Coherent Text Research Articles

A transformer-based approach to Nigerian Pidgin text generation

AbstractThis paper describes the development of a transformer-based text generation model for Nigerian Pidgin also known as Naijá, a popular language in West Africa. Despite its wide use, Nigerian Pidgin remains under-resourced, particularly in areas related to text generation and natural language processing. These difficulties are primarily due to technological constraints rather than the language’s fundamental attributes. There is currently a demand for Nigerian Pidgin-specific solutions because it is used in everyday communication and has a unique linguistic blend. This paper aims to close this gap by exploring the application of state-of-the-art transformer technology to develop a text generation model for Nigerian Pidgin. This work uses the public Afriberta-corpus dataset to optimize the Generative Pre-trained Transformer (GPT-2) model across a sizeable dataset. The performance evaluators, BLEU and Perplexity metrics provide a detailed breakdown of the model’s text quality and predictive accuracy. Despite the difficulties caused by a limited amount of training data, preliminary evaluations show that the model can generate coherent Nigerian Pidgin text. The performance evaluation yielded perplexity scores of 43.56 for variable target reference length and 43.26 for fixed text length. BLEU scores of 0.15 for fixed max length and 0.56 for variable reference target length. This highlights the quality of generated text and the significant improvement when the generated text length is aligned with the reference target. Our work was benchmarked against African American Vernacular (AAVE) revealing that BLEU scores for AAVE are significantly lower than those for Standard American English, with BLEU given as 0.26. Our Nigerian Pidgin model, with a BLEU score of 0.56, shows a better performance. However, both results suggest that both dialects are challenging for language models. Leveraging the pre-trained transformer-based language model and evaluation metrics, we showcase the model’s capacity for coherent Nigerian Pidgin text generation. For future research, the research work can serve as a good foundation for advancement and progress in the Nigerian Pidgin language generation and other low-resource languages.

Analysis of Grammatical Cohesion of Reading Texts in "Paragraph Writing" Textbook

This study aims to find out the types of grammatical cohesion in the reading texts in “Paragraph Writing” textbook. The data were the reading texts taken from a textbook entitled “Paragraph Writing” and analyzed using the theory proposed by Halliday & Hasan (1976). This study uses a qualitative approach with a descriptive qualitative design and documentary technique as data collection procedures. The findings show that all types of grammatical cohesion are found in the total 22 reading texts. From 211 sentences, 569 data are classified as grammatical cohesion items and all types of it are found. The reference occurs 442 times, ellipsis 17 times, substitution only once, and conjunction 109 times. To sum up, “Paragraph Writing” Textbook is a good supplementary teaching material for lecturers in teaching grammatical cohesion, and a suitable additional learning material for students in mastering discourse analysis, especially the grammatical cohesion.

Textual Metafunction in The Choir Traditional Spiritual Song “Elijah Rock” By Moses Hogan

This research explores the textual metafunction of the choir song "Elijah Rock" by Moses Hogan through the lens of Systemic Functional Linguistics (SFL), employing Suzanne Eggins' model of analysis. By examining the song's lyrical structure, the study aims to uncover how thematic organization, cohesion, and information flow contribute to the overall meaning and emotional impact of the piece. The analysis identifies key thematic elements, such as the recurring motif of "Elijah," as topical theme; the use of other topical themes such as: “come on”, “tell”, “comin’ up”, “Satan”; “He”; and “I”; the use of textual theme “if” and “Oh” highlights the extensive use of repetition and parallelism, which enhance textual coherence. Through a qualitative content analysis, the research demonstrates how linguistic features not only create a unified text but also resonate with the cultural and historical significance of African American spirituals. The findings reveal that the interplay between textual structure and musical expression plays a vital role in conveying the song's message and engaging audiences. This study contributes to the growing body of literature on the intersection of linguistics and music, offering valuable insights for future research in both fields.

A comparative study of thematic choices and thematic progression patterns in human-written and AI-generated texts

By adopting systemic functional grammar as the theoretical framework, the present research investigates the choices of the textual, the interpersonal, the topical Themes, and thematic progression patterns in human-written and AI-generated argumentative texts to examine how the human author and the robot organize the clause and text. The findings suggest that human-written and AI-generated texts differ significantly in using the subtypes of textual, interpersonal, and marked topical Themes. In terms of textual Themes, the machine tends to use more concession signals to repeat information that has been stated earlier, adopt fewer condition signals since the robot may be less likely to imagine possible or impossible situations, and repetitively rely on clause-initial conjunctive adjuncts of addition to extend the clause to the previous text. As for interpersonal Themes, the robot seldom adopts modal adjuncts or modal verbal operators as interpersonal Themes, which may suggest its lack of awareness of interaction with the reader and its avoidance of expressing its viewpoints in a typical or congruent way. Regarding topical Themes, the less use of marked themes in AI-generated texts demonstrates that AI may less carefully plan the development of the text to foreground the setting or construct coherent text. Considering thematic progression patterns, the frequent use of the constant pattern in AI-generated texts prevents the text from development and makes the text redundant and simplistic like a list of ideas.

" The Effect of Negotiated Feedback Using EdTech on Improving EFL Learners’ Performance on Text Coherence"

" The Effect of Negotiated Feedback Using EdTech on Improving EFL Learners’ Performance on Text Coherence"

Lexical Bundle Patterns in Malaysian Educational Texts: A Corpus-Based Analysis of English Language Textbooks

In the era of digital learning, understanding the linguistic input in educational materials is vital for language acquisition. Lexical bundles, or recurring word sequences, significantly contribute to developing fluency and coherence, especially in academic contexts. This study examines the presence and types of lexical bundles in Malaysian Form 4 and Form 5 KBSM English textbooks, analyzing their frequency and functions. Using a mixed-method design with a corpus-based approach, data were collected from textbook reading passages and analyzed with AntConc 3.4.3 software. The study aims to assess whether these textbooks provide sufficient linguistic input to enhance students' English proficiency in academic contexts. The findings show a limited presence of lexical bundles, with 29 different 3-word bundles appearing 203 times in total. Four-word bundles were not found in the corpus. The bundles were categorized into three functional types based on Biber et al.'s (2004) taxonomy; stance expressions (55.2%), referential expressions (44.8%), and discourse organizers which were absent. This gap suggests a shortfall in the textbooks' ability to guide students in creating coherent and well-structured texts. The study emphasizes the need for more comprehensive inclusion of lexical bundles in textbooks to better support language acquisition and academic proficiency. It recommends that future textbooks incorporate a broader range of lexical bundles to better equip students for advanced language uses. This research contributes to discussions on the effectiveness of educational materials in second language learning and highlights the importance of targeted linguistic input.

The Effects of Teaching Conjunctions on the Cohesion of EFL Students’ Compositions

A well-written work is not only grammatically correct but also cohesive and coherent. Conjunctions are fundamental to the cohesion of a text and should be taught in writing classes. This study explores the role of conjunctions in creating cohesive and coherent writing and their impact on EFL students' written production. The research first assessed 62 students' attitudes toward learning and using conjunctions through a questionnaire, revealing their understanding of conjunctions' importance and a willingness to learn. The primary goal was to examine if teaching conjunctions would enhance students' ability to write cohesive texts. A pre- and post- test design with 50 students from an English center in Ho Chi Minh City showed improved conjunction use and higher mean scores after instruction. The study's findings offer recommendations for teaching conjunctions and suggest further research into cohesion elements in language instruction.

An In-Depth Analysis of Cohesion Utilization in the English Language: Implications for Effective Communication and Textual Coherence

This study focuses on the link between coherence and the English language notion of cohesiveness. Cohesion is defined as the way in which different elements of a text or speech are linked together to create a unified and integrated whole. The study identifies the challenges in determining the appropriate level of cohesion for a given text and how factors such as audience, purpose, and context can affect cohesion. The aims of the research are to provide learners with a better understanding of cohesion in English and to demonstrate the importance of cohesion in producing clear and effective communication. The paper is divided into three sections: the first section introduces the problem, aims, scope, procedure, and hypothesis; the second section provides a detailed explanation of the definition, general meaning, models, and types of cohesion; and the third section examines lexical and grammatical cohesion in more detail. The theory argues that English language learners typically don't understand the ideas of cohesion and coherence, which leads to poor writing that is illogical and grammatically incorrect. The research methodology involves data collection from English books, analysis, comparison of essays on cohesion, and consultation with instructors of English. Ultimately, this research highlights the importance of cohesion in achieving coherence and producing effective communication in English. The practical study of grammatical cohesion conducted in the English Department of Sawa University's College of Education aimed to assess students' comprehension of linguistic phenomena such as conjunction, ellipsis, references, and substitution. The study involved 54 participants, comprising of 36 females and 18 males, who were presented with 18 different prompts and asked to identify the linguistic phenomenon present in each response. The study's analysis revealed that participants identified these linguistic phenomena differently for each prompt, with some responses predominantly identified as conjunction, while others were predominantly identified as ellipsis or references. These findings provide insight into how individuals interpret and use language and can contribute to the development of linguistic theories and models.

ПУНКТУАЦИОННАЯ СИСТЕМА ЯЗЫКА И ЕЕ СОСТАВЛЯЮЩИЕ: АНГЛИЙСКАЯ И КЫРГЫЗСКАЯ ПУНКТУАЦИЯ В ПОСТРОЕНИИ ХУДОЖЕСТВЕННОГО ДИСКУРСА

This article describes the role of the punctuation system of language and its components, the formation of punctuation as the development of written communication, English and Kyrgyz punctuation in developing the literary discourse, as well as examples of literary and artistic discourse. Ten basic and generally accepted punctuation marks are considered using the example of literary discourses in the English and Kyrgyz languages. Discourse is defined as a coherent text that has ontological and epistemological properties. Here, an analysis of literary and artistic discourse is carried out; in general, the influence of English and Kyrgyz punctuation on the formation of literary artistic discourse is studied. For linguistic comparison, artistic discourses of a similar extra-linguistic event with a similar social and everyday theme in both compared languages are involved. In general, the ontological and epistemological functions of punctuation marks are applicable. The syntactic, semantic and intonation functions act as the main function and in the updated additional function. As a result, the dual functioning contributes to the establishment of discursive artistic meaning and its theme.

Potential of artificial intelligence in textual cohesion, grammatical precision, and clarity in scientific writing

Introduction: the use of artificial intelligence (AI) tools in writing has significantly increased in recent years, promising improvements in textual coherence, grammatical precision, and clarity of ideas. This study focused on evaluating the long-term impact of AI usage on these aspects of academic writing.Objective: Identify the long-term effects of AI on cohesion, grammatical precision, and clarity in academic writing, while also exploring its ethical implications.Methods: a qualitative systematic review was conducted using the SALSA method, analyzing recent studies that address the influence of AI on writing quality. The databases used included Scopus, Web of Science, SciELO, and Latindex, with results restricted to publications since 2023.Results: the findings indicate that AI can enhance cohesion, precision, and clarity in texts, especially when used as a support tool. However, the effectiveness of these improvements depends on the context of use and the appropriate integration of human intervention.Conclusions: although AI offers clear benefits in improving academic writing, its use raises ethical and legal challenges that must be addressed. It is crucial to continue researching to optimize these tools and ensure responsible use in educational settings

Does ChatGPT Argue Like Students? Bundles in Argumentative Essays

Abstract The advent of ChatGPT, a novel AI-powered language model able to create grammatically accurate and coherent texts, has generated considerable concern among educationalists anxious about its potential to enable cheating among students and to undermine the development of critical thinking, problem-solving, and literacy skills. The similarities and differences between ChatGPT texts and human writing, however, remain underexplored. This study aims to bridge this gap by comparing the use of 3-word bundles in A-level argumentative essays written by British students with those generated by ChatGPT. Our findings show that ChatGPT essays contain a lower frequency of bundles but these have a higher type/token ratio, suggesting that its bundles are more rigid and formulaic. We also found noun and preposition-based bundles are more prevalent in ChatGPT texts, employed for abstract descriptions and to provide transitional and structuring cues. Student essays are characterized by more epistemic stances and authorial presence, crucial in persuasive argumentation. We attribute these distinct patterns in ChatGPT’s output to its processing of vast training data and underlying statistical algorithms. The study points to pedagogical implications for incorporating ChatGPT in writing instruction.

Profiling text cohesion in the development of L2 Chinese reading materials: variation by text level and genre

Profiling text cohesion in the development of L2 Chinese reading materials: variation by text level and genre

Linguistic Analysis behind Innovative Renderings of אִישׁ‎ in a Newly Published Translation

The Revised Jewish Publication Society translation of the Hebrew Bible (RJPS, 2023), an adaptation of the meaning-based English version known as NJPS (1985, 1999), has changed many renderings of the personal noun אִישׁ‎ (usually glossed as “man; person”). This article explains the cognitively based, communication-oriented thinking behind seventy new renderings. In these cases, singular אִישׁ‎ appears in construct with a group name (most often יִשְׂרָאֵל‎ “Israel”) and refers to a specific plurality of persons regarded as a single body. The analysis views אִישׁ‎ as a situating noun, that is, its use profiles its referent in terms of the depicted situation. The proposed motivation for singular collective usage is to make a pragmatic contrast with אֲנָשִׁים‎ (the standard plural of אִישׁ‎) to situate the participant in the bigger picture. This situation-oriented approach readily yields coherent and informative texts while solving interpretive cruxes. Principles for translating a situating noun are also briefly discussed.

Local Coherence and Subject Continuity: An Analysis Within the Centering Theory

Writing, which include complex processes influenced by many factors, are the least supported linguistic skills in the social context outside the learning environment compared to other learning areas. For this reason, practices in schools are important in the development of writing skills. As these practices aim to ensure that students gain awareness of the functioning of the language system and produce texts that are compatible with the discourse features shaped in line with communicative purposes, students are taught how to make choices compatible with the text type. Therefore, theories and approaches that describe how to make necessary choices to improve writing skills are one of the most important components of teaching effective writing skills. In terms of teaching writing, centering theory is essential as it provides descriptions for the discourse-compatible choices and the establishment of coherence relations needed for text production. Therefore, the aim of the study is to discuss why the centering theory should be taken into account in the practices for the development of writing skills based on the literature, and to describe how the traces of local text coherence and subject continuity are used in conjunction with the principles and concepts set forth by the centering theory

Textual Cohesion in Surah Al- Kahf through the Element of Repetition.

The study of textual cohesion is a recent trend in the linguistic lesson. Recurrence is one of the topics of textual cohesion at the lexical level through which the existence of textual cohesion can be determined through the effect that repetition has on textual cohesion. Studies have been striving to investigate the effect of repetition on textual cohesion through text grammar, so the importance of this study lies in the fact that it made a contribution in this field. This study examines the textual cohesion in Surah Al-Kahf through the element of repetition, as it is one of the prominent aspects of textual cohesion. The study relied on choosing Surah Al-Kahf specifically due to the abundance and variety of repetition found within this surah, encompassing repetition at the level of letters, words, sentences, and entire Quranic verses.

Specific features of Russian coordinating conjunctions from the activity approach perspective

The article examines the specific features of Russian coordinating conjunctions, first and foremost primary i (English and), a (English while, and), no (English but), da (English but, and). The prepositions are examined from the standpoint of the activity approach to the description of linguistic units, i. e., considering the actions of the speaker using these conjunctions, as well as the listener who, thanks to them, receives the information necessary to understand a coherent text. Particular attention is given to the primary conjunctions due to their key role in text organisation. Numerous compound conjunctions and prepositions only develop some of the subtleties of connection against the background of text organisation. Data from several foreign languages are also used to expand the picture since the system of simple coordinating conjunctions in Russian is unique and finds no exact correspondence in other languages. The conjunctions are semantically described taking into account their general meanings and functions. A new interpretation is proposed for the conjunction da. The functions of the conjunctions are associated with the communicators’ activity. During interaction, the speaker partially prompts what kind of information the listener will get. In particular, the conjunction i and its analogues in many other languages indicate that something similar to the previous message will be communicated. The conjunction no shows a violation of the addressee’s expectation, and this function is also very common in the world’s languages. In a few languages there are more subtle indications of the subsequent message content. For example, one can use the conjunction a in Russian to warn that something new, but not necessarily contradictory to the previous information, will be communicated. Finally, it remains possible to signal the addition of information suggesting its exhaustiveness, which is expressed with the conjunction da in a few of its meanings. Marking precisely such semantic relations enables one to draw a conclusion about possible connections between sentences in the text and the presupposition in it regarding the course of the narration.

Applying ChatGPT to writing scientific articles on the use of telemedicine: Opportunities and limitations

In the rapidly evolving world of technology, artificial intelligence (AI) has significantly integrated into various aspects of our lives, including health-care, education, finance, transportation, and entertainment. Notably, AI has also impacted the writing of textual works such as scientific papers, professional opinions, and educational texts. This study investigates the application of OpenAI’s ChatGPT language model in writing scientific articles on telemedicine, specifically in the areas of cardiology, oncology, and remote medical examination. The study uses ChatGPT versions 3.5 and 4 to create articles using three different prompts. The created articles were evaluated based on the reliability of the cited literature references, the impact factor (IF) of the journal in which the sources were published, and the relevance of the sources. The sources were divided into three categories: reliable, semi-reliable, and completely fictitious. The results demonstrate that ChatGPT can produce semantically coherent and error-free texts indistinguishable from human-written texts. However, the reliability of literary references varies significantly. ChatGPT 4, benefitting from its larger training dataset, generates a higher percentage of reliable sources compared to ChatGPT 3.5. The IF analysis indicates the prevalence of high-impact journals among reliable sources, which emphasizes the effectiveness of the model in selecting quality references. The study highlights the need for caution when using AI to write scientific articles due to the potential for biased, unverified, and inaccurate information. It is important to critically evaluate and vet AI-generated content. In addition, the study emphasizes that the correct use of AI and thoughtful drafting of prompts can improve the efficiency and quality of scientific papers. Future advancements in AI technology are expected to further minimize errors and biases.

Elementary School Teachers’ Enactment of a Content Literacy Curriculum in a Virtual Tutoring Program for Multilingual Students

This study evaluated the usability of a content literacy curriculum designed for graduate students’ practicum experience in a virtual after-school tutoring program for U.S. third-grade multilingual students during the COVID-19 pandemic. We explored teacher perceptions of the successes and challenges encountered while implementing the curriculum. This study involved 12 elementary school teachers enrolled in a graduate school professional development program to fulfill their practicum requirements. The curriculum emphasized a thematic unit that utilized conceptually coherent texts across science and social studies, comprehension monitoring, academic vocabulary network building, and academic conversation. An analysis of teachers’ written reflections revealed that a significant success was the enhancement of students’ engagement in learning concepts and building vocabulary through high-interest informational texts. Teachers also recognized critical teaching moments that underscored the importance of developing interconnected knowledge structures for effective text comprehension and learning. However, the study identified a need for targeted and individualized scaffolding to support students with reading comprehension challenges, making complex texts more accessible. Additionally, the shift to remote teaching necessitated the development of a new pedagogical model for professional development to effectively address the evolving needs of teachers in virtual learning environments.

UNLOCKING SUCCESS: FOUR PHASE TECHNIQUES FOR PILING LARANG STUDENTS

Writing is a crucial life skill for success in classes, jobs, and community settings. Students write to learn in order to organize, investigate, and digest new information, as well as display their understanding (Klein et al., 2016). In general, the writing problems identified in this study through pre-test, interview, questionnaire, and observation were that students had difficulty producing a gramatically correct sentence, expressing their ideas logically, using appropriate words, producing cohesive and coherent text, and producing accurate spelling and punctuation. To solve those problems encountered by teachers in Binan City Senior High School, the researchers conducted a study on utilizing the four-phase technique to improve the writing skills of the students in Piling Larang Grade 12. This research employs a quasi-experimental research design utilizing the pretest and posttest to determine the effectiveness of the four-way phase technique to enhance the writing skills of the students in Grade 12 Piling Larang, and two sections were used for the comparison group and the experimental group with 30 students each. The noteworthy result of the inferential statistic of the research is that there is a significant difference between the posttest mean score of the experimental and comparison groups, which shows that there is a noteworthy increase in the mean score of the experimental group, proving that all theories in the literary reviews supported the result of this study. This research recommends that teachers may utilize the four-phase technique in improving their writing skills, and school administrators are encouraged to assist teachers in implementing the four-phase technique in writing. It encourages to hold seminars and workshops on this four-phase technique in writing, not only for senior high school teachers, and future researchers may identify and test other possible factors that can further define the effectiveness of the four-phase technique in improving the writing skills of students. KEYWORDS: Four phase technique, Writing Skills, Piling Larang, Quantitative Study

The verses of Laylat al-Qadr in surah al-Qadr and al-Dukhan: A linguistic and semantic study

The researcher demonstrates the connotations of the expressions and linguistic structures in Surat Al-Qadr, and the verses that talk about the Night of Power in the beginning of Surat Al-Dukhan, guided by the sayings of commentators, linguists, grammarians and the authentic hadiths of the Prophet, may God’s prayers and peace be upon him. Explain its significance, and the effect of the morphological and grammatical form in connotation on the meaning. The researcher studied the audio clips and their impact on the textual cohesion in the noble verses, morphological formulas and grammatical structure and their impact on the significance of the noble verses, to present a linguistic study on the verses of Laylat al-Qadr in the Suras Al-Qadr and Ad-Dukhan. Key words: Al-Qadr, Blessed Night, Laylat al-Qadr.