Developing an ESP-Based Language Learning Environment to Help Students Improve Critical Thinking Skills in Written Output

In recent years, as a result of both research discoveries in the fields of foreign language acquisition and learning, the concept of teaching and learning has undergone a significant transformation. English for Specific Purposes (ESP) is a learner-centered approach to teaching English as a foreign language that emphasizes developing communicative proficiency in niche industries such agronomy, commerce, academia, accountancy, education, engineering, and information technology. This concept of English-for-Teaching as a restricted form of ESP for the classroom builds on the knowledge that instructors already have about teaching while also introducing and validating specific classroom terminology. When students interact and cooperate with one another, ESP practice emerges naturally in a language learning setting. Two major aspects that ESP highlights are the growth of dialogical interaction and the establishment of ecologically complete learning environments. In this essay, we create an ESP to aid students in the development of their critical thinking (CT) abilities in written output. We combine the Synergy model, Brain-based learning, and the Flipped Classroom models to create an ESP environment. Students CT abilities and academic success served as the studys criteria. The Course Satisfaction Questionnaire and placement exams were used to obtain the statistical data. Using the Cronbach Alpha coefficient (CAC) and Spearman correlation coefficient, the test on CT data was interpreted, and the combined data was examined using SPSS (V 26.0). By immersing students in problem-solving- based learning (PBL), this paradigm helps students develop their CT skills. It also helps students achieve academically by elevating their sense of accountability for learning outcomes and promoting the use of a variety of learning strategies

Impoliteness in Only Drunks and Children Tell the Truth by Drew Hayden Taylor

The present study attempts to examine (im) politeness in Only Drunks and Children Tell the Truth, a drama play written by Drew Hayden Taylor. Politeness and impoliteness have received a great amount of attention from many scholars in recent years. The study applied a classification developed by Culpeper in his latest book entitled Impoliteness: Using Language to Cause Offence. The classification mainly focuses on conventionalized and implicational impoliteness in literary texts. Drew Heyden through his characters' conversational dialogues presents numerous (im) polite expressions to both entertain and make actors and audiences think critically. This study applied the previously mentioned classification to examine impoliteness in characters' expressions. The findings revealed that impoliteness is a common phenomenon in the language used especially by women characters in the play. The main reason behind this is the emotional pain the characters experienced in their life. Impoliteness was used by both females and males, but it was found that women used more impoliteness strategies than men