Metaphor comprehension in AI and humans: Insights from English language learners and Alexa’s NLP capabilities

Impact of Anxiety in English Language Learning of Second Language Learners

Two lexical decision experiments were conducted to further investigate the notion that metaphor comprehension involves the formation of a new association between topic and vehicle. Experiment 1 was essentially a replication and extension of Camac and Glucksberg (1984) demonstrating that known word associate pairs show a significant lexical decision latency advantage over their randomly paired counterparts, while topic/vehicle word pairs drawn from apt metaphors do not. The results of Experiment 1 confirm their initial findings even when printed word frequency of the two pair types is held equivalent (a factor not controlled for in the original Camac and Glucksberg study). This result suggests that preexisting topic/vehicle similarity is not an important factor in metaphor comprehension. Experiment 2 was an attempt to detect the hypothesized shift in attribute salience that results in the formation of a new association between topic and vehicle during metaphor comprehension. In Experiment 2, subjects made lexical decisions on topic/vehicle word pairs that were preceded by a paragraph designed to induce either a metaphorical or literal interpretation. For many subjects, a latency advantage was observed for topic/vehicle pairs preceded by a metaphorical context as compared to a mismatching literal context. This finding suggests that metaphor comprehension is a dynamic process which modifies preexisting topic/vehicle similarity, and that metaphorical interpretations are facilitated by extended context.

Time is frequently structured in terms of motion as moving-time (e.g., "summer is coming"), moving-ego (e.g., "we approach winter"), or sequence-as-position (e.g., "winter follows autumn") across the world's languages, including Chinese - a language that shows greater variability in its expression of such metaphors. Using a metaphor explanation and a metaphor comprehension task, we tested 60 children learning Chinese, equally divided into ages 3-4, 5-6, 7-8. Children's performance improved with age, marking ages 7-8 as the period with significant gains in both comprehension and explanation of metaphors - a later mastery compared to children learning English shown in earlier work. Metaphor type also affected children's performance, but only for the explanation and not the comprehension of metaphors. Overall, our findings highlight that the structure of spatial metaphors for time in Chinese influences the timing but not the trajectory of children's development in learning spatial metaphors for time.

Metaphor is a figurative language that has an implicit meaning by comparing one thing to another which aims to refine the language and add aesthetics to a word. metaphors can be found in poetry, novels, and song lyrics. a sentence containing a metaphor does not directly convey the message contained in the writ-ing, for that the listener or reader must ascertain what message is actually conveyed in the sentence. In this research discusses the analysis of the conceptual type of metaphor based on the theory of lakoff and johnson and the meaning contained in the lyrics of English songs from jeff satur on the full album 'space shuttle no.8'. This research method uses a qualitative method with a qualitative descriptive approach that focuses on metaphor identification and interpretation. the data that has been obtained, is analyzed using conceptual metaphor analysis. The results show that there are 3 types of metaphors used based on Lakoff & Johnson theory in the English song lyrics, namely ontological metaphors, oriental metaphors, and structural metaphors. The researcher found that ontological metaphors were found the most with a per-centage of 50%, while oriental and structural metaphors had the same percentage with a percentage of 25%. The findings highlight how the role of metaphors in a sentence, especially in a song lyric, so that listeners get a deep impression and aesthetic value from a song lyric. This research contributes to linguis-tic research by showing the role of metaphor in a sentence, especially in a song lyric.

he present study aims to investigate the use of metacognitive reading strategies by 240 fourth-year students majoring in English Language and Literature or French Language and Literature at Jordanian universities. The Survey of Reading Strategies Questionnaire (SORS) (Mokhtari and Sheorey, 2002) was used for data collection. It consists of 30 items divided into three reading strategies: Problem Solving strategies, Support strategies, and Global strategies. The findings showed that English language learners and French language learners reported moderate use of metacognitive reading strategies and a tendency towards the use of Global reading strategy (M= 3.06) more than Support (M= 3.01) and Problem Solving (M= 2.88) strategies. Significant differences existed in the categories of metacognitive reading strategies use between the two groups of the study. The findings indicated that foreign language learners might recognize which strategies to use, but they may not have knowledge of how to use them successfully. They need to know how to use reading strategies correctly not only to know which strategies to employ. It is recommended that larger-scale studies be conducted to investigate the relationship among reading strategies of language learners, texts of different difficulties and lengths, and learning styles. Keywords: Metacognitive reading strategies, global strategies, support strategies, problem.

Indonesia is currently facing the political issues, including the election of potential Presidential candidates for the period of 2024 to 2029. This study aims to find out the types of metaphor used by the three of Indonesian presidential candidates and are the metaphor used by presidential candidates™ speech on YouTube. This study applied qualitative research method as the design in the analyzing the data. The study subject were three Indonesian presidential candidates with the data from the utterances according to three Indonesian presidential candidates™ speeches. The source of the data was taken from three Indonesian presidential candidates in Bicara Gagasan-Mata Najwa youtube channel for Indonesia election 2024. The findings showed that three types of metaphor used by the three Indonesian presidential candidates are structural metaphor, oriental metaphor and ontology metaphor. The three types of metaphor used by Indonesian presidential candidates on their speech such as; structural metaphor was about 7 (53.8%), orientational metaphor was about 2 (15.4%) and ontology metaphor around 4 (30.8%). The most dominant types of metaphor used by Indonesia presidential candidates in the Indonesia election 2024 is structural metaphor. Meanwhile, the reasons of Indonesian presidential candidates used metaphor on their speech were for directing and limiting the audience's understanding. Political speeches benefit from the use of metaphors, which clarify complex concepts through physical experiences and sensory explanations.

This study investigated the English students’ attitudes of IAIN Padangsidimpuan towards both English language teaching in terms of (a) language-centered, (b) learner-centered, and (c) learning-centered method; and learning English in terms of scales (a) attitudes toward long-term English learning, (b) interest in culture and communication, (c) perception about studying in school context, (d) images associated with English, (e) English learning activities, (f) exposure to English outside school, (g) self-rated four English skills, (h) self-reported academic English grade, and (i) identification of English role models. The data were obtained by questionnaire and interview from 10 selected students in which 4 male and 6 female students in 7th semester and were analyzed by steps provided by Gay, L.R and Airasian (1996). The result showed: first, English students’ attitudes towards English language teaching had been found highly onlearning-centered method, followed by learner-centered method in second range, and almost negative view in language-centered method.Second, English students’ attitudes towards English language learningwere positivein scales; long-term English learning, interest in communication, and images associated with English. Third, role of students’ gender on English language learning were not found. Reasons for this statement are (i) status of English as international language and (ii) equalization of getting education for male and female. Keywords: attitude, language teaching, language learning, and gender

During the Coronavirus outbreak, the integration of Information and Communication Technology (ICT) has become a necessity, as ICT use in education is a systematic and structured process to improve the quality of education in Jordan. This study aimed at investigating the obstacles and challenges faced by English language students at Jadara University in Jordan while using e-learning programs during the school suspension. To achieve the aim of the study, this qualitative investigation has made use of convenience sample. Twelve students were chosen for a focused group interview where they were requested to answer questions concerning the constraining factors that they experienced while learning through ICT platforms. The findings show that students’ responses revealed three themes, namely, lack of effective training, lack of accessibility, and inconsistent teaching styles of instructors. Some of the recommendations suggested are that further research needs to be conducted into the speech acts used by Jordanians on different social networking platforms. Although barriers were significant, this paper recommended additional institutional support for online learning and increased technical and pedagogical training for students.

We live in the 21st century. Nothing is the same as it used to be ten years ago, not to mention 50 or more years ago. Everything has changed. We live in a world of fast communication where the biggest problem is time, i.e., the lack of time. We want everything, and we want it now. We live a multi-tasking life, and 24 hours is not enough to do everything we need. Some kind of assistance is more necessary than ever before; consequently, humans have invented machines to make their lives easier. Today, we have devices and gadgets we could only dream about or see in science fiction movies 50 and more years ago, such as iPhones, robots, drones, and different tools to help us learn something, buy things online, and similar. Artificial intelligence (AI) is now present almost everywhere. However, in this paper, the authors are interested in using artificial intelligence tools in English language learning. The central part of this paper was to investigate if English language students at the Faculty of Humanities and Social Science of the University of Mostar use artificial intelligence (AI) tools in their language learning and, if so, which ones would be the most dominant. For that purpose, a questionnaire containing 11 questions was created using Google Forms, and students were asked to fill it out. The total number of students who participated was 69. Two hypotheses were set – the first one indicates that EL undergraduate and graduate single-major and double-major students are familiar with the term artificial intelligence, and the second indicates that Google Translate is the most commonly used AI tool. Both hypotheses were proven. Even though only 69 students participated, it can be said that the results are representative because they give a good insight into the actual, current situation regarding English language students’ s use and implementation of AI tools in their English language learning and can be taken as a reasonable basis for some future, more thorough research. Keywords: questionnaire; Google forms; English language students; English language learning; artificial intelligence (AI); artificial intelligence tools

This study is focused on the impact technology on English Foreign Language Kurdish students in Learning English. Even though the already title has a few studied displaying on technology and in all English skills. The world technology has invaded huge spaced in daily life. The result of the paper has studied like foreign language between EFL Kurdish students so as to how to impact technology on learning English Language. This study has created some disturbing questions and replying to understand learning levels through technology. In addition to, destringing questions and data have analyzed by google form and a few tables. The impact of technology on EFL Kurdish Students in Learning English Language due to computer software, mobile and Internet access be able to big an effective on learning English foreign language directly has relationship with students and gather information.

The main purpose of this paper has been to predict English students’ academic achievement on the basis of achievement goals, motivational –usefulness beliefs and the kind of mobile usages. The population of the study consisted of English language students in the Faculty of Foreign language at Isfahan University from both undergraduate and graduate levels in 2011-2012. By applying a random sampling method, 200 students were selected. To gather data, self- made questionnaires based on Technology Acceptance Model and achievement goals of Midgley et al’s inventory (1989) were used. Data analysis was done by using hierarchical regression analysis, Pearson’s correlation coefficient and multivariate analysis (MANOVA). Findings indicated that students’ goal orientations and their beliefs toward using of mobile cell phones were good predicators for students’ academic achievements. Variables such as facilities in mobile settings, kind, rate and the amount of mobile usage could not predicate the students’ academic achievements. There were also significant differences among girls and boys regarding students’ goal orientation and their beliefs about the role of mobile in English language learning. Based on the results of this study, it could be concluded that English students’ attitudes toward using mobile facilities for learning English language was positive.

Purpose: This case study aimed to explore the impact of personal, psychological, and social factors on a non-native English language student and to determine whether the students’ errors in speaking and writing were developmental or transferred. Methodology/approach: The case study was conducted on a single participant (an English language student) at Paktia University, Afghanistan. The data were collected using four different types of instruments. The data were analyzed considering the influence of personal, psychological, and social factors on the participants’ language learning. Results/Findings: The participant faced a great number of problems caused by personal, psychological, and social factors, including lack of social motivation, lack of social practice, economic limitations, and grammatical errors in productive skills usually transferred from the native language or caused by lack of practice. However, as an extraverted and motivated learner, he overcame most of the problems during learning. He improved his speaking skills and pronunciation through self-interactions and online communication. Limitations: This was a single-participant case study; therefore, further studies are needed to generalize the findings to Afghan English language students. Contribution: This study can help policymakers, curriculum designers, educational institution authorities, and English language educators to better identify the factors that affect English language learning. Novelty: This is the only study conducted to examine the process of an individual’s English language learning process in Afghanistan.

The emergence of Edtech apps has contributed to the quality of education in general and English language teaching and learning in specific. With the help of Edtech Apps, learners can experience the real world easily and be motivated in learning. Nevertheless, the proliferation of Edtech Apps varies from one context to another. This mixed methods study aims at exploring the utilisation of Edtech apps in English language learning (ELL) from the learners’ perspectives. A group of 122 English as a foreign language (EFL) students from a high school in Vietnam partook in answering the closed-ended questionnaire and fifteen of them taking part in the semi-structured interview. Two types of data, namely quantitative and qualitative data, were generated. The former was processed using the SPSS software, while the latter was analysed thematically. The findings unravelled that EFL students had positive attitudes towards the deployment of Edtech Apps in ELL, and they believed that Edtech Apps in ELL were useful, easy for use, and motivating. The study also highlights some pedagogical implications to leverage the quality of English language teaching and learning.

To improve content area achievement outcomes for English language (EL) learners in middle schools, a team of researchers from around the country proposed a focused program of research that would develop and rigorously test targeted interventions focused on teachers' instructional practices, peer-assisted learning, vocabulary development, and use of the Sheltered Instruction Observation Protocol (SIOP). This special issue of the Journal of Research on Educational Effectiveness reports some of the findings from this focused program of research along with this introduction which serves to provide the context for the studies and information on lessons learned from the development and testing of these specific interventions. Here we consider the specific challenges that researchers face in conducting applied research in educational settings with EL learners, including the dynamic and developmental nature of students' status as EL learners, the heterogeneity of the population, the heterogeneity of school contexts, and statistical issues involved in estimating the effects of interventions for EL and non-EL learners in the same classrooms.

English language students and learners, of a non-native mother-tongue, and especially in Iraq, do not practice communicating in English sufficiently. Students of English language and literature in Iraqi educational systems interact very little in English. Also, this is a similar case found to be present in educational systems in Iraq, whether in schools or upper educational systems, such as colleges and universities. As an English language teacher in Iraq for many years, it has been found that English students are exposed very little to speaking practices in English. There is insufficient second/foreign language exposure to native English communication, whether through the lack of interaction with native speakers or the lack of exposure to native language communication through tapes and materials. It is the aim of this paper, to give certain suggestions, reached through experience and study of teaching/learning methods and advice, which should lead to better English language teaching/learning. Certain points have been suggested, which involve requirements and needs of better English language teaching/learning, specifically in Iraq. As an English teacher, specifically as a teacher of speaking and listening courses, and as an English language student, in and outside of Iraq, certain conclusions have been reached for better and more efficiency in English classrooms. Results include the need of a more appliance of the communicative approach and more emphasis on native language exposure and skills. Through experience also, it has been reached that English language students, in Iraq, in general, are incapable to communicate proficiently in English. Thus, a second aim is to show how this leads to a gap in English as a second/foreign language learning and teaching and, therefore, suggestions have been listed and discussed in order to help learners of English language reach better competence of English and improve their second/foreign language capabilities and skills, especially their speaking and listening skills.