Foreign Languages in Higher Education

This study investigates Call-to-Action (CTA) phrases in digital discourse, focusing on their linguistic characteristics that aim to elicit specific responses from audiences. In the context of online marketing, where digital communication has a significant influence on consumer behavior, CTAs serve as crucial tools for engagement and conversion. The investigation, employing methods of discourse analysis and linguistic analysis, demonstrates that CTA phrases utilize direct action verbs, concise structures, and elements of urgency, such as buy now or limited time offer, to capture attention and prompt immediate action. Furthermore, effective CTAs are tailored to the target audience, taking into account their interests and motivations. By elucidating the linguistic mechanisms underlying CTA phrases, this research offers insights into optimizing digital marketing strategies for greater impact and responsiveness.

This paper investigates the pragmatic functions of if-parentheticals in fictional dialogue, focusing on Charles Dickens's David Copperfield. If-parentheticals, often overlooked in traditional syntactic and semantic studies, are examined at the syntax-semantics-pragmatics interface to reveal their discourse-regulating roles. Two primary types are identified: if-metatextual parentheticals, which serve as anchored devices offering commentary and evaluation, and if-speech-act parentheticals, which function as floating elements to regulate politeness and mitigate face-threatening acts. By analyzing their syntactic positioning, semantic contribution, and illocutionary functions, the study highlights their critical role in shaping discourse coherence, interpersonal dynamics, and pragmatic interpretation. The findings underscore how these parentheticals contribute to the depth and subtlety of fictional interactions, emphasizing their value in both linguistic analysis and literary studies.

This work presents a study of how manipulation is expressed in politics through language, as observed in English and French political discourse. Language units carefully selected by politicians in public speaking, in combination with social factors, can be a powerful instrument for manipulation, i.e. for managing public opinion. Manipulation is an integral part of political communication, all speech strategies of which are aimed at one purpose: to influence recipients, persuade them to make a decision beneficial for the speaker. The work considers the main strategies, tactics and types of manipulation used in modern political sphere. The analysis of politicians’ public speeches highlights the pivotal role of manipulative speech techniques in achieving political objectives.

  The interrelation of gender aggression with politics is a sensitive topic, which brings to light the power disparities in society. A social semiotic perspective is taken in this article to scrutinize the signs, symbols and the multimodal communication employed to produce or maintain gendered aggression in politics. The article is based on the investigation of the encoding and decoding of gender stereotypes and biases in political discourse by means of verbal, nonverbal and paralinguistic practices such as tone, interruptions, imagery and body language. Moreover, the study takes into consideration both the cultural and ideological backgrounds which influence the perception of gendered behavior and therefore, the exportation of examples in political discussions, speeches and media manifestations is done to demonstrate that. Specific focus is given to the female politicians who tend to be viewed by the double standards and are considered to be either aggressive or oversensitive in the cases when their male counterparts are shown as strong or forceful.

This article looks at how Facebook helps shape the way we think about and present our identities online. It explores how the platform encourages users to be “real” by using their actual names and lives as part of their digital presence. By looking at Facebook’s features – like profiles, posts, and the news feed – the research shows people carefully managing how they appear to others, often influenced by likes, comments, and what the algorithm decides to show. The article explores digital identity construction through case study and platform feature analyses, focusing on authenticity, performance, engagement dynamics, and how people balance being themselves with presenting a version of themselves that fits social expectations. Drawing from research in media and social sciences, the article argues that while Facebook helps normalize online identity tied to real life, it also creates new pressures to manage that identity carefully. It ends by raising questions about what this means for how we see ourselves in the digital world today.

The paper is devoted to the study of structural-semantic peculiarities and the main trends in the use of linguistic structures in the AI-generated business letters of the following categories – direct-request letters, good-news letters, bad-news letters and persuasive letters. The study of these categories of business letters is conditioned by the fact that business correspondence plays a key role for the establishment of business relations and efficient cooperation between parties. Ten types of commercial business letters are created by Gemini, a personal AI (Artificial Intelligence) Google assistant. The letters are created in formal style in response to the given prompts. The linguostylistic analysis of AI-generated business letters has revealed lexical units expressing request, receipt, acknowledgement, regret, apology, expectation and cooperation. The discussed rules observed in human-generated correspondence are used in business letters created by Gemini.

The paper defines the concept of language nomination, considers its various types and means. It examines the peculiarities of the nominative aspect of language, which is closely related to its communicative and cognitive functions. The paper identifies the key features of the deictic type of nomination, which differs radically from naming as another type of nomination, as well as highlights various approaches to its study, in particular from semasiological and onomasiological perspectives. The literature review on this issue allows for a better understanding of the theoretical basis of nomination.

In recent years, gamification has gained significant attention as a strategy for enhancing teaching and learning across all educational stages. While some scholars express concerns regarding its ethical implications and potential drawbacks, most researchers highlight its capacity to create engaging, motivating, and enjoyable learning experiences. This paper explores the concept of gamification, its origins, and various definitions proposed by scholars, emphasizing its distinction from games and serious games. By integrating game mechanics, such as points, badges, leaderboards, and rewards, into non-game contexts, gamification aims to boost user engagement and learning outcomes. The study also examines critical factors influencing the effectiveness of gamification in higher education, including learner motivation, collaboration, and attitudes toward gamified experiences.

 Additionally, it addresses challenges such as cognitive manipulation, ethical concerns, and the potential for diminished learning outcomes. Almeida et al. (2023), for instance, conducted a systematic mapping study revealing that certain game design elements, like badges and leaderboards, can lead to negative effects such as decreased motivation and performance in educational software. They also noted ethical dilemmas, including the potential for cheating and manipulating the system.

 A comparative analysis of theoretical frameworks, including those by Deterding et al. (2011), Werbach and Hunter (2012), as well as Huotari and Hamari (2012), provides insights into the diverse perspectives on gamification. The paper concludes by emphasizing the importance of careful design and implementation to ensure gamification serves as an effective tool for learning rather than a superficial or manipulative strategy.

This study investigates and compares the core cultural values of Armenians and Americans, aiming to enhance cross-cultural understanding within the Armenian EFL educational context. Using a mixed-method approach – including Likert-scale surveys and semi-structured interviews – data was collected from Peace Corps Armenia volunteers and FLEX Armenia alumni. The results confirm the research hypothesis: Armenian values, traditions, and interpersonal relationships are deeply rooted in community, while American values emphasize individual rights and social diversity. Specifically, Armenians place strong importance on hospitality (83%), family (67%), and unity (50%), whereas Americans prioritize diversity (80%), individualism (58%), and liberty (50%). Notably, kindness and hospitality are more significant to Armenians (83% vs. 40%), and strong family values also differ greatly (67% for Armenians vs. 8% for Americans). Despite these contrasts, both cultures value hard work and perseverance. In Armenia, these traits support community cohesion and tradition, while in the United States, they reflect the pursuit of personal success and innovation. By filling a gap in Armenian EFL scholarship, this research foregrounds the pedagogical relevance of intercultural exploration.

The use of artificial intelligence (AI) in language education has the potential to revolutionize how EFL (English as a Foreign Language) learners develop language skills. This study examines the effect of AI-driven tools on the language achievements of EFL learners, specifically within content-based classrooms. Tools like ChatGPT, Google Translate, Canva and others offer instant, tailored feedback across different language subskills such as vocabulary, grammar, and writing. The research employs a mixed methods approach, comprising qualitative insights to assess how these tools influence language proficiency, self-regulated learning behaviors, and learner motivation. The results are anticipated to show how AI tools can lead to significant improvements in language proficiency, strengthen specific language skills, and promote self-regulation by providing actionable feedback that encourages independent learning. The study also aims to add empirical evidence to the expanding research on AI’s role in education, particularly in content-based language learning, and highlight the potential of AI tools to offer personalized learning experiences, boost learner engagement, and address gaps in language acquisition.