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Learners can study foreign language-English vocabulary (e.g., denken - to think) both receptively and productively. Receptive learning involves being cued with a foreign language word (e.g., denken) and trying to translate it (i.e., to think). Productive learning involves being cued with an English word (e.g., to think) and trying to produce the translation. When students use retrieval practice to learn foreign-language translations in one direction (e.g., receptively) until they correctly recall the translation, do they demonstrate transfer in the other direction (i.e., productively)? Across three experiments, we answered this question by manipulating the order of learning schedule (reception first followed by production or vice versa). For a given schedule, participants continued to practice retrieving translations (with feedback) using the dropout method until they correctly recalled each translation three times; they then proceeded to practice the pairs in the opposite direction until they correctly recalled each translation three times. Across all experiments, transfer was partial (learning in one direction did not entirely eliminate the need to practice in the other), but transfer did occur regardless of which schedule students used first during practice.
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Virtual Reality technology has garnered increasing attention and utilization within language education. The research explored the multifaceted challenges and opportunities L2 educators encounter in Iran when integrating VR technology into language instruction and when focusing on educators' perceptions of VR technology and the training gaps they identify. The researchers adopted a qualitative case study design. The selection of cases involved purposive sampling. The study included a total number of 23 L2 educators from language institutions in Iran. In the current study the researchers administered a qualitative case study design, focusing on the experiences of educators in real-world settings where VR technology was being used or considered for language instruction. Research findings reveal that educators encounter significant training gaps related to VR technology, emphasizing the critical need for comprehensive training programs. The implications of this study underscore the importance of equipping educators with the knowledge and skills required to harness VR's potential for enhancing language instruction. Training programs should encompass technical proficiency, pedagogical competence, administrative navigation, collaborative learning, alignment with learning goals, and ongoing professional development. By addressing these multifaceted needs, institutions and organizations can empower educators to leverage VR effectively, fostering engaging and effective language learning experiences for students.
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In recent years, research on enjoyment in foreign language (FL) learning has flourished. To help illuminate the existing scope of inquiry and guide future research, this paper presents a systematic review of 118 empirical studies on FL learning enjoyment published between 2014 and 2023. Each study was coded according to its research context, methodological features, and research focus. The results indicate (1) a heavy focus on adult English as a foreign language (EFL) learners whose first languages are Chinese or Persian within traditional classroom learning settings; (2) a strong preference for quantitative methods; and (3) a prominent focus on enjoyment's antecedents and effects. Drawing upon these findings, we recommend that future research (1) addresses the experiences of language learners from diverse demographic backgrounds in a wider variety of learning settings; (2) applies multimodal methods to thoroughly assess the experience of enjoyment from both objective and subjective perspectives; and (3) explores the nature of enjoyable teacher-student or student-student socio-emotional interaction in greater depth.
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Introduction: This research explores the intricate interplay among teacher-student relationships, perceived autonomy support, peer relationships, and their collective impact on the psychological well-being of 387 university students enrolled in French language courses across diverse academic institutions in China. Methods: Employing Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM), this study aims to establish the validity and robustness of the proposed model. Data collection involved online surveys utilizing Likert scales and standardized measures to assess variables concerning educational relationships and psychological well-being. Results: The findings reveal significant associations between teacher-student relationships, autonomy support, positive peer relationships, and psychological well-being. Importantly, analyses demonstrate the influential role of positive peer relationships in mediating the effects of teacher-student relationships and autonomy support on students' psychological well-being. Discussion: These outcomes emphasize the crucial significance of educational relationships in shaping students' psychological well-being within academic settings. The findings contribute to understanding the nuanced dynamics of educational interactions and their profound implications for student well-being. This highlights the necessity of cultivating positive educational environments for enhanced student mental health.
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Communication in a foreign language is essential, and it requires an individual's competence in speaking skills. It needs to be improved to enhance an effective means of communication. The current study investigates the relationship between L2 communication apprehension and communicative competence of pre-service EFL teachers studying at a state university in Türkiye. The quantitative research approach focuses on understanding pre-service teachers' perceptions regarding communication apprehension and communicative competence. The study included 200 pre-service EFL teachers, with 146 female and 54 male participants. The age range of the participants was between 18 and 34. The results indicate that pre-service EFL teachers have varying levels of communication apprehension and are notably more apprehensive in certain situations. Additionally, the study found that perceived communication competence significantly influences communication apprehension. Some pedagogical strategies are discussed and suggested according to the findings of the study.
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BACKGROUND: Large language models (LLMs) such as ChatGPT-4 and Google Gemini show potential for patient health education, but concerns about their accuracy require careful evaluation. This study evaluates the readability and accuracy of ChatGPT-4 and Google Gemini in answering questions about retinal detachment. METHODS: Comparative study analyzing responses from ChatGPT-4 and Google Gemini to 13 retinal detachment questions, categorized by difficulty levels (D1, D2, D3). Masked responses were reviewed by ten vitreoretinal specialists and rated on correctness, errors, thematic accuracy, coherence, and overall quality grading. Analysis included Flesch Readability Ease Score, word and sentence counts. RESULTS: Both Artificial Intelligence tools required college-level understanding for all difficulty levels. Google Gemini was easier to understand (p = 0.03), while ChatGPT-4 provided more correct answers for the more difficult questions (p = 0.0005) with fewer serious errors. ChatGPT-4 scored highest on most challenging questions, showing superior thematic accuracy (p = 0.003). ChatGPT-4 outperformed Google Gemini in 8 of 13 questions, with higher overall quality grades in the easiest (p = 0.03) and hardest levels (p = 0.0002), showing a lower grade as question difficulty increased. CONCLUSIONS: ChatGPT-4 and Google Gemini effectively address queries about retinal detachment, offering mostly accurate answers with few critical errors, though patients require higher education for comprehension. The implementation of AI tools may contribute to improving medical care by providing accurate and relevant healthcare information quickly.
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Artificial intelligence and positive psychology play crucial roles in education, yet there is limited research on how these psychological factors influence learners' use of AI, particularly in language education. Grounded in self-determination theory, this study investigates the factors influencing Chinese English learners' intention to use AI for language learning. Utilizing structural equation modeling, this research examines the mediating roles of grit, flow, and resilience in the relationship between basic psychological needs and the intention to use AI. Data were analyzed using AMOS 26 and SPSS 26. The findings reveal that flow, grit, and resilience mediate the relationship between basic psychological needs and the intention to adopt AI tools for language learning. This study provides valuable insights into how educational environments can be designed to fulfill psychological needs, thereby fostering greater engagement and acceptance of AI in language education.
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This study examines the associations between speaking accuracy and fluency among English as a Foreign Language (EFL) learners and emotional intelligence (EI), creative thinking (CT), and academic enthusiasm (AE). Quantitative data was used in a thorough analysis that was carried out utilizing a cross-sectional design. Three hundred and twenty EFL learners were chosen as a sample using a multi-stage cluster sampling technique. The creativity questionnaire by Abedi, the EI questionnaire by Schutte et al. and the AE questionnaire by Fredricks et al. were all completed by the participants. Quantitative data analysis was conducted using SPSS 25.0 and AMOS 24.0. The results showed a strong positive association between better speaking accuracy and fluency and greater levels of CT, EI, and AE. More precisely, learners with greater EI were able to control their emotions better, which improved their ability to speak clearly and fluently. Speaking performance was improved by those with higher CT because they showed improved problem-solving abilities and linguistic originality. High AE was also associated with better language practice and competence due to higher desire and involvement. These findings imply that encouraging CT, EI, and AE in language learning settings can greatly improve learners' speaking ability. To better understand the impact of other elements on speaking proficiency, future research should look into motivation, self-esteem, and learning methodologies.
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Background: Learning apps can be helpful to non-native language learners in learning Arabic, which includes speaking, writing, and speaking exercises. When learners become better in the language, they become more confident in interacting with the community, thus affecting their Cultural Intelligence (CQ) and Acculturation (AC). This study aimed to explore the relationship between the CQ and AC among non-native learners of Arabic. Additionally, the study aimed to investigate the potential impacts of learning apps and gender. Methods: This study used a correlational approach, involving a sample of 102 non-native Arabic language learners in Jordan. To assess these factors, this study used the Cultural Intelligence Scale and the Acculturation Survey. Results: The findings of this study revealed a positive correlation between the CQ and AC. Furthermore, the use of apps can provide CQ and AC levels. In addition, the study determined that gender did not play a significant role in influencing learners. Conclusion: the utilization of educational apps has been shown to enhance both CQ and AC. Thus, it is imperative to encourage learners to engage with these apps, as they foster cultural awareness, thereby facilitating the process of learning Arabic.
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Aculturação , Idioma , Aprendizagem , Aplicativos Móveis , Adolescente , Adulto , Feminino , Humanos , Masculino , Adulto Jovem , Inteligência , Jordânia , Inquéritos e QuestionáriosRESUMO
While grit is considered essential to EFL learners as they navigate the challenges and setbacks of foreign language learning, it has been largely overlooked by EFL researchers. In this sequential mixed methods study with qualitative data and structural equation modeling (SEM), we examined the role of teacher confirmation and emotional support in predicting L2 grit among 309 low-proficiency Chinese EFL learners who were majoring in music, fine arts, and physical education at Chinese universities. Our results revealed positive correlations between teacher confirmation, emotional support, and L2 grit, with both teacher confirmation and emotional support significantly predicting L2 grit in our presumptive model. Qualitatively, we analyzed 22 participants' responses to three open-ended questions from a semi-structured interview. Interviewees named a spectrum of interpersonal, learner, context, teacher, and task related factors they believed to be affecting their L2 grit. Among the interpersonal factors, teacher-student communication variables were most frequently named, echoing our quantitative findings. We discussed the limitations, pedagogical implications, and recommended future directions of this research.
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Introduction: Numerous studies have highlighted cognitive benefits in lifelong bilinguals during aging, manifesting as superior performance on cognitive tasks compared to monolingual counterparts. Yet, the cognitive impacts of acquiring a new language in older adulthood remain unexplored. In this study, we assessed both behavioral and fMRI responses during a Stroop task in older adults, pre- and post language-learning intervention. Methods: A group of 41 participants (age:60-80) from a predominantly monolingual environment underwent a four-month online language course, selecting a new language of their preference. This intervention mandated engagement for 90 minutes a day, five days a week. Daily tracking was employed to monitor progress and retention. All participants completed a color-word Stroop task inside the scanner before and after the language instruction period. Results: We found that performance on the Stroop task, as evidenced by accuracy and reaction time, improved following the language learning intervention. With the neuroimaging data, we observed significant differences in activity between congruent and incongruent trials in key regions in the prefrontal and parietal cortex. These results are consistent with previous reports using the Stroop paradigm. We also found that the amount of time participants spent with the language learning program was related to differential activity in these brain areas. Specifically, we found that people who spent more time with the language learning program showed a greater increase in differential activity between congruent and incongruent trials after the intervention relative to before. Discussion: Future research is needed to determine the optimal parameters for language learning as an effective cognitive intervention for aging populations. We propose that with sufficient engagement, language learning can enhance specific domains of cognition such as the executive functions. These results extend the understanding of cognitive reserve and its augmentation through targeted interventions, setting a foundation for future investigations.
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This study investigated the impact of language learning in comparison to other complex learning activities on cognitive functioning and psychosocial well-being in cognitively healthy, community-dwelling older adults. In a randomized controlled trial, 43 Dutch functionally monolinguals aged 65-78 completed a three-month English course (n = 15), music training (n = 13), or a lecture series (n = 15). Cognitive functioning (global cognition, cognitive flexibility, episodic memory, working memory, verbal fluency, and attention) and psychosocial well-being were assessed before and immediately after the intervention, and at a four-month follow-up. The language learners significantly improved on episodic memory and cognitive flexibility. However, the magnitude of cognitive change did not significantly differ between the language learning and music training conditions, except for a larger positive change in cognitive flexibility for the language learners from pretest to follow-up. Our results suggest that language learning in later life can improve some cognitive functions and fluency in the additional language, but that its unique effects seem limited.
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BACKGROUND: Artificial intelligence (AI) and large language models (LLMs) transform how patients inform themselves. LLMs offer potential as educational tools, but their quality depends upon the information generated. Current literature examining AI as an informational tool in dermatology has been limited in evaluating AI's multifaceted roles and diversity of opinions. Here, we evaluate LLMs as a patient-educational tool for Mohs micrographic surgery (MMS) in and out of the clinic utilizing an international expert panel. METHODS: The most common patient MMS questions were extracted from Google and transposed into two LLMs and Google's search engine. 15 MMS surgeons evaluated the generated responses, examining their appropriateness as a patient-facing informational platform, sufficiency of response in a clinical environment, and accuracy of content generated. Validated scales were employed to assess the comprehensibility of each response. RESULTS: The majority of reviewers deemed all LLM responses appropriate. 75% of responses were rated as mostly accurate or higher. ChatGPT had the highest mean accuracy. The majority of the panel deemed 33% of responses sufficient for clinical practice. The mean comprehensibility scores for all platforms indicated a required 10th-grade reading level. CONCLUSIONS: LLM-generated responses were rated as appropriate patient informational sources and mostly accurate in their content. However, these platforms may not provide sufficient information to function in a clinical environment, and complex comprehensibility may represent a barrier to utilization. As the popularity of these platforms increases, it is important for dermatologists to be aware of these limitations.
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This study investigates persuasive strategies used in the writings of Iranian university students in the field of teaching English as foreign language (TEFL). The study utilized the 7 principles of persuasive strategies presented by Cialdini (The psychology of persuasion, Quill William Morrow, New York 1984; Pre-suasion: A revolutionary way to influence and persuade, Simon & Schuster, New York 2016), which include 'reciprocity', 'commitment and consistency', 'social proof', 'liking', 'authority', 'scarcity', and 'unity'. The results indicate that strategies such as 'liking', 'unity', and 'authority' were used more frequently than other persuasive strategies. On the other hand, 'scarcity' was the least used strategy by the participants. Significant gender differences were also observed in the data. These findings have important pedagogical implications and suggest the need to incorporate persuasive strategies into instructional materials and teaching practices to enhance the persuasive writing skills of university students. Furthermore, gender differences highlight the importance of considering individual differences when teaching persuasive writing. Finally, the study discusses the pedagogical implications of these findings in the context of learning and teaching.
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Comunicação Persuasiva , Estudantes , Redação , Humanos , Estudantes/psicologia , Irã (Geográfico) , Masculino , Universidades , Feminino , Adulto Jovem , AdultoRESUMO
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.
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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.
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Desenvolvimento da Linguagem , Leitura , Humanos , Lactente , Masculino , Feminino , Estudos Longitudinais , Aprendizagem , Pré-Escolar , Fala , IdiomaRESUMO
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.
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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.
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Multilinguismo , Multimídia , Vocabulário , Humanos , Aprendizagem/fisiologia , Instrução por Computador/métodosRESUMO
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.
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Potenciais Evocados , Idioma , Multilinguismo , Humanos , Potenciais Evocados/fisiologia , Masculino , Feminino , Adulto Jovem , Adulto , Leitura , Eletroencefalografia , Encéfalo/fisiologiaRESUMO
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.