International Journal of English Language and Literature Studies

Motivation and communication in ESL classrooms: A quantitative study based on Maslow’s needs and Grice’s Maxims

2025-11-30T21:34:42-06:00

In the field of English as a Second Language (ESL) education, teacher communication and student motivation are widely recognized as critical determinants of learning outcomes. This study examined the relationship between learner needs, framed through Maslow’s Hierarchy of Needs, and teacher communication effectiveness, analyzed using Grice’s Maxims. Data were collected from 240 students across 15 educational institutions in India, representing both technical and non-technical disciplines. A mixed-methods design was employed, combining quantitative survey data with qualitative classroom observations. Descriptive statistics indicated moderate levels of motivation across all five need categories, with Social Needs reporting the highest mean (3.04, SD = 1.10) and Esteem Needs the lowest (2.95, SD = 1.20). Teacher communication was also rated at a moderate level, with Clarity perceived most positively (3.05, SD = 1.10). Pearson correlation analysis revealed a negligible and statistically insignificant relationship between motivation and teacher communication (r = –0.01, p = 0.87). These results suggest that motivation does not substantially shape students’ perceptions of teacher communication. Instead, other factors such as teaching style, instructional relevance, and cultural context may exert greater influence in ESL classrooms.

Innovative ICT pedagogy for English language teaching by trainees in Andaman & Nicobar Islands

2026-01-06T23:49:58-06:00

Integrating ICT-based pedagogy in English language teaching is essential for improving educational outcomes, particularly in remote regions like the Andaman and Nicobar Islands. Existing studies primarily focus on urban settings, leaving a gap in understanding how ICT enhances instructional methods and student learning in rural contexts. This study investigates the effectiveness of ICT-based pedagogy in improving English language proficiency through the training of teacher trainees in the Andaman and Nicobar Islands. A total of 400 students from Grades 6 to 9 across eight government schools in both urban and rural areas participated. A Digital Literacy and Pedagogical Advancement Program was developed to train the teacher trainees in using ICT tools, who then conducted ICT-based English classes over two months using CBSE-aligned content. To assess student progress, Grade-Specific Linguistic Proficiency Assessment (GLPA) tests were designed to evaluate reading, writing, listening, and speaking skills. Pre- and post-tests were conducted, and the data were analysed using Kolmogorov-Smirnov, paired t-tests, and independent t-tests. Results showed significant improvements in post-test scores across all grades, confirming the effectiveness of ICT-based pedagogy. The findings support the scalability and adaptability of ICT-integrated teaching methods, advocating for their broader adoption to improve English language proficiency and modernize instructional practices in remote educational settings.

The interliterary reception of the Arabian Nights in O. Henry’s selected short stories

2026-01-08T13:21:34-06:00

This paper critically examines the presence of the Arabian Nights in the short stories of the American writer O. Henry (1862–1910). Departing significantly from previous studies on this topic, this study challenges the traditional model of influence studies that has long dominated comparative literary scholarship. Such an approach, often restrictive, yields limited critical insight. Instead, this study adopts a reception-oriented framework to analyze the presence of the Arabian Nights in O. Henry’s selected short stories. This theoretical perspective offers a more nuanced understanding of how the host text interacts with the source text on a textual level. The analysis is guided by Dionýz Durišin's model of interliterary reception, which provides a more effective framework for assessing O. Henry’s creative engagement with the Arabian Nights. Additionally, the paper focuses on a specific subset of O. Henry’s short stories those that explicitly reference the Arabian Nights in their titles and structure their narratives around its master plots. The very act of interliterary reception that underlies the construction of the five 'Arabian Nights' short stories provides invaluable insights into the ways in which America of the late nineteenth century imagines itself critically in the mirror of the Arabian Nights.