This article presents the findings of a study measuring business people’s perceptions of English language use and its importance in the Chinese business community. Utilizing a mixed-methods sequential explanatory design, an analysis of cross-validated data from 1505 questionnaire participants and 30 interviewees revealed that business people in China do not use English as frequently as their national language, Mandarin Chinese, in their dealings. Nevertheless, the findings also indicated that business people are becoming increasingly aware of the importance of English as a medium of communication in the business world. The findings have meaningful implications for practitioners of English for specific purposes, policymakers, and materials developers.

The paper examines the fragility, fragmentation, and crisis in the Middle East and North Africa (MENA) by dissecting the region into three subregions—Maghreb, Mashreq, and the GCC—and elaborating on their complex contours, diverse ideological orientations, and unavoidable outcomes. Politically, economically, demographically, and ethnically heterogeneous, and religiously reasonably homogenous, the MENA records high conflict rates. There is a lack of unity in diversity, hurting regional cooperation and cohesion. We argue that fragility and fragmentation lead to persistent inter- and intra-state conflict, high unemployment, water disputes, deepening poverty, recurrent famine, and growing numbers of refugees and displacement. By referring to examples from Maghreb, Mashreq, and the GCC, the paper shows the interplay between fragility and resilience and thus attempts to offer a nuanced understanding of the factors that trigger and sustain fragmentation and conflict in the region. The insights into the dynamics of fragility, fragmentation, and crisis highlight the imperatives of cooperation and cohesion in regional integration.

This paper addresses the pervasive absence of verbal student participation in the online class, a phenomenon observed by many lecturers and instructors expressing the frustrating and uncomfortable experiences of encountering silence from their students, particularly when it came to responding to their questions. Added to the frustration is the observed preference of students to not turn on their videos. Whilst studies on student silence in classroom discourse have been well documented in the research literature, this phenomenon has taken on new significance in the virtual classroom, the new norm in the learning context during, and most likely after, the COVID-19 situation. This study attempts to capture the perceptions of the students themselves on student silence in terms of frequency, reasons and its impact on classroom communication and meaningful learning. A questionnaire was distributed to students at a local university, followed by student focus group interviews. Data collected were then subjected to a combination of quantitative and qualitative methods of analysis. The results show that student silence is a common feature in the online classroom and that students do perceive their silence to negatively affect the flow of communication both between themselves and with their lecturers. However, the question of whether meaningful learning still occurs despite the silence is more complex and less clear, raising questions not only about what is meant by meaningful learning but also the claim by classroom discourse studies and writings that student verbal participation is key to successful learning.

Marriage-led migration or migration-led marriage was rarely discussed in public or private realms just over two decades ago. However, international marriage migration (IMM) has become a norm in today's globalised world. While a substantial body of literature deals with this growing practice, existing literature does not adequately address the role that ethnicity plays in the context of IMM. The purpose of this study is to explore the question of ethnicity in IMM in Southeast Asian contexts. It focusses on what we have called the ‘predicament of ethnicity’ and the negotiations around ethnicity, culture and identity among couples where at least one partner migrated for the purpose of the marriage. The study is based on interviews with international couples selected using a snowball sampling method and demonstrates complex and intriguing patterns of cultural and ethnic identity negotiations between international Southeast Asian couples.

This paper will be focusing on discussions on how to use small-scale, higher-institution based film festivals (including film competitions) as a vehicle to motivate students who are majoring in media and screen production to improve their production quality for both module assignments and competition-targeted special projects. Moreover, this paper will argue that, by inviting industry representatives to be involved in judging and commenting on student works, such small-scale film festivals organised by higher education institutions over time may grow into a platform that not only recognises and supports budding directors, screenwriters, actors, and actresses in Brunei but also acts as a playing field in which novice filmmakers can connect with experts, exchange ideas, acquire valuable skills, and enable further collaboration in the future. Based on first-hand data collection, an analysis, and semi-structured interviews of the multiple parties involved, our discussions cover how to launch the production process for screen-practice-based education, how to organise module assignments to fit the themes of specific film festivals/competitions, and how to overcome the challenges facing students working in a multicultural production team, etc. Two higher-institution based film festivals, i.e., PRISM UBD Short Film Festival organised by Universiti Brunei Darussalam and the Dracula Digital competition, a mobile-phone filmmaking competition run by Transilvania University of Brasov, Romania, are used as analytical case studies.

With the largest number of English learners in the world, the influence of the English language teaching (ELT) reform in China cannot be underestimated. This article explores the implications of the actual use of English in China’s workplace for ELT reform in the context of English as a lingua franca (ELF). On the basis of cross-validated data (questionnaire survey and focused interview) collected from 2495 participants, we argue that ELT reform in China should be geared towards using English communicatively in ELF settings –that is, firstly, ELT curriculum and pedagogies should focus more broadly on improving students’ communication skills instead of narrowly measuring whether they have successfully adhered to lexico-grammatical accuracy pertaining to Standard English norms. Secondly, the nativespeaker-based pedagogical model of ELT in China should be enriched with judiciously selected indigenized variants as long as meaning is not adversely affected. Last but not least, for ELT reforms to bear fruit, it is absolutely crucial to ensure a steady supply of properly trained and resourceful ELT teachers.