https://www.macrothink.org/journal/index.php/jsel/issue/feedJournal for the Study of English Linguistics2024-03-11T02:38:20-07:00Judy Lewisjsel@macrothink.orgOpen Journal Systems<img style="float: right; padding-left: 20px; padding-right: 20px;" src="/journal/public/site/images/jsel/homepageImage_JSEL_US.jpg" alt="" width="300" /><p><em>Journal for the Study of English Linguistics</em> (JSEL) is an international, peer-reviewed, online journal published by Macrothink Institute, USA. It provides an academic platform for professionals and researchers to contribute innovative work in the field. JSEL carries original and full-length articles that reflect the latest research and developments in both theoretical and practical aspects of English Linguistics studies. It focuses on all aspects about English Linguistics, including Theoretical Linguistics, Applied Linguistics and Descriptive Linguistics. The journal is published online, and the online version is free access and download.</p><p>--------------------------------------------------------------------</p><p><strong>Index/List/Archive</strong></p><p><strong></strong>Crossref</p><p>Excellence in Research for Australia (ERA)</p><p>LOCKSS</p><p>PKP Open Archives Harvester</p><p>Scilit</p><p>Sherpa/Romeo</p><p><strong>--------------------------------------------------------------------</strong></p><p><strong>Issues</strong></p><p><strong><strong><a href="/journal/index.php/jsel/issue/view/1369">Vol. 12, No. 1</a> (Current Issue)</strong></strong></p><p><strong><strong><a href="/journal/index.php/jsel/issue/archive">All Issues</a></strong></strong></p><p> --------------------------------------------------------------------</p><p><strong>Paper Selection and Publication Process</strong><br /> <br />a. Upon receipt of paper submission, the Editorial Assistant sends an E-mail of confirmation to the corresponding author within 1-3 working days. If you fail to receive this confirmation, your submission/e-mail may be missed. Please contact the Editorial Assistant in time for that.</p><p>b. Peer Review. The process of peer review may take 4-10 weeks.</p><p>c. Notification of the result of review by E-mail.</p><p>d. Authors need to revise the paper according to reviewer's comments and Author Guidelines (<a href="/author">http://www.macrothink.org/author</a>)</p><p>e. Authors need to <a href="http://en.macrothink.org/payment/">pay</a> the Article Processing Charge of 100 USD.</p><p>f. Your accepted paper will be published online within two week's time after the final draft completed.</p><p>g. After publishing, the authors may download the e-journal from the website.<br /><br /><strong>NOTE:</strong><br /><br />The publisher and journal have a policy of “Zero Tolerance on the Plagiarism”. We check the plagiarism issue through two methods: reviewer check and plagiarism prevention tool (ithenticate.com). All submissions will be checked by iThenticate before being sent to reviewers.</p><p>--------------------------------------------------------------------</p><p> </p>https://www.macrothink.org/journal/index.php/jsel/article/view/21684Exploring the Impact of Bilingualism in Early Life on Foreign Language Learning for University Students in Lebanon Theoretical Foundations: Part I2024-03-11T02:38:20-07:00Ghada M. Chehimihussin.hejase@mu.edu.lbHussin J. Hejasehussin.hejase@mu.edu.lb<p>Bilingualism and multilingualism have long fascinated linguists, educators, and researchers due to their potential effects on cognitive, linguistic, and educational development. This study, part of two, explores how growing up in a bilingual or multilingual environment impacts foreign language learning abilities, focusing on university students in Beirut, Lebanon. The investigation sheds light on whether being born into such language-rich contexts confers advantages in acquiring additional languages, specifically English as a Foreign Language (EFL). This research follows a quantitative, deductive, and positivist approach. A sample of 153 Lebanese university students pursuing different majors was selected conveniently based on the participant's willingness to participate. The research tool is a questionnaire constituting four sections that include knowledge questions addressing different sets of attitudinal statements characterizing the students’ and their parents’ status, home habits, background, and practices of the English language; the attitude of students toward the English language along the three dimensions of Towers-Perrin-ISR model; the family’s attachment to books, and demographics of the participants and their parents. Questions and statements were dyadic, multiple choice, four-level, and five-level Likert scales. Collected data were analyzed using the IBM SPSS version 26.0 package. Data analysis used descriptive, factor, and linear regression analyses. However, this paper, part 1 of 2, provides the theoretical background necessary to carry out the quantitative part. In this paper, the introduction and the literature review include an in-depth exposition of bilingualism in Lebanon, the status of English language teaching, the Towers Perrin-ISR model, and related empirical review of schooling, parents’ and teachers’ roles, and bilingualism in tertiary education. Findings contribute to both theoretical and practical domains. Theoretically, the study offers insights into the relationship between early language exposure and subsequent language acquisition. The outcomes inform EFL teaching methods, curriculum design, and language policy initiatives in multilingual societies like Lebanon.</p>2024-02-06T00:53:34-08:00Copyright (c) 2024 Ghada M. Chehimi, Hussin J. Hejasehttps://www.macrothink.org/journal/index.php/jsel/article/view/21685Exploring the Impact of Bilingualism in Early Life on Foreign Language Learning for University Students in Lebanon - Analytics: Part II2024-03-11T02:38:20-07:00Ghada M. Chehimihussin.hejase@mu.edu.lbHussin J. Hejasehussin.hejase@mu.edu.lbAleAle J. Hejasehussin.hejase@mu.edu.lb<p>This study, part of two, analyzes how growing up in a bilingual or multilingual environment impacts foreign language learning abilities, focusing on Lebanese university students. A quantitative, deductive, and positivist approach is used. The sample of 153 Lebanese university students with different majors was selected purposively and conveniently based on the students' free will participation. A survey of four sections was used. It includes knowledge questions addressing different sets of attitudinal statements characterizing the students’ and their parents’ status, home habits, background, and practices of the English language; the attitude of students toward the English language along the three dimensions of Towers-Perrin’s ISR model; the family’s attachment to books, and demographics of the participants and their parents. Questions and statements were dyadic, multiple choice, and four- and five-level Likert scales. Collected data were analyzed using the IBM SPSS version 26.0 package. Data analysis used descriptive, factor, and linear regression analyses. This paper, part 2 of 2, provides the detailed quantitative analysis necessary to test the hypothesized research questions, review the proposed conceptual framework, and create a statistically revised framework. Results show the persistence and statistically supported Towers Perrin’s ISR model as a significant contributor to students’ motivation to learn a foreign language and improve performance. Most variables in the framework were statistically insignificant whereby the corresponding null hypotheses H<sub>01</sub>, H<sub>02</sub>, H<sub>03</sub>, H<sub>04</sub>, and H<sub>09</sub>, were accepted (i.e., unrelated variables) and null hypotheses H<sub>05</sub>, H<sub>06</sub>, H<sub>07</sub>, and H<sub>08</sub> were rejected (i.e., related variables). Other determinants were explored and the resultant regression model affirmed this paper’s objective, i.e., bilingual students were motivated to learn a foreign language. Also, the students were encouraged by their bilingual parents who read to them at a young age. Findings contribute to theoretical and practical domains. Theoretically, the study offers insights into the relationship between early language exposure and subsequent language acquisition. The outcomes inform EFL teaching methods, curriculum design, and language policy initiatives in multilingual societies like Lebanon and others.</p>2024-02-06T00:53:35-08:00Copyright (c) 2024 Ghada M. Chehimi, Hussin J. Hejase, AleAle J. Hejase