This study provides a pragmatic analysis of the speech acts present in President Muhammadu Buhari’s address during the #EndSARS protests of October 2020. Grounded in J.L. Austin’s Speech Act Theory, the research explores how locutionary, illocutionary, and perlocutionary acts were employed to convey, perform, and elicit actions and reactions. Through a descriptive qualitative methodology, the speech was analyzed to determine its effectiveness in addressing public grievances and its broader impact on Nigerian youth. Findings reveal that while the speech contained elements of Austin’s speech acts, including appeals, assertions, and subtle warnings, its reception by the youth was predominantly negative. Historical context, including previous speeches perceived as dismissive of Nigerian youth, influenced the audience’s response, resulting in heightened tensions and continued unrest. The analysis underscores the critical role of language in governance and public communication, highlighting how linguistic choices can shape societal reactions. The research concludes that President Buhari’s speech, while linguistically aligned with speech act theory, failed to achieve its intended conciliatory effect, instead amplifying dissatisfaction among the youth.

Girish Karnad one of the greatest playwrights of all times used his plays as a receptacle that held the myths and mindset of India at once. The ennui of modern man and especially the women as it comes up in his plays balance the age-old tradition and the writing back to it. The protagonist women in the plays as Hayavadana and Naga-Mandala unlike the women tortured or exploited in a male-dominated society express their will. The will-to-power makes the realization of their desires possible. The two women, Padmini and Rani in these plays show a curious graph, where each woman possesses two men and while they are possessed by the one, as the society would have it, they possess the other as their heart would desire.

This paper examines the crucial impact of the Shari’ah Research and Development Commission, Gusau, Zamfara State, on research and publication. Through extensive library research, interviews, and analysis, the study highlights notable research works and publications produced by the Commission, revealing its commitment to advancing Islamic scholarship. The paper notes the support provided by the Zamfara State Government in facilitating the Commission's activities, underscoring the importance of adequate logistics in fostering research and publication initiatives. It also acknowledges the contributions of Islamic scholars who have conducted research on diverse Islamic topics, thereby enhancing the Commission's outputs. The efforts of the Commission’s leadership and management staff are highlighted, demonstrating their dedication to promoting research in Islamic studies. Furthermore, the paper analyzes the impact of the Commission's published works on the community, showing its essential role in educating the public on Islamic principles and practices. In addition, several challenges and prospects concerning the Commission’s research and publication activities are identified. The conclusion presents recommendations directed at the government, academia, research bodies, affluent individuals, researchers, and the general public, advocating for increased collaboration and support to further enrich Islamic research across various disciplines and improve its accessibility.

Teacher motivation and learner engagement are two essential elements of effective teaching and learning. However, while much research has examined them separately, fewer studies have explored how they interact over time in classroom settings. This paper investigates the reciprocal relationship between teachers’ motivation and students’ engagement in language classrooms. Drawing on a longitudinal mixed-method study, the research aims to understand how teachers’ motivation changes during the academic year, how it influences students’ participation and how student engagement feeds back into teachers’ professional identity and commitment. The study also connects these classroom dynamics to institutional priorities and educational policy contexts. Findings are expected to highlight how teachers and learners mutually shape each other’s motivation, offering insights for teacher education, school leadership and policy development.

Vocabulary acquisition and retention are essential elements of language proficiency, particularly for English as a Foreign Language (EFL) students. Traditional approaches to vocabulary teaching, including rote memorization and repetitive drills, often fail to maintain long-term retention due to their limited interactivity and engagement. In recent years, technology-based activities (TBAs) have emerged as innovative tools to enhance vocabulary learning and retention. These activities include mobile applications, online games, digital flashcards, multimedia resources, and collaborative digital platforms that provide immersive and interactive learning experiences. TBAs promote active learning by allowing students to engage with content in meaningful ways, receive immediate feedback, and practice repeated retrieval, which strengthens memory and facilitates long-term retention. In addition to improving retention, technology-based activities foster learner autonomy, enabling students to manage their own pace of learning and adapt strategies according to their individual needs. They also support multimodal learning through the integration of visual, auditory, and contextual cues, which enhances cognitive processing and vocabulary encoding. Moreover, TBAs offer opportunities for collaborative learning, where students can participate in digital discussions, peer feedback, and content co-creation, reinforcing social interaction and cooperative knowledge construction. Despite their advantages, the implementation of TBAs requires careful consideration, including access to reliable technology, avoidance of cognitive overload, and appropriate instructional design. This study investigates the role of TBAs in enhancing vocabulary retention among university EFL students, examining the types of activities that are most effective and identifying pedagogical strategies for successful integration into the curriculum. The findings highlight that TBAs not only increase motivation and engagement but also contribute to higher levels of long-term vocabulary retention and overall language proficiency. The study also discusses implications for educators, suggesting strategies for systematic integration, monitoring of learning progress, and promotion of collaborative digital tasks. Finally, it provides directions for future research, emphasizing the exploration of adaptive technologies, gamification, and innovative digital learning tools that could further enhance vocabulary acquisition and retention. Overall, the study underscores the significant potential of technology-based activities to transform vocabulary instruction and support the development of proficient, autonomous, and motivated EFL learners.

This paper examines the significant role of social media in the dissemination of Islamic knowledge, with particular reference to the "Tambaya da Amsa" (Question and Answer) Islamic Telegram channel. Accordingly, library research, internet sources, and selected questions and answers posted in the Telegram channel were used for data collection. Meanwhile, the paper highlights the contribution of the general public in facilitating the role of the Telegram channel in disseminating Islamic knowledge by asking questions related to Islam. It also notes the significant contributions of some Muslim scholars in enhancing the role of the Telegram channel in disseminating Islamic knowledge, particularly on rulings regarding female Muslims, by conducting research and providing answers. In addition, the paper analyzes the lessons learned from some of the selected questions and answers. The paper concludes by offering recommendations to various stakeholders, such as the government, social media practitioners, Muslim scholars, and the general public, on promoting the dissemination of Islamic knowledge through social media channels, with a view to achieving more effective and fruitful impacts.

This article is an enquiry work of the poetic elements in the writing of Sinan Antoon, an Iraqi poet, novelist and translator, whose works are to a large extent gravitated around the interrelated thematic areas of war, exile, and memory. It identifies the literariness of Antoon with the wider Anglo-Arab semiotic environment and situates the study of his poetry in trauma, memory and diasporic writing. It describes and analyses how his lyric ballet choreographies of victims of violence and displacement become loud while at the same time, silently resist a complete erasure. The article through close and detailed first-hand engagements with the emphasized texts and contemporaneous theoretical, critical, and cultural historiographies shows how Antoon’s art work first of its character and steadily grows into one sort of witness and artistic refuse against it. Moreover, his bilingual composition and self-translation emphasis the issue of representation and cultural mediation, thus his poems are able to flow not only within one linguistic but also geographical and spatial areas. Sinan's writing is the model that built on the heritage of previous war and exile poets, at the same time, it is a work which always considers the condition of Iraq as a result of the Gulf War and sanctions, U.S. invasion, sectarian conflict, and the consequences of all these events. In the final stage, this piece of writing is communicating the idea that Sinan Antoon's poetry is a manifestation of cultural memory, which renders a visual record of destruction, utters the voices once muted, and celebrates the power of literature which, first of all, sees and thereby remembers and resists.