The relationship of academic procrastination on non-English majors' English classroom anxiety: a moderated mediation model.

Objective: Academic procrastination is negatively associated with English classroom anxiety among non-English major college students. However, current research has less explored the underlying mechanisms. The present study aims to investigate the relationship between academic procrastination and college students' English classroom anxiety as well as the mediating role of learning engagement and the moderating role of appraisals of intrinsic values. Methods: The academic procrastination scale, English classroom anxiety scale, learning engagement scale and appraisals of intrinsic values scale were used to measure 1,079 non-English majors in Jiangsu Province, China. Results: (1) There was a significant positive correlation between academic procrastination and English classroom anxiety of non-English majors. (2) Learning engagement plays a part of mediating role between academic procrastination and English classroom anxiety; (3) When the appraisals of intrinsic values are high, the impact effect of learning engagement on English classroom anxiety is greater. Conclusion: Academic procrastination can affect university students' English classroom anxiety through learning engagement, and this relational pattern is modulated by appraisals of intrinsic values. This finding provides an important theoretical basis and practical insights for understanding and intervening in academic procrastination and classroom anxiety among college students.

Readability Level of Spanish Language Online Health Information: A Systematic Review.

Introduction: Because there is limited online health information in Spanish and it is critical to raise health literacy among Spanish-speaking people, it is essential to assess the readability level of Spanish material. Method: This systematic review included all articles published up to January 3, 2024, and used the CINAHL, MEDLINE, and PubMed databases. The objective was to include the body of knowledge on published articles on the readability levels of Spanish-language, web-based health information intended for lay audiences. Results: There were 27 articles in the final review. Within these articles, 11 tools were used in the Spanish language text. Of the tools, INFLESZ was the most frequently used and the FRY formula, Flesch-Szigriszt Index, and Flesch Formula Index were least used. Most materials (85.2%) reported readability levels of online Spanish information above the 8th grade reading level. Conclusions: The findings show the lack of internet-based Spanish language health information and materials at a recommended (e.g., 5th to 8th grade) reading level. More research is needed to determine which readability tests are more accurate for calculating the readability of Spanish web health information.

The effect of language learning engagement on L2 motivation over Instagram.

This study investigated the relationship between English language learners` Instagram engagement and second language (L2) motivation. It also aimed to determine engagement types (behavioral, cognitive, and affective engagement) as predictors of L2 motivation. Through stratified sampling, we recruited 102 Iranian users engaged in learning English via the Instagram platform as an informal learning context. The participants were Persian native speakers learning English as a foreign language. They were 81 males and 21 females at different levels of English proficiency whose ages ranged from 16 to 62. A multimethod approach, with a quantitative/qualitative design, was adopted to conduct the study. The quantitative phase had a correlational design in which two questionnaires were administered to measure English learners` engagement in language learning on Instagram and their L2 motivation. Furthermore, a semi-structured interview was conducted in the qualitative phase. Results revealed a positive and significant relationship between the English language learners` engagement on Instagram and their L2 motivation. Moreover, cognitive engagement was the sole predictor of learners` L2 motivation. The findings have pedagogical implications for both English instructors and L2 learners, which are discussed in light of the literature.

Faltering mortality improvements at young-middle ages in high-income English-speaking countries.

BACKGROUND: Before the COVID-19 pandemic, stagnating life expectancy trends were reported in some high-income countries (HICs). Despite previous evidence from country-specific studies, there is a lack of comparative research that provides a broader perspective and challenges existing assumptions. This study aims to examine longevity trends and patterns in six English-speaking countries (Australia, Canada, Ireland, New Zealand, United Kingdom, United States) by combining period and cohort perspectives and to compare them with other HICs. METHODS: Using data from the Human Mortality and World Health Organization Mortality Databases, we estimated partial life expectancy, lifespan inequality and cohort survival differences for 1970-2021, as well as the contribution of causes of death to the gap in life expectancy between English-speaking countries and the average for other HICs in 2017-19. RESULTS: In the pre-pandemic period, the increase in life expectancy slowed in all English-speaking countries, except Ireland, mainly due to stagnating or rising mortality at young-middle ages. Relative to other HICs, those born in Anglophone countries since the 1970s experienced relative survival disadvantage, largely attributable to injuries (mainly suicides) and substance-related mortality (mainly poisonings). In contrast, older cohorts enjoyed advantages for females in Australia and Canada and for males in all English-speaking countries except the United States. CONCLUSIONS: Although future gains in life expectancy in wealthy societies will increasingly depend on reducing mortality at older ages, adverse health trends at younger ages are a cause for concern. This emerging and avoidable threat to health equity in English-speaking countries should be the focus of further research and policy action.

Unraveling the Mediating Role of Buoyancy in the Relationship Between Anxiety and EFL Students' Learning Engagement.

Recent investigators have illuminated the crucial role of positive psychology in learning English as a Foreign Language (EFL). However, little is known about academic buoyancy as a potential mediator in the relationship between foreign language anxiety and learners' academic engagement in English learning. To address this gap, we adopted a quantitative approach to explore these links. We surveyed 970 Chinese high school EFL students to measure their English learning anxiety, academic buoyancy, and learning engagement. Of the four dimensions of engagement - behavioral, emotional, cognitive, and agentic engagement - we discarded the emotional and cognitive dimensions of academic engagement in factor analyses. Structural equation modelling indicated that English learning anxiety directly predicted behavioral but not agentic engagement, and academic buoyancy partially mediated between English learning anxiety and behavioral engagement and completely mediated between English learning anxiety and agentic engagement. These results provide insights for EFL teachers seeking to enhance students' language learning experiences.

Digital Divide Among Homebound and Semi-Homebound Older Adults.

Using the 2022 National Health and Aging Trend Study data, we examined the digital divide among homebound and semi-homebound older adults. About 11% of older Medicare beneficiaries in 2022 were homebound or semi-homebound. Compared to non-homebound older adults, homebound older adults were significantly less likely to own a cellphone. Among those with any information and communication technology (ICT) device, homebound older adults were also less likely to have used email/texting and gone online. Older age, low income, dementia diagnosis, and moderate/severe depressive/anxiety symptoms contributed to the digital divide. Among homebound older adults, Hispanic older adults or those with limited English proficiency were less likely to have used ICT. To reduce the digital inequity among homebound older adults who are low-income, racial/ethnic minority, limited English proficient, and/or residents in non-metropolitan areas, social/structural inequities in accessibility and affordability, along with individual-level barriers, need to be addressed.

Wechsler Adult Intelligence Scale - IV México versus U.S. versions in the assessment of Mexican Americans.

OBJECTIVE: To delineate score differences between the Wechsler Adult Intelligence Scale-IV (WAIS-IV) and the WAIS-IV México in the assessment of balanced bilingual Mexican Americans and to determine the efficacy of five hold measures in predicting summary scores in each version. METHODS: Hold measures were WAIS-IV Information, Vocabulary, and Matrix Reasoning subtests, picture vocabulary, and the Test of Premorbid Function (English)/Word Accentuation Test (Spanish). Using a repeated measures design, 60 neurologically intact participants were tested in a counterbalanced order, with WAIS-IV version as the repeated measure (mean intertest interval = 5.68 days). To minimize practice effects, the five visual-perceptual subtests, which contain the same items in each version, were administered only once during the initial session. RESULTS: All mean WAIS-IV México index/subtest scores were significantly higher than the U.S. equivalents (Full-Scale IQ by about .5 SD). Unexpectedly, most (83%) participants educated in the US to at least a high school level had numerically equal or higher scores on the U.S. version. Means on WAIS-IV language format indices/subtests were lower than those of visual-perceptual format indices/subtests within both versions (excepting Processing Speed Index/subtests in the U.S. version). All hold measures significantly predicted WAIS-IV summary scores for the U.S. version. Similarly for the México version, except for the Word Accentuation Test. CONCLUSIONS: When evaluating a balanced bilingual Mexican American, opting for the WAIS-IV México version will yield higher scores across the Full-Scale IQ, indices, and all core subtests unless the patient was educated in the US to at least a high school level.

Football Belongs to the People: A Social Identity Perspective on Attitudes Toward the European Super League in the English Premier League.

The announcement of the European Super League (ESL) led to massive protests in England. While the ESL is officially being reshaped and may resurface, there is a dearth of empirical studies on the motives associated with attitudes toward the ESL. In this research, we explored attitudes toward the ESL among Premier League fans by conducting an online survey 36 hours after the ESL announcement (N = 1,346 fans of Premier League clubs, among which 832 fans of the Big Six clubs involved in the ESL). Fans of the Big Six held more positive attitudes toward the ESL compared to fans of the Other 14 Premier League clubs. However, fans of the Big Six also perceived the ESL as more threatening to their relationship with their team and reported less consumption intentions toward their clubs. From a social identity perspective, team narcissism among fans was positively linked to support for the ESL, primarily through glory hunting-a form of fair-weather fandom. In contrast, secure team identification was negatively related to ESL support. We discuss attractiveness of the ESL for team narcissists and the threat it represents for long-standing fans.

Pain disparities attributed to linguistic minoritization in health care settings.

There is a paucity of understanding about how language influences pain communication and outcomes for families who speak languages other than English in the United States. This is of great importance because 21.6% (68 million) of the population speak a language other than English, with 8% (25 million) of the population speaking English "less than very well." Thus, the aim of this manuscript is to present a narrative review that describes how spoken language influences pediatric pain assessment and outcomes for children who speak languages other than English and discuss hypothesized factors that contribute to pain disparities in hospital settings. Results from the narrative review reveal that children and families who speak languages other than English have disparate pain outcomes compared to children from English-speaking families. It is hypothesized that individual (e.g., clinician bias), interpersonal (e.g., miscommunication of pain concepts), cultural (e.g., misunderstanding of cultural concepts of pain) and systemic (e.g., lack of access to interpretation services) factors influence disparate pain outcomes for linguistically minoritized children. Empirical research, including randomized control trials, regarding hypothesized factors that contribute to pediatric pain disparities for language other than English speaking children is severely lacking. Thus, improved understanding of pain concepts and pain communication processes that center individual, interpersonal, cultural, and systemic factors will enable future research to design interventions that enhance culturally relevant pain assessment and management for families who speak languages other than English. PERSPECTIVE: This article summarizes factors that contribute to pain disparities for children who speak languages other than English. Hypothesized factors that contribute to pain disparities for LOE-speaking children and families include clinician bias, misunderstanding of pain concepts, and lack of access to interpretation services.

Multimodal immersion in English language learning in higher education: A systematic review.

The development of multimodality has led to increased research on its use to improve students' English language competency. However, no recent review has analyzed multimodality in English language learning in higher education. This systematic review examines 34 research articles published from 2013 to 2024. The primary focus of the study is to explore the application of multimodal pedagogies in higher education, the methods and materials used to assist learners in acquiring English language skills, the English language skills acquired through the usage of multimodality, and the main results of using multiple modes. This systematic review employs the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) standards. It adopts a thorough search strategy across electronic databases, which include Web of Science and Scopus. We found (1) the implementation of multimodality contributes to learners' English language proficiency in English for academic purposes (EAP) and English for specific purposes (ESP) education; (2) there is a predominance of digital multimodality and nonverbal communication use in the higher education classroom, for example, gesture, kinesics, spatial position, facial expression, and gaze the use of the 3D (dimensional) environment, virtual reality (VR); (3) there is an advantage of a multimodal approach in improving higher education learners' vocabulary, reading, speaking, and writing skills and a positive connection between the implementation of multimodality and the development of learners' communicative ability. This systematic review highlights existing research gaps and outlines potential avenues for future investigation aimed at conceptualizing and assessing learners' skills through multimodal approaches.

Effects of pedagogical intervention on Chinese EFL learners' use of motivational regulation strategies and oral English proficiency improvement.

This study investigated the role of motivational regulation strategies (MRSs) in English as a foreign language (EFL) pedagogy, with a focus on Chinese university students. While prior research has explored MRSs, their specific impact on the oral proficiency of Chinese EFL learners remains under-examined. This mixed-methods research offers empirical insights, advocating for the integration of MRSs into EFL instruction to bolster students' oral proficiency. The study is bifurcated, with the first phase dedicated to cataloging MRSs' usage among Chinese university students and crafting the Speaking Strategies for Motivational Regulation Questionnaire (SSMRQ). This initial phase engaged 171 EFL students from a northern Chinese "211 project" university, employing convenience sampling. Factor analysis of participant responses culminated in a 15-item SSMRQ, spanning five dimensions: Environment Structuring (ES), Mastery Self-Talk (MST), Self-Consequating (SC), Self-Oriented Performance Self-Talk (SPST), and Externally-Oriented Performance Self-Talk (EPST). The second phase assessed the efficacy of MRSs-oriented instruction on student application of MRSs and oral English proficiency. This quasi-experimental study involved 22 consenting second-year English majors from the participating university. Data collection instruments encompassed the SSMRQ, oral English proficiency tasks, reflective journals, and semi-structured interviews. The instructional intervention spanned four weekly 30-min sessions, targeting the five MRSs' dimensions and offering feedback on oral performance. Assessments were conducted pre- and post-intervention using the SSMRQ, oral tasks, and reflective journals. Six participants, selected based on their oral English performance, were interviewed in-depth. Results suggest that the instructional intervention had a significant effect on the students' use of MRSs and their oral English proficiency. The study offers pedagogical insights into EFL speaking instruction in the higher education context, underscoring the importance of personalized teaching strategies tailored to individual learner needs. Collectively, this research introduces the SSMRQ and elucidates the pedagogical merits of MRSs-based instruction on oral English proficiency, establishing an empirical base for subsequent inquiry and pedagogical advancement in language education.

Nutrition Knowledge, English Adequacy, Women's Education, and Food Insecurity Among Syrian Refugees in Florida.

Objectives The objective of the study was to measure food security among Syrian refugees residing in urban and rural areas in Florida. Women's education, English proficiency, and nutrition knowledge were assessed to indicate their effects on food security in this population. Methods One-on-one interview questionnaires were administered to Syrian refugee households residing in Florida (n=80: n=43 in rural areas and n=37 in urban areas). The main outcomes were food insecurity, nutrition knowledge, English adequacy, and women's education. Results The main outcome of this study was the food security status among Syrian refugees residing in Florida. Among the total households, 80% were food insecure, and food insecurity was greater in rural areas (60.9%) than in urban areas (39.1%). The majority (57.5%) of participants scored fair nutrition knowledge. One-way frequency analysis showed that 75% of households had inadequate English. Around 23.7% of Syrian refugee women had a high school diploma or higher. Among these women, 68.4% were residing in urban areas. The chi-squared test showed significant differences in women's education in rural and urban areas (p=0.03). Nutrition knowledge was higher in urban areas compared to rural areas. The chi-squared test showed a significant difference in nutrition knowledge in urban and rural areas (p=0.04). The result of the multivariate logistic regression model indicated that the type of residence, rural vs urban areas, had an inverse significant effect on food security after controlling for our variables. Syrian refugees in rural areas had 79.9 greater odds of being food insecure compared with urban areas (odds ratio: 0.201, 95% CI: 0.053-0.758, p=0.01). Conclusions Nutrition knowledge, English adequacy, and women's education may be less important than types of residence. The type of residence is a contributing factor to food insecurity in Syrian refugees residing in Florida. A larger sample size would allow a clearer understanding of the relation of our variables with food insecurity.

Impact of articles written in non-alphabet languages.

Nowadays, English is the lingua franca of science, and the reference lists in most English articles are dominated by other English articles. Publications in languages other than English are most often in French, Italian, Spanish, or German. The minority written languages, that is, non-alphabet languages, have often not been included in reference lists in the scientific literature. However, to accord with the "diversity, equity, and inclusion" concept, non-alphabet languages should be included and discussed. Failure to cite articles in non-alphabet or non-standard languages ignores knowledge that could be useful to both the author and the reader. We hope the present article will promote more discussion of this often-overlooked topic.

English language teacher educators' knowledge and skills on early grade reading instruction.

This study investigated English language teacher educators' knowledge and skills on early grade reading instruction. It employed a quantitative design, particularly the descriptive comparative one, utilizing cluster random sampling method to include all (N = 43) English language teacher educators from three teacher education colleges (15 from Arba Minch, 11 from Hosana and 17 from Hawassa) in Ethiopia. The study used test and years of teaching experience as instruments to collect data. It employed descriptive statistics and One sample t-test to identify level of knowledge and skills English language teacher educators had on early grade reading, Multiple regression and Beta weights to determine the combined and relative contributions of domains of the early grade reading for English language teacher educators' knowledge and skills while Spearman's rho Correlation to examine the relationship between English language teacher educators' years of teaching experience and their knowledge and skills test score. Findings revealed that majority of English language teacher educators were at low level of knowledge and skills; they scored the skills test better than the knowledge one. Moreover, English language teacher educators in the current study had significantly low' level of early grade reading knowledge and skills compared to participants' early grade reading knowledge and skills in the hypothesized population, indicating that there are substantial differences on early grade reading knowledge and skills between the two groups. Although early grade reading domains together significantly contributed to English language teacher educators' level of content knowledge and skills, phonemic was the most while morphology was the least contributor. However, English language teacher educators' years of teaching experience did not show any significant correlation with their early grade reading knowledge and skills. The study concluded that English language teacher educators might not fully equip the preservice English language teachers with the content knowledge and skills to teach the early grade reading.

Satisfaction of psychological needs, resilience, confidence and willingness to communicate in English of secondary school students.

In recent years, educational policies have focused on promoting bilingualism in schools. This brings with it new challenges for the consolidation of communicative habits and English language proficiency among students. Thus, the aim of this study is to analyse the influence of psychological needs satisfaction on students' resilience and confidence in exhibiting communicative intention. The participants in the study were 786 secondary school students (406 were boys and 380 were girls). The analyses employed in the study were reliability analyses, descriptive statistics (mean, standard deviation and bivariate correlations) and structural equation modelling. The results revealed that satisfaction of psychological needs was positively associated with resilience and confidence. Furthermore, resilience was positively associated with willingness to communicate in English. These results can help to foster teaching strategies and design educational programmes that strengthen students' abilities, skills and confidence for everyday English language use in the classroom and in other contexts.

The impact of teachers' emotional support on EFL learners' online learning engagement: The role of enjoyment and boredom.

Learning engagement is acknowledged as a vital proxy for evaluating the quality of online education, and teachers' emotional support, as an essential component of social support within the educational environment, positively influences learners' online learning engagement. The present study draws on Person-environment Interaction Model and Broaden-and-Build Theory to investigate the effect of teachers' emotional support on online learning engagement for English as a Foreign Language (EFL) learners and the mediating roles of academic emotions, specifically enjoyment and boredom. A questionnaire survey was conducted among 411 Chinese college EFL learners who were selected through convenience sampling. The results revealed that teachers' emotional support was not a direct predictor of online learning engagement but indirectly affected it through the mediating role of enjoyment and the serial mediating roles of both enjoyment and boredom. Additionally, the mediating effect of enjoyment was much stronger than the chain mediating effect of enjoyment and boredom. Teachers should pay more attention to facilitating learners' enjoyment and relieving their boredom, which would enhance the positive impact of teachers' emotional support on online learning engagement. These results have some pedagogical implications for improving students' online English learning engagement and enhancing the quality of sustainable online education.

Involving women with limited English proficiency in group antenatal care: Findings from the integrated process evaluation of the Pregnancy Circles pilot trial.

Problem In the United Kingdom, poor experiences and outcomes of antenatal care among women with limited English proficiency (LEP) are widely documented. BACKGROUND: Group antenatal care aims to address some limitations of traditional care by combining health assessment, information sharing and peer support, but the inclusion of women with LEP in mixed-language groups has not been explored. AIM: This qualitative study used observations and interviews to explore whether linguistic diversity could be incorporated into group antenatal care (Pregnancy Circles). Women with LEP were invited to take part in mixed-language groups in a large urban NHS trust as part of the Pregnancy Circles pilot trial (ISRCTN66925258 Retrospectively registered 03 April 2017; North of Scotland Research Ethics Service 16/NS/0090). FINDINGS: Three Pregnancy Circles including women with LEP were implemented. Linguistically integrated groups required additional resources (time, interpreters, midwifery skills). Four themes emerged: 'Interpreting as helping', 'Enhanced learning', 'Satisfaction and belonging' and 'Complex lives'. DISCUSSION: Women with LEP accessing interpreting in Pregnancy Circles reported high levels of satisfaction, contrasting with reported experiences in traditional care. Three theories of effect emerged as relevant for women with LEP: social support.

Enhancement of laryngeal contrasts in non-native English clear speech: a comparison between L2-immersed sequential bilinguals and L1-immersed speakers.

Clear speech, a speaking style used to mitigate communicative circumstances affecting the transmission or decoding of speech signal, often involves the enhancement of language-specific phonological contrasts, including laryngeal contrasts. This study investigates the role of language dominance in the implementation of language-specific laryngeal contrasts in L2 clear speech. Two groups of Korean-English speakers (L1 Korean) were tested: a relatively less Korean-dominant L2-immersed group of sequential bilinguals (N = 30) and a strongly Korean-dominant L1-immersed group (N = 30), with dominance assessed based on the results of the Bilingual Language Profile. Participants read a set of English minimal pairs differing in the voicing of word-initial stops (e.g., tab vs. dab), and their acoustic enhancement strategies were compared with those of native English speakers (N = 20). As correlates of the English laryngeal contrast, voice onset time (VOT) and onset f0 were measured. Results showed that both bilingual groups enhanced English laryngeal contrast in clear speech via voiceless VOT lengthening, similarly to native English speakers, but to a smaller extent than native speakers. Both bilingual groups also implemented a greater degree of onset f0 difference between voiced and voiced English stops than native English speakers did, although no enhancement of this parameter was observed in their clear speech. Surprisingly, no significant differences were found between L2- and L1-immersed speakers, suggesting a lack of language immersion effect on the acoustic enhancement strategies in L2 clear speech. We discuss possible explanations for this finding and propose directions for future research.

Discourse-based constraints on long-distance dependencies generalize across constructions in English and French.

The article presents four acceptability judgment experiments that evaluate novel predictions of the Focus-Background Conflict constraint (Abeillé et al. 2020, Cognition) with respect to the acceptability of long distance dependencies for so-called "subject islands" in English and French. In contrast with syntactic accounts, the Focus-Background Conflict constraint predicts differential behavior across different constructions. The current paper tests a novel prediction of this theory, in a construction that has not yet been tested experimentally: it-clefts. Experiment 1 shows that elements in clefted clauses are not uniformly backgrounded, contrary to a standard assumption in the syntax / discourse literature. Experiments 2-4 tested long-distance dependency relations in relative clauses and clefts. In both languages, there is strong evidence of a cross-construction difference when comparing the two constructions with each other: extraction of the subject complement out of a subject NP was super-additively difficult in clefts, but not in relative clauses, as predicted by the Focus-Background Conflict constraint.

Identifying and analyzing common English writing challenges among regular undergraduate students.

Writing is essential for academic and professional success. This descriptive study aimed to investigate the challenges faced by Ethiopian university students. It focused on 680 regular undergraduate students at Mizan Tepi University selected through simple random sampling. Researchers employed tests, questionnaires, and interviews to collect data from students and EFL instructors. Data collection methods included student essay analysis, a structured questionnaire, and instructor interviews to gain insights into students' writing proficiency and perceptions. Statistical analysis was used for quantitative data, while content analysis was applied to qualitative data. Findings revealed that most students have average writing proficiency, are motivated to write in English and view writing as a process during activities. Many also reported engaging in writing outside the classroom. Vocabulary and grammar were highlighted as the most challenging aspects, alongside concerns over insufficient time to learn writing skills. Based on the study's outcomes, recommendations are proposed to enhance writing proficiency among undergraduate students. These include dedicating more time to writing instruction, raising awareness of essential writing elements, implementing regular assessments for monitoring progress, and possibly integrating a dedicated reading module. Emphasizing flexible teaching approaches and encouraging diverse writing practices beyond the classroom is crucial for improving overall language proficiency among students.