory and sovereignty in the South Caucasus.
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