Social Media as a Tool for Informal Spanish Learning: A Phenomenological Study of Chinese Students' Behaviour in Spain.

This study explores the perceptions of Chinese learners in Spain regarding the use of social networks for informal Spanish language learning. The objective is to identify the challenges and benefits of using social networks to address the real needs of students in learning Spanish. A qualitative phenomenological approach was adopted, focusing on participants' perceptions before and after using social networks. Eight Chinese students were selected for the study. The study was conducted in Valencia and Barcelona, Spain, from 1 September 2023 to 20 March 2024, and three commonly used social media networks were compared. The results indicate positive perceptions towards social media as a tool for learning Spanish, highlighting its usefulness in improving language skills and enhancing cultural awareness. Additionally, Xiaohongshu and Bilibili emerged as the most popular platforms for Spanish language learning among Chinese students. This study concludes that social media effectively meets the authentic needs of Chinese students learning Spanish in Spain, enhancing both language skills and cultural adaptation. This multifaceted approach reflects the complexity of learning Spanish in the digital age, combining personal passion, professional aspirations, and cultural adaptation needs.

Intelligent real-life key-pixel image detection system for early Arabic sign language learners.

Lack of an effective early sign language learning framework for a hard-of-hearing population can have traumatic consequences, causing social isolation and unfair treatment in workplaces. Alphabet and digit detection methods have been the basic framework for early sign language learning but are restricted by performance and accuracy, making it difficult to detect signs in real life. This article proposes an improved sign language detection method for early sign language learners based on the You Only Look Once version 8.0 (YOLOv8) algorithm, referred to as the intelligent sign language detection system (iSDS), which exploits the power of deep learning to detect sign language-distinct features. The iSDS method could overcome the false positive rates and improve the accuracy as well as the speed of sign language detection. The proposed iSDS framework for early sign language learners consists of three basic steps: (i) image pixel processing to extract features that are underrepresented in the frame, (ii) inter-dependence pixel-based feature extraction using YOLOv8, (iii) web-based signer independence validation. The proposed iSDS enables faster response times and reduces misinterpretation and inference delay time. The iSDS achieved state-of-the-art performance of over 97% for precision, recall, and F1-score with the best mAP of 87%. The proposed iSDS method has several potential applications, including continuous sign language detection systems and intelligent web-based sign recognition systems.

Statistical learning ability at 17 months relates to early reading skills via oral language.

Statistical learning ability has been found to relate to children's reading skills. Yet, statistical learning is also known to be vital for developing oral language skills, and oral language and reading skills relate strongly. These connections raise the question of whether statistical learning ability affects reading via oral language or directly. Statistical learning is multifaceted, and so different aspects of statistical learning might influence oral language and reading skills distinctly. In a longitudinal study, we determined how two aspects of statistical learning from an artificial language tested on 70 17-month-old infants-segmenting sequences from speech and generalizing the sequence structure-related to oral language skills measured at 54 months and reading skills measured at approximately 75 months. Statistical learning segmentation did not relate significantly to oral language or reading, whereas statistical learning generalization related to oral language, but only indirectly related to reading. Our results showed that children's early statistical learning ability was associated with learning to read via the children's oral language skills.

Investigating the influence of gamification on motivation and learning outcomes in online language learning.

Introduction: This study investigates the influence of gamification integration on language learning achievement among Chinese students while probing the mediating role of learners' motivation. Furthermore, it extends the boundaries of this investigation by exploring the moderating effect of digital literacy as a psychological predisposition. Methods: Data is collected through surveys from Chinese students enrolled in linguistic programs, employing a stratified random sampling technique and analyzed via SmartPLS SEM. Results: The findings affirm the significant and positive impact of gamification integration on language learning achievement. The study introduces a moderated mediation model where learners' motivation serves as the mediator, and digital literacy acts as a moderator, further accentuating the significant impact of this integrated approach. Discussion: This research advances our theoretical understanding of language learning, validating gamification's effectiveness as a motivational tool, and introduces digital literacy as a critical factor, providing deeper insights into personalized language learning experiences.

Native and non-native parsing of adjective placement - An ERP study of Mandarin and English sentence processing.

Adjectives in English and Mandarin are typically prenominal, but the corresponding grammatical rules vary in subtle ways. Our event-related potential (ERP) study shows that native speakers of both languages rely on similar processing mechanisms when reading sentences with anomalous noun-adjective order (e.g., the vase *white) in their first language, reflected by a biphasic N400-P600 profile. Only Mandarin native speakers showed an additional N400 on grammatical adjectives (e.g., the white vase), potentially due to atypical word-by-word presentation of lexicalized compounds. English native speakers with advanced Mandarin proficiency were tested in both languages. They processed ungrammatical noun-adjective pairs in English like English monolinguals (N400-P600), but only exhibited an N400 in Mandarin. The absent P600 effect corresponded to their (surprisingly) low proficiency with noun-adjective violations in Mandarin, questioning simple rule transfer from English grammar.

Redundancy can hinder adult L2 grammar learning: evidence from case markers of varying salience levels.

Grammatical redundancy is a widespread feature across languages. Although redundant cues can be seen to increase the complexity and processing burden of structures, it has been suggested that they can assist language acquisition. Here, we explored if this learning benefit can be observed from the very initial stages of second language (L2) acquisition and whether the effect of redundancy is modulated by the perceptual salience of the redundant linguistic cues. Across two experiments, three groups of adult native speakers of English were incidentally exposed to three different artificial languages; one that had a fixed word order, Verb-Object-Subject, and two in which thematic role assignment was additionally determined by a low-salient (Experiment 1) or a high-salient (Experiment 2) redundant case marker. While all groups managed to learn the novel language, our results pointed towards a hindering role of redundancy, with participants in the non-redundant condition achieving greater learning outcomes compared to those in both redundant conditions. Results also revealed that this impeding effect of redundancy on L2 learners can be attenuated by the salience of the redundant cue (Experiment 2). In conjunction with earlier findings, the present results suggest that the effect of redundancy on L2 acquisition can be differentially manifested depending on the stage of L2 development, learners' first language biases and age.

Use of Artificial Intelligence in Triage in Hospital Emergency Departments: A Scoping Review.

The integration of artificial intelligence (AI) and machine learning (ML) in healthcare has become a major point of interest and raises the question of its impact on the emergency department (ED) triaging process. AI's capacity to emulate human cognitive processes coupled with advancements in computing has shown positive outcomes in various aspects of healthcare but little is known about the use of AI in triaging patients in ED. AI algorithms may allow for earlier diagnosis and intervention; however, overconfident answers may present dangers to patients. The purpose of this review was to explore comprehensively recently published literature regarding the effect of AI and ML in ED triage and identify research gaps. A systemized search was conducted in September 2023 using the electronic databases EMBASE, Ovid MEDLINE, and Web of Science. To meet inclusion criteria, articles had to be peer-reviewed, written in English, and based on primary data research studies published in US journals 2013-2023. Other criteria included 1) studies with patients needing to be admitted to hospital EDs, 2) AI must have been used when triaging a patient, and 3) patient outcomes must be represented. The search was conducted using controlled descriptors from the Medical Subject Headings (MeSH) that included the terms "artificial intelligence" OR "machine learning" AND "emergency ward" OR "emergency care" OR "emergency department" OR "emergency room" AND "patient triage" OR "triage" OR "triaging." The search initially identified 1,142 citations. After a rigorous, systemized screening process and critical appraisal of the evidence, 29 studies were selected for the final review. The findings indicated that 1) ML models consistently demonstrated superior discrimination abilities compared to conventional triage systems, 2) the integration of AI into the triage process yielded significant enhancements in predictive accuracy, disease identification, and risk assessment, 3) ML accurately determined the necessity of hospitalization for patients requiring urgent attention, and 4) ML improved resource allocation and quality of patient care, including predicting length of stay. The suggested superiority of ML models in prioritizing patients in the ED holds the potential to redefine triage precision.

Multimedia glosses and second language vocabulary learning: A second-round meta-analysis.

The use of glosses to aid vocabulary learning in second languages has been one of the most actively studied areas in computer-assisted language learning (CALL) literature. To compile research articles that examine the effect of utilizing glosses on second language (L2) vocabulary learning, the present study employed a second-order meta-analysis technique. The second-order meta-analysis is a study that synthesizes and analyzes the findings of multiple meta-analyses rather than individual primary studies, providing a higher level of abstraction and overview of existing evidence. The study synthesizes the results from seven primary meta-analyses conducted between 2008 and 2023, which included 136 original studies. Results showed that the overall mean effect size for using glosses was medium (g = 0.63 for the fixed-effect size model and 0.76 for the random-effect size model). The results showed that moderators had a significantly mitigated the effects of multimedia glosses. In particular, beginner-level students benefited greatly from being exposed to multimedia glosses, resulting in a large effect size. Additionally, the recognition test tended to produce a higher effect size compared to other types of vocabulary tests. Furthermore, glossing was found to be more effective in improving vocabulary acquisition in expository texts rather than narrative texts. Moreover, single-mode glosses were reported to be more effective than multi-mode glosses. The findings indicated that in-text glosses, out-text glosses, and bottom glosses exhibited a small effect size, whereas pop-up and margin glosses demonstrated a medium effect size. Implications for language learning and suggestions for future meta-analytic research are provided.

Effects of dual- and single-language exposure on children's word learning: Experimentally testing the role of competition.

This study investigated the role of dual- and single-language input in bilingual children's word learning. In Experiment 1, 26 Spanish-English bilingual children aged 4 and 5 years (9 girls; 73% Latino; 65% White) learned novel words in single- and dual-language conditions. In the single-language condition, children learned English-like labels for novel objects. In the dual-language condition, the same children learned Spanish- and English-like labels for a different set of objects; all labels were produced by the same bilingual speaker, creating competition between the two languages. A second group of bilingual children (N = 25; 14 girls; 72% Latino; 40% White) participated in Experiment 2, which tested whether tagging language by speaker in the dual-language condition (mimicking the one person-one language input strategy) would influence performance. In both experiments, participants learned novel English words above chance (ps < .05) in both conditions, with better performance in the single-language condition. These results indicate an advantage for single-language learning contexts, but the theoretical roots and the practical value of this advantage are unclear.

The Effects of Linear Order in Category Learning: Some Replications of Ramscar et al. (2010) and Their Implications for Replicating Training Studies.

Ramscar, Yarlett, Dye, Denny, and Thorpe (2010) showed how, consistent with the predictions of error-driven learning models, the order in which stimuli are presented in training can affect category learning. Specifically, learners exposed to artificial language input where objects preceded their labels learned the discriminating features of categories better than learners exposed to input where labels preceded objects. We sought to replicate this finding in two online experiments employing the same tests used originally: A four pictures test (match a label to one of four pictures) and a four labels test (match a picture to one of four labels). In our study, only findings from the four pictures test were consistent with the original result. Additionally, the effect sizes observed were smaller, and participants over-generalized high-frequency category labels more than in the original study. We suggest that although Ramscar, Yarlett, Dye, Denny, and Thorpe (2010) feature-label order predictions were derived from error-driven learning, they failed to consider that this mechanism also predicts that performance in any training paradigm must inevitably be influenced by participant prior experience. We consider our findings in light of these factors, and discuss implications for the generalizability and replication of training studies.

Awake targeted memory reactivation doesn't work.

Memories are pliable and can be biased by post-encoding information. In targeted memory reactivation (TMR) studies, participants encode information then sleep, during which time sounds or scents that were previously associated with the encoded images are re-presented in an effort to trigger reactivation of the associated memory traces. Upon subsequent testing, memory for reactivated items is often enhanced. Is sleep essential for this process? The literature on awake TMR is small and findings are mixed. Here, we asked English-speaking adults to learn Japanese vocabulary words. During a subsequent active rest phase, participants played Tetris while sound cues associated with the vocabulary words were presented. Results showed that when memories were reactivated, they were either disrupted (Experiment 1) or unaffected (Experiments 2, 3). These findings indicate that awake TMR is not beneficial, and may actually impair subsequent memory. These findings have important implications for research on memory consolidation and reactivation.

Foreign language anxiety research in System between 2004 and 2023: looking back and looking forward.

With the deepening of the research on emotional factors, foreign language anxiety (FLA) has become the focus of researchers in the field of foreign language learning (FLL) and teaching. This paper aims to provide an overview of the historical trajectory of FLA research that has been published in System between 2004 and 2023. While examining the retrieved 49 studies, focus has been laid on the methodologies including research instruments, methods, participants, major themes and key findings of FLA research. Although almost all of the studies employed quantitative and mix-methods methodologies, questionnaires and semi-structured interviews were the most preferred research methods. FL learners from 21 countries/regions were represented, but a significant number of the studies came from China, Japan and Iran. And an overwhelming majority of the studies focused on FLA among the learners learning English as a foreign language (EFL). The review concluded with some research lacunae and possible directions for future research on FLA.

What Contributes to Student Language Learning Satisfaction and Achievement with Learning Management Systems?

Learning management systems (LMSs) have received substantial global attention and have undergone extensive research, with most discussions focusing on users' acceptance and continuation of LMS use in the higher education sector. However, research is scarce in terms of identifying the factors that are advantageous to K-12 students' learning and satisfaction when using LMSs for language learning. This study aims to examine the impacts of internal and contextual factors on secondary students' learning satisfaction and English achievement when using LMSs. Data were collected from 289 students through an online survey. The results of the structural equation modeling showed that satisfaction had the most significant impact on English achievement. Furthermore, both internal and contextual factors, including technology self-efficacy, interest, task value, teacher support, and technology facilitation, positively impacted learning satisfaction with LMSs. In addition, teacher support exerted the strongest impact on satisfaction, followed by interest and technology self-efficacy. However, only internal factors, such as interest and task value, were positively associated with English achievement. Neither teacher support nor technology facilitation significantly impacted English performance. Given the increasing availability of LMS usage, the findings of this study can facilitate the more effective implementation of LMSs in China and globally. The study contributes to the theory and practice of LMSs use in K-12 English education. The limitations and implications of the study were discussed as well.

Multilingual education: medical interns perceptions regarding the usefulness of non-mother tongue communications skills taught during the undergraduate curriculum.

BACKGROUND: This paper investigates the perceptions of medical interns regarding the usefulness of non-mother tongue communication skills taught during the undergraduate curriculum at the University of Cape Town in South Africa. In 2003, the university decided to incorporate Afrikaans and IsiXhosa communication skills into the new MBChB curriculum in order to meet the Faculty of Health Sciences goals to promote quality and equity in healthcare, and to prepare graduating health practitioners for multilingual communities where they would be serving. Despite annual internal evaluations and reviews of the languages courses, the usefulness, if any, of the additional languages in the working clinical environment had not been determined. METHODS: Data were collected during the second year of medical internship across a five-year period through survey questionnaires, as well as focus group interviews conducted in the Western Cape, South Africa. Surveys were conducted from 2009 to 2013. RESULTS: The study shows that the usefulness of each of the probed categories was not consistent across both languages. The interns expressed a need for an overall improvement of the isiXhosa course offering, while the outcomes for the Afrikaans language were more positive across all categories except for cultural understanding. CONCLUSION: The study indicates a positive trend amongst the interns towards developing usefulness in communication skills in Afrikaans and isiXhosa to communicate with their patients.

Language Learning for People Living with Dementia and Their Caregivers: Feasibility and the Quality of Experience.

BACKGROUND: A body of research from around the world has reported positive effects of bilingualism on cognitive ageing and dementia. However, little is known about whether foreign language learning could be applied as an intervention for people already living with dementia. Yet, before it is possible to determine the efficacy of language courses as an intervention for people living with dementia (PLWD), it is necessary to establish whether such an intervention is feasible. Our study explored this possibility. METHODS: We conducted an exploratory study to examine the feasibility and tolerability of 2-week Italian beginner courses for PLWD in early stages and their family carers in two Scottish Dementia Resource Centres (DRCs). The courses were delivered by trained tutors from Lingo Flamingo, a social enterprise specialising in language teaching for older learners and learners with dementia. Twelve PLWD and seven carers participated in the study. Focus groups preceded and followed the courses. Additional post-course open interviews with the DRC managers were conducted, with a follow-up via telephone approximately one year later. RESULTS: Qualitative content analysis resulted in 12 themes, 5 reflected in the interview schedule and 7 arising from the focus groups and interviews. Overall, the courses were perceived positively by PLWD, carers, and DRC managers, although a few logistically and linguistically challenging aspects were also mentioned. The courses were found to positively impact both the individual by increasing self-esteem and producing a sense of accomplishment as well as the group by creating a sense of community. Notably, no adverse effects (in particular no confusion or frustration) were reported. CONCLUSION: The positive outcomes of our study open a novel avenue for future research to explore foreign language training in dementia as an intervention and its implications.

Exploring the potential of ChatGPT for foreign language education at the university level.

Introduction: The purpose of this study is to explore students' attitudes and perceived usefulness of using ChatGPT for learning a foreign language to reveal how this new trend tool affects its end-users. Methods: The authors conducted qualitative research by using a questionnaire survey based on hands-on experience by university students. Results: The findings reveal that students are fascinated, satisfied, and stimulated to use this technology despite some of their reservations and potential threats. The authors of this study also list pedagogical implications, including specific activities, while using ChatGPT. Discussion: Although ChatGPT can be very beneficial for teachers and help them in their preparation, it sets a challenging task for them to change the existing teaching approaches and assessments to boost students' cognitive, creative, and critical thinking skills. In addition, both teachers and students will have to upskill their competencies to handle the current advancements in AI technology, such as ChatGPT.

Predictability and Variation in Language Are Differentially Affected by Learning and Production.

General principles of human cognition can help to explain why languages are more likely to have certain characteristics than others: structures that are difficult to process or produce will tend to be lost over time. One aspect of cognition that is implicated in language use is working memory-the component of short-term memory used for temporary storage and manipulation of information. In this study, we consider the relationship between working memory and regularization of linguistic variation. Regularization is a well-documented process whereby languages become less variable (on some dimension) over time. This process has been argued to be driven by the behavior of individual language users, but the specific mechanism is not agreed upon. Here, we use an artificial language learning experiment to investigate whether limitations in working memory during either language learning or language production drive regularization behavior. We find that taxing working memory during production results in the loss of all types of variation, but the process by which random variation becomes more predictable is better explained by learning biases. A computational model offers a potential explanation for the production effect using a simple self-priming mechanism.

Learners' continuance intention in multimodal language learning education: An innovative multiple linear regression model.

Confronted with the unprecedented COVID-19 pandemic, millions of learners have received, are receiving, or will receive multimodal language learning education. This study aims to explore the relationships between various factors influencing learners' continuance intention by proposing an innovative multiple linear regression model in multimodal language learning education. Participants were randomly recruited (N = 334) in China who had received multimodal language learning education by combining Massive Open Online Courses, Rain Classroom, and WeChat. The research instrument, a comprehensive questionnaire, was sent through the online system named Questionnaire Star developed by technical experts. A multiple linear regression analysis was adopted to test the proposed hypotheses and fit the research model. This study confirms the relationships between the Technology Acceptance Model-inclusive constructs such as perceived ease of use, perceived usefulness, attitudes toward multimodal language learning education, and continuance intention of participating in multimodal language learning education. The Technology Acceptance Model is also associated with other constructs, e.g. Task-technology fit, Individual-technology fit, Openness, and Reputation of multimodal language learning educational institutes, and personal investment in multimodal language learning education. However, personal investment neither directly nor indirectly predicts continuance intention. Educators and designers could make every effort to improve multimodal language learning education to enhance personal investment and foster its association with continuance intention of learners.

Designing a pedagogical framework for mobile-assisted language learning.

With the high penetration of mobile devices and wide coverage of wireless networks, mobile-assisted language learning (MALL) has been widely utilized to enhance language teaching and learning. However, the integration of MALL into language pedagogy has been hampered by a lack of a cohesive and unified framework for MALL pedagogy. Most of the existing frameworks were not specifically designed for language pedagogy and failed to balance the technological and pedagogical dimensions of MALL pedagogy. This study sought to promote the incorporation of MALL and tertiary EFL pedagogy by designing a pedagogical framework for MALL (PF4M) using design-based research (DBR) as the overarching research methodology. The DBR investigation adopted a mixed research approach, incorporating systematic review, expert survey, thematic analysis, and expert review. The resulting PF4M is anticipated to aid in the integration of MALL into language pedagogy by offering practical and theoretical guidance for effective teaching and learning. The findings may also suggest future directions for pedagogical innovations in MALL.