NELTA

Using Non-native English Films to Promote Multiculturalism in ELT Classroom

Nazua Idris

Abstract

This paper aims to present how the incorporation of non-native English films can enhance the multicultural awareness among the English language learners. As the non-native English films expose the students to linguistic and cultural diversity, they can be used as effective tools in designing materials for ELT classroom. To demonstrate how teachers can incorporate these films in their classroom, the paper discusses various approaches to design materials for language classroom, and contains three sample lesson plans for intermediate, upper-intermediate and advanced level students. The lesson plans exploit a number of non-native English films to generate a discussion of different cultures along with teaching English language. Finally, the paper ends with some suggestions for the teachers.

Keywords: Non-native English Films, Multicultural Awareness, Cultural Analysis, Comparative Cultural Analysis, Critical Cultural Analysis

Introduction

English language teachers around the language by non-native speakers in non- world have acknowledged the importance native cultural contexts as learners need to of promoting multicultural awareness learn to communicate effectively with non- among language learners. As English native speakers of English. language courses are taught almost in all the departments through ESP (English for Again, due to the strong influence of Specific Purposes) and ESL (English as a Western media, students are constantly Second Language) courses, the language being exposed to media contents presenting classroom becomes an important platform biased information about different cultures. to teach students about different cultures, The students who are exposed to the and prepare them to cope up with the Western mode of education or exposed to multicultural scenario of the current world. the Western culture only, lack the Due to the rapid growth of information opportunity to develop adequate technology, language learning needs are no understanding of other cultures to judge longer confined to the learning of the native those biased opinions critically. As a result, language or culture only. In this age of due to this gap between the globalization, it is essential that students misrepresentation and the reality, the develop an awareness of other cultures, and students end up nurturing misconceptions become familiar with the use of English regarding other races, which results in

Journal of NELTA, Vol 19 No. 1-2, December 2014 65 NELTA xenophobia, race prejudice, and lack of can be variations. Non-native English films competence in intercultural relationship include: and communication. Therefore, language teachers should promote discussions on the 1. Films produced by the countries who non-native cultures along with the native are non-native speakers of English (the culture in their classroom. countries outside Britain, Canada, U.S.A and Australia), for example, Bend it Like ELT practitioners have always encouraged Beckham (India), Grave of the Fireflies the inclusion of native English films in the (Japan). language curriculum to enhance learners’ competence in the target language and 2. Films produced about the people, culture. However, in my paper, I will argue culture, and behavior of the people how the non-native English films can who belong to the non-native English become important teaching-learning tools in speaking communities, for example, developing positive attitude of the language Brick Lane (Britain). learners toward other cultures. While the native English films expose the students only 3. Films which are the adaptations of to British or American culture, the non-native non-native English fictions or drama, English films expose them to lifestyles, beliefs, for example,The Kite Runner (written attitudes, human behaviors, and customs of by Afgan-American writer Khaled different cultures around the world. A critical Hosseini, produced in America by analysis of the cultural and linguistic content director Marc Forster). of such films will not only facilitate students’ acquisition of various language skills and 4. Non-native films which may not be intercultural competence, but also trigger produced in English language but their critical thinking. Therefore, this paper culturally rich and available with discusses various ways of utilizing non- English subtitles, for example, Bekas native films in language classroom. The paper (Kurdish), Osama (Persian). initiates this discussion by exploring the review of the literature on how non-native Literature review English films can stimulate multiculturalism among the language learners. Then the paper Multiculturalism in English language moves onto a discussion of various teaching approaches of incorporating these films in language curriculum, and includes three Multiculturalism refers to cultivating an sample lesson plans for intermediate, upper- awareness regarding the cultural diversity intermediate and advanced learners. The across the world. This awareness does not paper ends with further suggestions for the only mean knowing about different cultures teachers and a list of non-native English but also mean having sensitivity about other films. cultures. Various researchers have defined this awareness in different ways. Sinicrope, Non-native English films Norris and Watanabe (2007) see this awareness as an “ability to step beyond Generally, non-native English films refer to one’s own culture and function with other the English films which are produced by the individuals from linguistically and non-native speakers of English, and set in culturally diverse background” (p. 1). their culture rather than the culture of the Similarly, Fantini (2006) says that native speakers of English. However, there multicultural awareness involves “a complex of abilities needed to perform effectively and

66 Journal of NELTA, Vol 19 No. 1-2, December 2014 NELTA appropriately when interacting with others Therefore, the most important goal of who are linguistically and culturally different multicultural education is to liberate the from oneself” (p. 12). minds of the learners from the biased notions about the people of other cultures. Nurturing such consciousness about other The best way to achieve this goal is to make cultures is important for living in this 21st learners aware of the common ties they century multicultural world. share with other cultures, and encourage Shemshadsara (2012) identifies the need for them to appreciate the differences. Wieto strong multicultural understanding in a (2010, cited in Shemshadsara, 2012) language classroom because of the “recent recognizes the significance of promoting development both nationally and cultural sensitivity in the classroom to help internationally” (p. 95). Chlopek (2008) also students come out of their narrow stresses on the impact of promoting cross- judgmental ideas and prejudices about the cultural awareness in this globalized world, people of other countries. Likewise, and suggests that by developing such an Tomlinson (2001, cited in Tomlinson and awareness learners can “benefit by gaining Masuhara, 2004) makes an important solid knowledge of the different world observation that if the multicultural cultures, and . . . develop the ability to awareness is cultivated in a language compare their native culture to other classroom, learners gradually realize the cultures, to evaluate critically and interpret underlying similarity among the cultures, the results of such comparisons, and to develop a sense of equality, attain a greater apply this knowledge successfully in both level of comprehension regarding their own verbal and non-verbal communication” (p. culture, cultivate a positive attitude toward 12). other cultures, and become more tolerant toward cultural diversity. In a similar vein, Hence, cultivating multicultural awareness Knuston (2006, cited in Beaudrie et al., should be the goal of contemporary 2009) also states the importance of cross- education as it is essential for peaceful co- cultural awareness in making the learners existence and intercultural exchanges. understand their own cultural identity in According to Hadley (1993), for a relation to the people from other cultures. harmonious existence, learners need to The formation of identity through such have multicultural awareness and intercultural exchange creates a sense of sensitivity, promoted through educational equality in the learners which is the goal of materials. Stratiem (1981, cited in Hadley, multiculturalism. 1993) recognizes the importance of cultural sensitivity and global understanding in Using non-native English films to terms of language education, and asserts promote multiculturalism that such sensitivity can be achieved through the successful integration of Non-native English films can become effective various cultures into language teaching tools to enhance multicultural awareness which will result in a greater among the language learners. These films are understanding of humanity. Stern (1992) rich in cultural content, such as linguistic suggests that language learners can achieve variety, speech patterns, cultural concepts, more proficiency by “becoming sensitive to verbal and non-verbal behavior, local history, the state of mind of individuals and groups tradition, geography, environment, customs, within the target language community” (p. festivals, religious and social beliefs, socio- 217). political and economic structure, superstitions, taboos and so on. Thus, these

Journal of NELTA, Vol 19 No. 1-2, December 2014 67 NELTA films familiarize learners with the contextual the target language, e.g., the speech of various variables of language use in different cultural socio-economic and educational levels, the locations. Lottmann (1961) suggests that as speech of children and non-native speakers, films “present the cultural, historical and slang and jargon, rural and urban speech, geographical background . . . [they] are [the] and a range of regional dialects” (p. 233). most important aid in the dispelling of Films not only include linguistic features, but misunderstandings in that aspect of language also include extra-linguistic elements like study . . . [offering] an authentic picture non-verbal gestures and facial expressions presented in an authentic context . . . that reinforce learners’ comprehension of a universally understood” (p. 178). Lottmann language in context (Allan, 1985). (1961) further says that films can ensure greater understanding of a holistic cultural Again, inclusion of non-native films in the scenario “including regional dialects; the language curriculum can help learners learning of social formulas, sentence come out of their misconceptions about structure, intonation patterns, new other races. Kaiser (2011) suggests that vocabulary, geographical and historical facts these movies can be used to “debunk of the country, contemporary life with common stereotypes” (p. 245) presented in attention to family attitudes, education, Western films. Yalcin (2013) also finds the religion or government” (p. 178). inclusion of films helpful in “eradicate[ing] stereotypes . . . to promote intercultural Stressing on the diversity of content in understanding, universally shared values multicultural films, Hill (1999) suggests and human rights” (p. 260). In a similar that “no teacher alone can reproduce the vein, Kusumarasdyati (2006) suggests that variety of situations, voices, accents, films can help dissolve the “cross-cultural themes and presentation techniques that misunderstanding” (p. 2) by creating are a feature of this [film] medium” (p. 2). empathy in learners for other cultures. In a similar manner, Prathoomthin (2009) Likewise, Kramsch (1993) maintains that also suggests that films “can provide films expose students to a wide range of insightful learning experiences on the contextual variables; give philosophical language and cultures . . . which students insights into the human predicament; and might be unlikely to have in a classroom” helps students restructure their previous (p. 291). Rogers (2002) states that “Movies knowledge system in the light of new serve not only as powerful socialising insights, gained from their constant agents in society, but serve as vehicles interaction with other cultures. Moreover, where we can share and we can solve the constant exposure to the cultural variety problems. We can come together to discover involves students in an intercultural new ways of being, doing, and, learning. dialogue where students perceive their own Movies yield an opportunity to explore and cultural identity in relation to the other examine adult learning in the social cultures. Prathoomthin (2009) suggests that context” (p. 327).Turner (1999) also such an attitude makes learners “ready to recognizes the value of films as cultural consider others in a more favorable light” (p. documents, as the socio-political 291). movements, history and other aspects of a particular culture are illustrated in its films. Through these non-native films learners not In addition to the contextual variety, Kaiser only get to know about other cultures but (2011) stresses on the linguistic variety develop a sensitivity and insight into the why presented in these films, and observes that and how behind the cultural diversity around “the spoken language of film often the world. These insights create empathy in incorporates a wide variety of sociolects of

68 Journal of NELTA, Vol 19 No. 1-2, December 2014 NELTA the minds of learners. Istanto (2009) 1. Cultural analysis. This approach refers considers film as “an effective platform” to an intensive analysis of the cultural that allows students to “immerse content of one particular film. It helps themselves in the target culture, broaden students have deeper understanding of their geographical knowledge . . . observe the lifestyle, behavior, customs and the socio-linguistic, socio-economic, socio- beliefs of that culture. This approach political, and educational issues in the is suitable for designing tasks for the target community . . . deepen their pre-intermediate and intermediate understanding of moral values of the target level students. language . . . and stimulate empathy towards the target community” (p. 278). In 2. Comparative cultural analysis. In this such a learning environment, learners approach, two or more films from become motivated to take the charge of different countries are taken and tasks their own learning. According to Wang are designed to generate comparative (2009): discussions of various cultures. This approach will help students [Films give students such] audio-visual understand the cultural diversity as environments . . . [that] the students can well as the underlying similarity never wait to be “fed” by teachers, they between different cultures. This will try their best to move into the target approach is suitable for the upper- languages, and to search for various intermediate level students. different cultures, information such as how . . . the speakers behave and interact 3. Critical cultural analysis. This with each other; their values on all approach is for the advanced level things, customs, housing, clothing and students. This approach takes a critical even food. Owing to the rich contextual look at the cultural content of films. It setting available, students can adopt also invites learners to critically spontaneous way of learning, learn to analyze the representation of one think and to widen their scope of culture by another, and helps students knowledge outside of the textbooks comprehend the issue of stereotyping which form the process of large new and misrepresentation. As often there information receiving and intensified are inaccuracies and biased opinions in patterns. (p. 180) the West’s representation of other countries, we can choose films made in Thus, as non-native English films explore the West and films made in the other English language in various cultural countries based on the same issue, to contexts, they can offer us an “alternative draw students’ attention to the way to work with language and culture in incongruous information presented in context” (Harrison, 2009, p. 89). these films. For example, Pearl Harbor and Tora Tora Tora can be used for such Material design an analysis as the first one represents the American interpretation of the Approaches incident in Pearl Harbor during the World War II, and the second one While designing materials for language presents the Japanese interpretation of classroom, the following approaches can be the same event. used:

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Rationale for movie selection for designing activities to improve critical comprehension of other cultures. I have selected five movies from Japan, , India, Italy and Afghanistan. The Activities films are: Grave of the Fireflies (Japan), (Iran), Like Stars on Intermediate Level Earth (India), Bicycle Thieves (Italy), and Osama (Afghanistan). Grave of the Fireflies Film: Grave of the Fireflies revolves around the story of the children of a dead Japanese soldier during the World Approach: Cultural Analysis War II, and presents a picture of the condition of Japanese children during the Pre-viewing Activities war. Children of Heaven is the story of two siblings and a pair of shoes, and deals with Task 1. What do you think about these the hardships and dreams of the Middle pictures? Describe the images in your own Eastern lower class children. Like Stars on words. Earth revolves around the story of a young boy’s hardships in coping with the result- Photographs. www.googleimages.com. based education system that ignores the Task 2. What do you know about the World hidden potentials of the children, and deals War II? with the issue of child education. Bicycle Thieves deals with the wretched condition of the poor people in post-World War II Europe. Osama represents the plights of women under Talibaan rule through the constant struggle of a pre-teen girl to hide her gender identity and her ultimate failure and punishment into a forced matrimony.

All these films share similar themes, for example, tragedy of human life, dreams and aspirations, beauty of relationships, predicament of the children in war-stricken societies, socio-political and historical landscape of the respective cultures, war and destruction, and so on. These films can draw students’ attention to the underlying similarity regarding the plights of people across cultures, and uphold the universal struggle of human beings for existence. The shorter length, quick-moving plot, simple narrative with rich socio-cultural and historical content and deeper cultural and philosophical insights have made these films effective tools to be used in teaching culture. Moreover, these films have lesser amount of dialogue and meaning is conveyed through landscape, imagery and other extralinguistic features which make these films exploitable

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Rationale. Task 1 and 2 are meant to Task 3. What do you find about the brother- activate the schema of students. These tasks sister relationship in Japan? Do you find will also help them guess the major themes any similarity between your country and of the film and its historical background. Japan in this regard? Thus, from the very beginning, students will be engaged in a discussion about the Rationale.These tasks will enable students cultural content of the film. to achieve a greater understanding about Japanese history and culture, especially, While-viewing activity during the war. The tasks are designed in Task 1. Watch the clips. While viewing the such a way that they gradually move from an clips, fill up the following chart: analysis of one culture to a comparative analysis between the target culture and the Chart 1.Cultural analysis learner’s native culture. Such an approach Points Grave of the Fireflies helps learners nurture multicultural Characters awareness, and draw a parallel between their own culture and the target culture, Relationships and grow a sense of empathy toward others. Dress Upper-intermediate level Food Customs Film: Grave of the Fireflies, Bicycle Thieves, Class Like Stars on Earth and Children of Heaven

Landscape Approach: Comparative cultural analysis Historical References Pre-viewing activity Message Others Task 1. Look at the images below. Why do you think these children are depressed? Rationale.This task will keep students alert Chose a reason from below and match with to the cultural clues embedded in these the images. Give reasons for your choice. clips. As all the cultural aspects are not ·Poverty directly shown in these clips, learners will ·Failure haveto use their critical judgment to find out information about the points of the ·War chart. ·Broken-promise Post-viewing activities Task 1.From your experience of viewing Graves of the Fireflies, write about the condition of Japanese children during the World War II.

Task 2. What are the similarities or differences between the condition of poor children in Japan and your country? Photographs. www.googleimages.com.

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Task 2. Can you guess the nationality of presentation, bring out the similarities and these characters from their appearance? differences. How far do you think the life You can take help from the list below: of the children of your country is similar or dissimilar to these children? ·Indian ·Italian ·Iranian ·Japanese Rationale. This task applies the comparative cultural analysis approach Rationale. These pre-viewing tasks will where students will have to compare the activate the schema of learners. These tasks cultural aspects of different countries will engage the learners in a comparative presented in the movies. This task will discussion of the socio-cultural background enhance the cross-cultural understanding before they move onto the while-viewing of learners. In the second portion of the stage. The clues will give learners insights task, they are required to compare the target into the predicament of the characters of cultures with the culture of their own these films. As students need to decode the country which will enable them to visual clue to give their interpretation, they understand the underlying resemblance will have to apply their prior knowledge between different cultures, while the along with critical thinking ability. minute details from the chart will help them recognize the cultural diversity. While-viewing activity

Task 1. Watch the clips. While viewing the Advanced Level clips, fill up the following chart: Film: Grave of the Fireflies, Bicycle Thieves, Chart 2. Comparative cultural analysis Like Stars on Earth, Children of Heaven and Osama Like Stars Children of Points Grove of the Bicycle Approach: Criticalcultural analysis Characters Relationships Pre-viewing activity Dress Food Customs Task 1. Watch the clips (without any Class sound). What do you think these clips are Landscape Historical about? Write a small dialogue for each clip. References Message Rationale. This task requires a higher level of linguistic competence and critical Rationale. This simple chart-filling activity thinking ability on the part of the learner will make the student conscious about the as they will have to analyze the visual clues cultural elements of the movies. This before they have any idea about the films, comparative chart will help students have and then, come up with the dialogue an instant insight into the similarities and themselves. This task will activate the dissimilarities between the cultures of the student’s prior knowledge and motivate respective countries. them to work on it. Post-viewing activity While-viewing activity Task 1. From your experience of viewing the clips, compare the lives of children in Task 1. Watch the clips again (with sound). different parts of the world. In your While viewing the clips, compare your 72 Journal of NELTA, Vol 19 No. 1-2, December 2014 NELTA imagined dialogues with the dialogues of Bekas (Kurdish) the clips. (Iran) Rationale. This task will enable the student (Iran) to critically compare their insights with the (Italy) real dialogue presented in the films. This activity will draw their attention to the gaps The Bicycle Thief (Italy) they have in their understanding of other Princess Mononoke (Japan) cultures, and will allow them to restructure their prior knowledge in the light of the new For Advanced Level Learners information they have gathered from their The Kite Runner (America) second viewing. Pearl Harbor (America) Post-viewing activity Tora Tora Tora (Japan) Task 1. From your experience of watching the Memoirs of Geisha (Japan) clips, write an essay discussing how the Baran (Iran) characters perceive their world differently due to the difference of their cultural The Last Emperor (China) identity. Osama (Persian)

Task 2. If you are asked to shoot one of these (Kurdish) films in your cultural context, what are the Brick Lane (Britain) elements that you are going to retain and what are the elements that you will alter? Midnight’s Children (Britain-Canada) Give reasons for your answer. Limitations of using films Rationale. These tasks will allow learners There are some limitations of using films in to apply their critical insights in the classroom. In case of using non-native interpreting the characters in various films in other languages, as students need cultural contexts, and facilitate their to pay more attention to find out the comprehension of why and how the coherence between the visual details and behavior of the people changes with the the subtitle, time-management creates a changing cultural landscape. Moreover, problem for teachers. Again, watching an Task 2 will enable the learner to explore entire movie takes a longer time to their creative writing ability along with complete compared to other language their critical thinking skills. activities (Ismaili, 2013). Therefore, the use A number of other films can be used, as of films can prove to be counter-productive described above, in the English language as students may get lost in the storyline, classroom. Here is a suggested list: and if the teacher is not conscious, the goal of using these films may become futile For Intermediate/ Upper-intermediate (Muller, 2006). Similarly, designing Learners materials from films is also time-consuming for the teacher as they have to work a lot I am Kalam (India) for choosing proper films for their classroom, analyzing the texture of the Bend It Like Beckham (India) films and their cultural contents, and

Journal of NELTA, Vol 19 No. 1-2, December 2014 73 NELTA designing appropriate materials to make greater comprehension of a culture. the unfamiliar cultural contents Inclusion of these films will not only comprehensible for their students. Again, enhance the intercultural competence but the contextual and linguistic variety can be also improve a number of other skills, such overwhelming for teachers if they have less as listening, critical viewing, critical exposure to the culture concerned. thinking, critical and creative writing, According to Anderson (1992) there are media literacy, visual literacy and so on. risks in using films because the socio- However, the successful implementation of cultural-political ideas represented in the films in designing materials lies in the hands films can be partial or distorted. As a result, of the teacher. if the teacher is not aware of the culturally specific visual semiotics of the film and To deal with the time-constraint, the their subtle ideological representations, teacher can ask their students to watch the students may form biased opinions about a selected films at home, and show the particular culture. Moreover, there are important clips related to the activities in some administrative restraints regarding the classroom. Kaiser (2011) suggests that using films for classroom. Due to the institutions where there is a language insufficient logistic support, time laboratory or computer laboratory, the constraint and strict adherence to the important films can be saved there so that traditional testing methods, it is not possible the students have access to them outside to use films to design conceptual or critical the classroom. To ensure appropriacy of the activities for evaluating cross-cultural films, the teacher needs to be very careful competence during the examination. As a in their choice of films. Though it requires result, the administration often discourages a lot of hard work on the part of the teacher, the use of films nurturing the prejudice that they must watch the films, and select and inclusion of films in language teaching categorize wisely based on the age-group, curriculum is wastage of time. Harrison intellectual maturity and socio-cultural- (2009) states, “the wide array of approaches, political background of their students, ideas, and materials for teaching culture cultural appropriacy and the level of unfortunately is not matched by effective linguistic and thematic complexity. Again, ways of testing” (p. 92). He further suggests teachers can design different while-viewing that a lack of incentive during the examination activities, for example, a small discussion can also demotivate learners in studying after each major section is viewed, quiz, fill- films in the language classroom. in the blanks, short critical questions etc., so that they are always conscious about Conclusion their learning objective. To make the intricate ideas clear, the teacher can In short, the inclusion of non-native English provide their students with a list of critical films offers an enriching cultural concepts and vocabulary related to the films experience to language learners. While the so that students can easily identify the sole use of native English films limit the theme and context of the films, especially socio-cultural and linguistic vision of in case of the non-native films produced in students, inclusion of non-native films local languages. When students become familiarizes students with various aspects aware of the background, it will be easier of a culture along with language variety. As for them to follow the language of the non- tertiary students are more mature, blending native films. To cope with the scarcity of of native and non-native films can generate logistic support, teachers can provide their a critical intercultural dialogue resulting in students with the script of the movie, and

74 Journal of NELTA, Vol 19 No. 1-2, December 2014 NELTA discuss the cultural ideas presented in the Hadley, A. O. (1993). Teaching language in dialogue. The teachers can also prepare context. Boston: Heinle and Heinle posters using still images from the movies Publishers. to present important ideas if their classroom does not have enough logistic Harrison, L. G. (2009). Foreign films in the support to play the videos. classroom: Gateway to language and culture. Journal of College Teaching and About the Author Learning, 6(8), 89-93.

Nazua Idris is a Lecturer at East West Hill, B. (1999). Video in language learning. University, Bangladesh. Her research interests Video Tech, 4(1), 1-58. are film studies, teacher education and ELT. She has presented twenty papers in various Ismaili, M. (2013). The effectiveness of using international conferences. She has conducted movies in the EFL classroom – A study teacher training workshops in BRAC, conducted as South East European Scholastica, SPEED and ELTAI Conference. University. Academic Journal of Seven of her papers have been published in Interdisciplinary Studies, 2(4), 121-132. scholarly journals. doi:10.5901/ajis.2012.v2n4p121.

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Prathoomthin, S. (2009). Learners’ Second Language Studies, 26(1), 1-58. perceptions of culture through Retrieved from,http:// movies. Electronic Journal of Foreign www.hawaii.edu/sls/uhwpesl/ Language Teaching, 6 (1), 291-301. 26%281%29/Norris.pdf Retrieved from, http://e-flt.nus.edu.sg/ Stern, H. H. (1992). Issues and options in Rogers, E. E. (2002). Waiting to exhale: African language teaching. Oxford: Oxford American women and adult learning University Press. through movies. Paper presented at the 33rd Annual Adult Education Tomlinson, B., & Masuhara, H. (2004). Research Conference (AERC), Developing cultural awareness. MET, Saskatoon, Saskatchewan, Canada. 13(1), 1-7. Retrieved from, http:// www.adulterc.org/Proceedings/ Turner, G. (1999). Film as social practice (3rd 2002/papers/Rogers.pdf ed.). London: Routledge.

Shemshadsara, Z. G. (2012). Developing Wang, Y. (2009). Using films in the cultural awareness in foreign language multimedia English class. English teaching. English Language Teaching, Language Teaching, 2(1), 179-184. 5(3), 95-99. Retrieved from, Retrieved from, www.ccsenet.org/ www.ccsenet.org/elt journal.html

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