From Access to Agency: A Capability-Based Reconceptualization of Linguistic Equity in Generative AI–Mediated Language Education

Prepared by

Dr.Nazik Noaman Ahmed
Assistant Professor
University of Tabuk
Haql University College
https://orcid.org/0000-0002-4655-5947
DOI -  https://doi.org/10.53348/NEA1SE33

Abstract
Generative artificial intelligence (GenAI) has recently become adopted into language learning environments at unprecedented rates. Though research has yet to catch up to practice, language educators and researchers are concerned with questions of equity related to GenAI tools. The bulk of this research has been technocentric, prioritizing access to AI instead of how students convert access into actionable freedoms. To fill this gap, the current study sought to reconceptualize linguistic equity from a capability perspective. The researchers utilized a quasi-experimental mixed-methods design with 80 EFL learners in experimental and control groups. Paired and independent sample t-tests were used to analyze quantitative data, while thematic analysis was used to code qualitative data. Results showed significant improvement for the experimental group (pre-test M = 10.58, post-test M = 18.27; t(39) = 15.63, p < .001) over the control group (pre-test M = 10.46, post-test M = 13.34; t(39) = 5.42, p < .001), with a statistically significant difference between groups at post-test (t(78) = 11.48, p < .001). Quantitative results from questionnaires show a high sense of agency (M = 4.18). The results of this study have important implications for reconceptualizing linguistic equity as depending not just on access but on the capability to use artificial intelligence to succeed in language performance environments. The study adds to theory by providing preliminary work on a capability framework and provides practical application toward equitable GenAI pedagogy
Keywords: generative artificial intelligence, linguistic equity, capability approach, learner agency, EFL education

Stance, Legitimation, and Digital Authority on LinkedIn: A Corpus-Informed Critical Discourse Analysis of Bill Gates' Posts

Prepared by

Abdulhameed A. Alhuwaydi
Department of English Language and Literature
College of Languages and Humanities
Qassim University, Buraydah
Saudi Arabia
Email: عنوان البريد الإلكتروني هذا محمي من روبوتات السبام. يجب عليك تفعيل الجافاسكربت لرؤيته.
ORCID ID: https://orcid.org/0000-0001-5299-5343?lang=en
DOI –https://doi.org/10.53348/NEA2SE33

Abstract

This paper studies how Bill Gates’ LinkedIn posts enact digital authority and legitimate global development intervention through stance, quantification, progress-talk, and solution-oriented agency. The corpus includes 14 fact-checked English-language LinkedIn posts published by Bill Gates between 23 September 2025 and 7 June 2026. Corpus-informed critical discourse analysis employed reproducible Python-generated token counts alongside post-level thematic and legitimation coding. The total corpus size was 1,222 words (M = 87.3 words/post; range = 24-199). Posts related to global health or child survival were most frequent at eight posts (57.1%). First-person singular self-mentions and collective references each appeared in nine posts. Predictive appeared 18 times across the corpus         Quantification/evidentialization appeared in nine posts, solution/intervention language appeared in 11 posts, and agency assigned to institutions or experts appeared in 10 posts. Close reading revealed a common pattern of legitimation through stances which move from problem definition, to evi-dence and social alliances, towards solution-carrying organizations, programs/companies, researchers, or technologies. This pattern diffuses moral responsibility while centralizing the capacity for action. Results suggest executive discourse on LinkedIn blends personal judgments, quantified endorsements of urgency, collective solidarity, and futurological expertise to frame institutions and their solutions as natural. Both the community-centered transportation response of the m-mama post and explicit mentions of equity in captions about AI nevertheless caution against reading these captions as purely techno-solutionist
Keywords: LinkedIn, corpus-informed discourse analysis, critical discourse analysis, stance, legitimation, digital authority, Bill Gates

Epistemic Possibility and Textual Source Voice in AI Technology Journalism: A Corpus-Assisted Case Study of May, Might, Could, and Likely, 2022–2026

Prepared by

Asjad Ahmed Saeed Balla
Department of English Language and Literature
College of Languages and Humanities
Qassim University, Saudi Arabia
عنوان البريد الإلكتروني هذا محمي من روبوتات السبام. يجب عليك تفعيل الجافاسكربت لرؤيته.
ORCID ID: https://orcid.org/0000-0001-9387-8653
DOI –https://doi.org/10.53348/NEA3SE33

Abstract
AI journalism often couples statements about current technical capability with predictions whose realization is uncertain. This exploratory, corpus-assisted case study investigates may, might, could and likely in 20 criterion-based TechCrunch AI articles, chosen as two eligible articles from two fixed 14-day windows each year, 2022–2026. On October 4, 2026 a script was executed to audit the captured canonical pages, raw html, cleaned editorial text and verification logs. Case-insensitive, whole-word searches in headlines and editorial bodies yielded 40 target tokens. Was was the most frequent form (n = 16, 40.0%) and occurred in nine articles, but only 7 of the 16 occurrences (43.8%) were epistemic; the other nine were capacity or affordance. Epistemicity was found in 10 of the 12 may tokens (83.3%) and all the might and likely tokens. Of these, 29 (72.5 %) were epistemic. One watermarking article in 2023 accounted for 8 of the 40 tokens, so removing it dropped the proportion of all target tokens in 2023 from 22.5% to 3.1%. Two blinded machine-assisted coding passes agreed on 35 of 40 semantic codes (87.5%; κ = .679). This is an algorithmic audit diagnostic, not human inter-rater reliability. The findings are descriptive, entirely auditable, and limited to this small, purposively bounded corpus
Keywords: epistemic modality, uncertainty, artificial intelligence, technology journalism, corpus-assisted discourse studies, modal verbs, source attribution

Technology-Enhanced Home Language Practices in Bilingual Families: An Integrative Review of Parental Mediation and Child Language Development

Prepared by

Rasha Ali Mohamed Fadul
Gulf Colleges
Hafar Albatin -KSA
عنوان البريد الإلكتروني هذا محمي من روبوتات السبام. يجب عليك تفعيل الجافاسكربت لرؤيته.
DOI –https://doi.org/10.53348/NEA4SE33

Abstract
Digital media are now embedded in bilingual family life, yet evidence remains fragmented across family language policy, digital literacy, parental mediation, and child-language research. This integrative review synthesises a verified core corpus of 17 empirical studies published between 2021 and July 2026. The corpus covers general home digital-media use, digitally supported shared reading, and polymedia or transnational communication. Descriptive mapping and convergent narrative–thematic analysis show that digital technologies can broaden access to heritage and societal languages through e-books, educational applications, audiovisual media, messaging, video calls, and social media. However, access alone did not reliably produce developmental gains. More favourable opportunities for vocabulary learning, narrative comprehension, oral participation, literacy, and heritage-language use occurred when parents or other family members supported co-use, questioning, explanation, translation, modelling, feedback, and responsive communication. Passive or background exposure was associated with fewer conversational turns. Child agency, bilingual proficiency, socioeconomic resources, parental digital literacy, language status, and content availability moderated these relationships. Only six studies directly assessed child-language behaviour or performance, and all four intervention or technology-design studies were short term and lacked delayed unaided assessment. The review proposes a recursive practice–mediation–context–outcome framework and distinguishes interaction-generating from interaction-displacing technology use.  Because archived search exports and screening records could not be accessed, this synthesis is framed openly as a bounded integrative review, not as an exhaustive systematic review
Keywords: bilingual families; child language development; digital media; family language policy; heritage-language maintenance; parental mediation

"Digital Transformation in English Language Teaching: The Impact of Artificial Intelligence on the Future of Humanities"

Prepared by

Asst. Lecturer Ameen Hussein Jbarah
The Open Educational College
Karkh Study Center
عنوان البريد الإلكتروني هذا محمي من روبوتات السبام. يجب عليك تفعيل الجافاسكربت لرؤيته.
DOI –https://doi.org/10.53348/NEA5SE33

Abstract
Pushed by the Artificial Intelligence (AI), the rapped digital transformation has significantly affected English language teaching by loading a pressure on teaching methods manipulating the role of both, teacher and student. The present paper investigates the role of AI driven language application and platforms, digital classrooms, and personalized learning systems in changing learning approaches and the future of education. By reviewing recent researches, this paper emphasizes the opportunities and challenges offered by digital transformation in language teaching. Discussing basic issues like ethical consideration, teacher preparing, and equitable access. The final results indicate that the adopting of AI through a human-centered approach, can improve learner autonomy, culture awareness, and essential digital literacy, using this transformation a means to amuse innovation in language teaching
Keywords: English Language Teaching (ELT), Digital Transformation, Artificial Intelligence (AI), Pedagogical Innovation, Humanities Education, Technology Integration 

Bundled Incentive Interventions for Rural Physician Retention: Evaluating Whether Combined Scholarships, Housing Support, and Workload Reforms Reduce Burnout.

Prepared by

Tarig Ali
College of Business Administration
Management Department
Taibah University
Saudia Arabia
DOI –https://doi.org/10.53348/NEA6SE33

Abstract
Rural and underserved communities continue to struggle to keep enough physicians, limiting people’s access to primary care. This review looked at ten recent studies from both wealthier and lower-income settings to understand which approaches help recruit and retain doctors in these areas
Education-based programs showed the clearest signs of improving retention. Financial incentives and policy requirements had mixed results, and seemed to work better when paired with other forms of support. Heavy workloads, limited independence, professional isolation, and weak ties to the community were linked to burnout and doctors’ plans to leave. Mentoring, career opportunities, supportive workplaces, and social connection appeared to help doctors stay
Overall, the findings suggest that retention efforts should combine several approaches and fit the needs of each community, rather than rely on a single solution. The evidence is still limited: studies often used different measures, provided little detail about how programs were carried out, and rarely tracked results over the long term. More rigorous, long-term research is needed to learn which combinations work best in different settings
Keywords Rural physician retention; Recruitment and retention strategies; Professional support

الكفاءات الاحترافية والجدارات الذكية للعاملين في المكتبات والأرشيف: إطار تدريبي مقترح لمواكبة التحولات الرقمية وتطبيقات الذكاء الاصطناعي

 إعداد
د. المزمل الشريف حامد
قسم المكتبات والمعلومات
جامعة الوصل. دبي                

د. جميلة عبد الرحيم حسن
أ‌. ريم الشرياني
جامعة الامارات / المكتبة الطبية
DOI –https://doi.org/10.53348/NEA7SE33

المستخلص
تهدف هذه الدراسة إلى بناء إطار تدريبي مقترح لتنمية الكفاءات الاحترافية والجدارات الذكية للعاملين في المكتبات والأرشيف بما يواكب التحولات الرقمية والذكاء الاصطناعي. واعتمدت الدراسة المنهج الوصفي التحليلي وتحليل الوثائق والمراجعة المنهجية للأدبيات، باستخدام استمارة تحليل المحتوى. وتوصلت الدراسة إلى أربع مجالات رئيسة: الكفاءات الرقمية والتقنية، والجدارات التحليلية وإدارة البيانات، والابتكار وتطوير الخدمات الذكية، والأخلاقية والحوكمة الرقمية، إلى جانب أربعة مستويات للإتقان (PL1–PL4) تتدرج من الاستخدام الأساسي إلى التطبيق والتحليل والقيادة. كما ربطت الدراسة أهداف ومخرجات التعلم بمؤشرات أداء لقياس تحقق الكفاءات، وأوصت الدراسة بتصميم مسارات تدريبية متدرجة وفق مستويات الإتقان (PL1–PL4). وتعزيز التدريب المستمر في الذكاء الاصطناعي، وتحليل البيانات، والتقنيات الرقمية، والابتكار
الكلمات المفتاحية: الكفاءات الاحترافية، الجدارات الذكية، المكتبات، الأرشيف، التحول الرقمي، الذكاء الاصطناعي.

المسرح في عصر الوسائط الرقمية: نحو وعي حداثي في التفكير والتلقي

د. حسنية بلحمين
كلية الآداب والعلوم الإنسانية
 الرباط - المغرب
DOI -https://doi.org/10.53348/NEA8SE33

المستخلص:
تتناول هذه الدراسة التحولات الجوهرية التي طرأت على المسرح في ظل تدفق الوسائط الرقمية والتقنيات الحديثة، انطلاقا من المبدأ النظري الذي يربط كل انتقال حضاري بتحول في أسئلة الواقع ووسائل التفكير فيه. يهدف البحث إلى استكشاف كيف يعيد الزمن التكنولوجي صياغة الوعي الإنساني والتجربة المسرحية، عبر الانتقال من الاستهلاك السلبي إلى التفاعل الحر والتواصل اللامحدود عبر الثقافات.
تستعرض الدراسة دور الوسائط المتعددة (النص، الصوت الفيديو، الصورة، التقنيات الحديثة)، المنظمة عبر الحاسوب والشبكة، في تشكيل المسرح الرقمي. كما تحلل طبيعة النص المسرحي الرقمي المترابط باعتباره مرحلة فكرية ديناميكية تنصهر فيها أدوار المؤلف والمتلقي والممثل (البشري أو الافتراضي) والمخرج السينوغرافي. وتبرز الدراسة مفصلية التلقي الرقمي الذي يفوق التلقي الورقي التقليدي؛ إذ يتجاوز مجرد التخييل والتأويل إلى المشاركة الفعلية للمشاهد في إنتاج المعنى وإعادة خياطة نسيج العرض عبر سلسلة من التفاعلات المترابطة. وفي ختامها، تسلط الدراسة على الناقد المسرحي الموسوعي، المطالب لمواكبة هذه التجليات الإبداعية وإصدار الأحكام النقدية الشاملة، بامتلاك مهارات تقنية ومعرفية متقدمة.
وتخلص الدراسة إلى أن المسرح الرقمي يشكل امتدادا حتميا للذاكرة الثقافية والتاريخية والتخييلية، لا قطيعة معها، ويعمل كوسيط للتعدد الثقافي وصهر آفاق توقعات الجمهور المتنوع في ظل متغيرات التواصل مع بداية القرن الواحد والعشرين.
الكلمات الافتتاحية: المسرح التفاعلي، النص الرقمي المترابط، الوسيط الرقمي، النقد المسرحي، الأدب الرقمي، السينوغرافيا الرقمية، التعدد الثقافي، رؤيا حداثية، التلقي المعاصر.