Computer-assisted Language Learning Research Articles

Promoting critical reading instruction in higher education: a three-step training scheme facilitated by using corpus technology

Abstract This study examines the development of students’ cognitive skills through hands-on concordancing, also known as the inductive Data-driven learning (DDL) method (Cobb, T. 1997. Is there any measurable learning from hands-on concordancing? System 25(3). 301–315). This method involves learners directly using concordance software to identify language rules by observing and working with concordance results. While previous research has explored DDL’s role in language acquisition, its impact on cognitive growth has received less attention. Building on a corpus-based language pedagogy (CBLP) (Ma, Q., J. Tang & S. Lin. 2022a. The development of corpus-based language pedagogy for TESOL teachers: A two-step training approach facilitated by online collaboration. Computer Assisted Language Learning 35(9). 2731–2760, Ma, Q., R. Yuan, L. M. E. Cheung & J. Yang. 2022b. Teacher paths for developing corpus-based language pedagogy: A case study. Computer Assisted Language Learning. 1–32), we designed a three-step training scheme that included an online task, a computer lab lesson, and a student independent corpus exploration task. The study involved 45 second-year English majors. The data were collected through surveys, interviews, and written reports, focusing on student learning of cognitive skills such as speculating, noticing, inferring, and verifying, as synthesized by Chun (2011. Learners as corpus researchers: Developing cognitive skills through hands-on concordancing. Foreign Languages Education 18(3). 73–103). The results indicate a positive response to the CBLP, with students’ independent exploration task contributing to improved critical reading and thinking skills. This highlights the effectiveness of our three-step CBLP scheme in developing cognitive skills and enhancing independent research. Overall, the study emphasizes the potential of hands-on concordancing and CBLP in fostering critical reading skills.

Exploring memory synchronization and performance considerations for FPGA platform using the high-abstracted OpenCL framework: Benchmarks development and analysis.

A key benefit of the Open Computing Language (OpenCL) software framework is its capability to operate across diverse architectures. Field programmable gate arrays (FPGAs) are a high-speed computing architecture used for computation acceleration. This study investigates the impact of memory access time on overall performance in general FPGA computing environments through the creation of eight benchmarks within the OpenCL framework. The developed benchmarks capture a range of memory access behaviors, and they play a crucial role in assessing the performance of spinning and sleeping on FPGA-based architectures. The results obtained guide the formulation of new implementations and contribute to defining an abstraction of FPGAs. This abstraction is then utilized to create tailored implementations of primitives that are well-suited for this platform. While other research endeavors concentrate on creating benchmarks with the Compute Unified Device Architecture (CUDA) to scrutinize the memory systems across diverse GPU architectures and propose recommendations for future generations of GPU computation platforms, this study delves into the memory system analysis for the broader FPGA computing platform. It achieves this by employing the highly abstracted OpenCL framework, exploring various data workload characteristics, and experimentally delineating the appropriate implementation of primitives that can seamlessly integrate into a design tailored for the FPGA computing platform. Additionally, the results underscore the efficacy of employing a task-parallel model to mitigate the need for high-cost synchronization mechanisms in designs constructed on general FPGA computing platforms.

Conceptualising language MOOC diversity: The creation of a defined taxonomy through the analysis of course indicators

Abstract Language MOOC research has experienced a notable evolution from practice to conceptuality since its emergence as a subdiscipline of computer-assisted language learning. The versatility of the MOOC format for language learning has led to experimental designs that combine linguistic acquisition with other educational activities. This has been considered to be conducive to new ways of understanding how language learning occurs in LMOOCs, although there is no solid classification of LMOOCs subtypes to date based on course design. This study aimed to contribute to the conceptualisation of the field by creating a taxonomy for existing LMOOCs. Grounded theory strategies were adopted, so evidence was systematically collected to develop conceptual categories based on a thorough analysis process of the syllabus and short description of 432 courses. As a result, six LMOOC modalities emerged from the analysis: general language learning LMOOCs, LMOOCs for academic purposes, LMOOCs for professional purposes, LMOOCs focused on a specific language skill development, cultural-oriented LMOOCs, and meta-language learning LMOOCs. This study means a significant contribution to the LMOOC research field inasmuch as it is one of the first empirical-based attempts to broaden the definition of LMOOC.

Themes and trends in marathon performance research: a comprehensive bibliometric analysis from 2009 to 2023

Background: When marathon runners break the 2-h barrier at the finishing line, it attracts global attention. This study is aimed to conduct a bibliometric analysis of publications in the field of marathon running, analyze relevant research contributors, and visualize the historical trends of marathon performance research over the past 15 years.Methods: On 8 December 2023, we extracted high-quality publication data from the Web of Science Core Collection spanning from 1 January 2009 to 30 November 2023. We conducted bibliometric analysis and research history visualization using the R language packages biblioshiny, VOSviewer, and CiteSpace.Results: A total of 1,057 studies were published by 3,947 authors from 1,566 institutions across 63 countries/regions. USA has the highest publication and citation volume, while, the University of Zurich being the most prolific research institution. Keywords analysis revealed several hotspots in marathon research over the past 3 years: (1) physiology of the elite marathon runners, (2) elite marathon training intensity and pacing strategies, (3) nutritional strategies for elite marathon runners, (4) age and sex differences in marathon performance, (5) recovery of inflammatory response and muscle damage.Conclusion: This study presents the first comprehensive bibliometric analysis of marathon performance research over the past 15 years. It unveils the key contributors to marathon performance research, visually represents the historical developments in the field, and highlights the recent topical frontiers. The findings of this study will guide future research by identifying potential hotspots and frontiers.

Informal digital learning of English and EFL learners’ willingness to communicate: investigating the mediating role of L2 grit

ABSTRACT Informal digital learning of English (IDLE) has recently become a heated debate in the realm of computer-assisted language learning. Despite the potential benefits of IDLE, the mediating role of English as a foreign language (EFL) learners’ domain-specific grit in the relationship between IDLE and willingness to communicate (WTC) has yet to receive due attention. Therefore, the current study explored how L2 grit mediated the relationship between IDLE and WTC. A sample of 313 Iranian EFL learners filled out three questionnaires. The results of the mediation model analysis conducted with AMOS indicated that L2 grit fully mediated the association between IDLE and WTC. In other words, it was figured out that IDLE impacts learners’ L2 WTC indirectly through their grit. The findings of this study implied that enhancing perseverance and passion for pursuing long-term goals can help EFL learners benefit from IDLE-based activities for communicative purposes. Ultimately, suggestions for future research are offered.

Risk Factors of Chemotherapy-Induced Thrombocytopenia After Oxaliplatin-Containing Chemotherapy for Gastrointestinal Malignancies.

Thrombocytopenia is among the most common chemotherapy-related hematologic toxicities. We aim to determine the predictors of oxaliplatin chemotherapy-induced thrombocytopenia in patients with gastrointestinal tumors to guide the clinic. Clinical data of 750 patients with a malignant gastrointestinal tumor were included as the primary cohort. Basic clinical data, serological indices, and anthropometric indices of these patients were collected. According to the presence or absence of CIT, univariate analysis was performed to identify significant factors for multivariate analysis. In R language software, nomogram was constructed based on the results of multi-factor analysis, and the calibration curve and ROC curve were drawn. Univariate analysis identified 17 factors as closely related to CIT occurrence, namely age, lymph node metastasis (N) stage, metastasis (M) stage, lung metastasis, other site metastasis, chemotherapy regimen, course of treatment, total dose of oxaliplatin, AST, albumin, neutrophils, monocytes, baseline platelets, transferrin, natural killer (NK) cell, phase angle, and SMI (P < 0.10). The binary logistic multivariate regression analysis revealed five independent risk factors for developing CIT (P < 0.05), including the M stage, total dose of oxaliplatin, albumin, baseline thrombocyte count, and NK cell. Based on the results of multivariate logistic regression analysis, R software was used to establish a nomogram model. The calibration curve shows that the combined predictor has good consistency. The area under the ROC curve was 0.877 and the best cut-off value was 0.3579613 (sensitivity, 78.9%; specificity, 81.8%), which showed the better prediction efficiency. The total dose of oxaliplatin, M stage, albumin, baseline platelet count, and NK cell was independent risk factors for CIT. The sequentially constructed histogram model had a good predictive effect on the risk of thrombocytopenia caused by oxaliplatin chemotherapy in patients with gastrointestinal malignancies.

Computer-Assisted Language Learning: Pros and Cons from the Perspective of Moroccan EFL Instructors

The fast advancement of technology has profoundly impacted how we live, work, and even learn. In the education sector, technology plays a significant role as it has transformed the traditional methods of teaching and learning processes. Computer-assisted language learning and teaching is a concrete example of how technological development has revolutionised the field of education. Computers are incredibly powerful teaching instruments that can support many learning objectives. Therefore, the current study aims to investigate Moroccan high school teachers' perceptions about the potential pros and cons of computer technology in learning English as a foreign language (EFL). To attain the study's objective, the researchers employed a self-developed online questionnaire involving 112 participants. The research results indicate that EFL instructors in Fes-Meknes, Morocco, have positive perceptions regarding implementing CALL in their classrooms. The results suggest that the programs can motivate the learners, enhance their confidence, motivate them, and allow access to diversified educational material. Still, constraints related to financing, uneven access to technology, and scarcity of professional training for teachers are hindering the full implementation of CALL. The research recommends improving financial investment in the educational field, guaranteeing impartial access to technology and providing human resources with professional training to ensure the effective integration of CALL.

Digital multimodal composing in L2 classrooms: A research agenda

Abstract Research on digital multimodal composing (DMC) in second language (L2) classrooms has proliferated considerably in recent years, to a large extent in response to the changing digital and multimodal communication landscape. This article offers a research agenda on DMC in L2 classrooms. We begin with a theoretically oriented overview of DMC scholarship. We then examine seven research themes for future research inquiry, from which we draw seven research tasks. The seven themes are: (1) the effectiveness of DMC for L2 writing development; (2) DMC task design; (3) L2 teacher education/training for implementing DMC; (4) feedback practice for DMC; (5) DMC assessment; (6) collaborative DMC as a translanguaging space; and (7) the deployment of DMC for critical digital literacies. Throughout the article, we refer to interdisciplinary scholarship and methods from multimodality, L2 writing, composition studies, new literacy studies, language teacher education, and computer-assisted language learning. The seven research tasks represent what we see as the essential next steps for understanding DMC, which is a young domain that has great potential to advance L2 language and literacy education in the digital age.

Innovative Approaches in English Language Teaching: Integrating Communicative Methods and Technology for Enhanced Proficiency

This paper provides a comprehensive examination of effective English language teaching methodologies, focusing on communicative approaches and technology integration. Through an exploration of Task-Based Learning (TBL), Communicative Language Teaching (CLT), and Content-Based Instruction (CBI), as well as Computer-Assisted Language Learning (CALL), Virtual Reality (VR), and Mobile-Assisted Language Learning (MALL), this study evaluates their impact on language acquisition and proficiency development. The analysis highlights the role of authentic tasks, learner autonomy, and multimodal experiences in promoting meaningful communication and linguistic competence. Furthermore, it addresses the challenges and opportunities associated with integrating technology into English language instruction. By synthesizing current research findings and pedagogical practices, this paper offers insights into optimizing English language teaching in diverse educational contexts.

Meta-analysis of the correlation between pulmonary hypertension and echocardiographic parameters in patients with chronic kidney disease

Meta-analysis of the correlation between pulmonary hypertension and echocardiographic parameters in patients with chronic kidney disease

The Impact of CALL Teacher Preparation Program on EFL Teachers' Integration of Technology

This research examines how Computer Assisted Language Learning (CALL) instructors are currently using technology in language instruction, the difficulties they encounter, how Computer Assisted Language Learning Teacher Preparation Program (CALLTPP) affects English Language Teachers (ELTs) professional development and technology integration and the implications of CALLTIT for teacher education programs. During a six-month blended learning program called CALLTPP, five CALL teachers engaged in online sessions and asynchronous communication to improve their comprehension and use of CALL in the classroom. Convenience sampling was used to choose the participants, who then submitted narratives summarizing their experiences. The narratives' thematic analysis showed that CALLTPPs had a favorable impact on ELTs' capacity for incorporating technology and professional development. Participants stated that they felt more competent and confident when incorporating technology, which increased learning outcomes and pupil engagement. On the other hand, difficulties including perceived complexity and a lack of formal CALL education were noted. In addition to highlighting the necessity of continuing support and training for CALL teachers, the study underscores the significance of digital literacy and pedagogical understanding for successful CALL integration.

Paths to BIM-based digital transformation: a bibliometric and systematic review of critical factors

PurposeThe purpose of this paper is twofold: first, to present a rigorous bibliometric analysis and a systematic literature review of the critical success factors (CSFs) for Building information modelling (BIM)-based digital transformation; second, to identify the relationship between the dimensions in favour of BIM implementation.Design/methodology/approachThis study adopts a two-step approach to combine bibliometric and systematic literature review to explore the research topic of BIM and CSFs. Bibliometric tools such as Biblioshiny in R language and Ucinet software were applied to this study.FindingsBesides identifying the two most influential authors (e.g. Bryde and Antwi-Afari), the key journal for disseminating articles, and the most influential countries in this discourse (e.g. Hong Kong and Australia), the study also identifies four pivotal research themes derived from the co-occurrence analysis of keywords: the fusion of sustainability and technology with BIM; practical application and its integration within construction management; innovation and engineering paradigms; and the advent of emerging technologies (e.g. Blockchain) within developing nations. Additionally, the paper introduces a comprehensive framework for selecting CSFs pertinent to BIM-centred digital transformation as viewed through the lens of dynamic capabilities.Originality/valueThis paper establishes a link between dynamic capabilities theory, CSFs, and BIM dimensions, presenting a multifaceted framework guiding future paths and offering practical insights for managerial and political decision-makers engaged in digital transformation endeavours. The study positions dynamic capabilities as pivotal, aligning digital technologies with continuous business performance, and advocates for a strategic focus on digital transformation.

The Impact of Technology-Enhanced Language Learning on Bilingual Education

Bilingual education stands as a pivotal approach in contemporary educational landscapes, aiming to cultivate bilingualism and enhance academic achievement among students. In recent years, technology-enhanced language learning (TELL) has emerged as a promising avenue to augment bilingual education efforts. This paper presents a thorough examination of the impact of TELL on bilingual education, synthesizing theoretical frameworks, exploring various technologies utilized, assessing effectiveness, and addressing challenges and future directions. The theoretical underpinnings of TELL encompass constructivism, sociocultural theory, and cognitive load theory. Drawing from constructivist principles, TELL engages learners actively in constructing knowledge through meaningful interactions with technology-mediated learning environments. Sociocultural theory accentuates the socio-cultural context of language learning, underscoring TELL's potential to foster collaboration and cultural exchange among bilingual learners. Cognitive load theory informs the design of TELL materials to optimize learning outcomes by managing cognitive resources effectively. Technologies employed in bilingual education span diverse platforms, including computer-assisted language learning (CALL), mobile applications, virtual reality (VR), augmented reality (AR), and online collaboration tools. CALL platforms offer interactive exercises and personalized feedback, while mobile applications afford ubiquitous access to language learning resources. VR and AR technologies provide immersive experiences, enriching cultural understanding and language proficiency. Online collaboration tools facilitate synchronous and asynchronous communication, fostering peer interaction and collaboration. Research findings underscore the effectiveness of TELL in enhancing language proficiency, cultural understanding, and overall learning outcomes in bilingual education settings. TELL interventions have demonstrated significant improvements across language skills, motivating learners and fostering positive attitudes toward language learning. However, challenges such as limited access to technology, digital literacy skills, and the need for teacher training persist, hindering widespread implementation. Addressing these challenges requires concerted efforts to promote equitable access to technology, enhance digital literacy skills, and provide ongoing professional development for educators. Collaborative endeavors among stakeholders are essential to develop inclusive strategies for leveraging technology to support bilingual learners effectively. Future research should focus on innovative TELL approaches, long-term impact evaluation, and best practices for technology integration in bilingual education. TELL holds immense promise in enriching bilingual education by providing interactive, engaging, and culturally relevant learning experiences. By leveraging theoretical frameworks and diverse technologies, TELL has the potential to transform language learning practices and cultivate global citizens proficient in multiple languages. However, concerted efforts are needed to overcome challenges and maximize the benefits of TELL for all bilingual learners, emphasizing the importance of collaboration, research, and advocacy in advancing bilingual education in the digital age.

STUDY OF PREFRONTAL OXYGENATION DURING EMOTIONAL THINKING USING FUNCTIONAL NEAR-INFRARED SPECTROSCOPY (FNIRS)

Introduction: This section provides an overview of the project and introduces the topic. It should include the background, objectives, and scope of the research. Literature Review: This section reviews relevant literature related to the topic to provide a better understanding of the existing research and technology available. It should include sources such as books, academic journals, and online articles. Methodology: This section outlines the methodology used to design and develop the project, including the hardware and software components, programming languages and tools used, and testing procedures. System Design: This section describes the architecture and design of the system, including the hardware and software components, communication protocols, and interfaces. It should provide a detailed explanation of how the system is structured. Implementation: This section details the process of implementing the system, including the setup of the hardware and software components, programming of the microcontroller and sensors, and integration of any external platforms. Results and Evaluation: This section presents the results of the testing and evaluation of the system, including the performance, efficiency, and effectiveness of the system in achieving its objectives. It should also discuss any limitations or challenges encountered during testing. Conclusion and Future Work: This section summarizes the research findings and provides recommendations for future work. It should discuss any potential for further development and improvement of the system.

Effects of flipped English learning designs on learning outcomes and cognitive load: Workload of out‐of‐class activities versus during‐class activities

AbstractBackgroundSome studies have researched the correlation between flipped learning and cognitive learning outcomes; however, there is a paucity of research elaborating on the effects of flipped language learning on cognitive load (CL).ObjectivesThis study investigates the effects of using flipped learning designs (student‐led, teacher‐led and collaboration‐led) on learning outcomes and CL management during out‐of‐class activities versus during‐class activities.MethodsA mixed methods research was used to concurrently triangulate different strands of data on the effects of flipped learning designs on English as foreign language (EFL) learners' learning outcomes and CL. A total of 122 EFL learners were randomly assigned to either the control or experimental group and participated in the study. The interpretations were made based on running one‐way analysis of variance between four groups.Results and ConclusionThis study evidenced the efficacy of the interactive use of collaboration‐led flipped learning design over student‐led and teacher‐led designs for improving learning outcomes and lowering CL during computer‐assisted language learning (CALL) course.Pedagogically, CALL practitioners need to develop and integrate a well‐organized combination of student‐led and teacher‐led flipped learning activities for during‐class and out‐of‐class phases with respect to the CL and learning material complexity, while also considering the specific contexts and goals of their instructional settings. Theoretically, the results indicate the necessity of merging active learning and sociocultural theories into an instructional design to take advantage of the identified affordances of flipped language learning approach in terms of psychological effects (CL management) and learning effects (CALL outcomes).

A Study on Using Computer-Assisted Language Learning to Shape a Real Environment for Learning Chinese as a Foreign Language

With the development of technology, more and more technologies are being applied to the teaching of essential Chinese. This study will investigate whether technology can be applied in the process of teaching Chinese as a foreign language, creating a Chinese learning environment through Computer-Assisted Language Learning (CALL), etc. to assist learners in better learning Chinese. CALL can provide learners with a more immersive learning environment through virtual reality, artificial intelligence, online classrooms, and other means. Instead of a teacher-centered classroom centered on students, the focus is on cultivating their language abilities, not just for paper-based dumb Chinese, striving to focus on vocabulary, sentence grammar and cultural aspects to assist learners in better learning Chinese. Multiple studies have also shown that the use of technology to create a Chinese learning environment is beneficial for Chinese learners to learn Chinese. At the same time, this learning method is beneficial for reducing learners' pressure and enhancing their interest. In addition, learning Chinese in such a language environment which is more beneficial for learners to deepen their impression of the content they are learning, understand Chinese culture, better use Chinese for communication, and enhance their Chinese language proficiency.

Characteristics of Postoperative Heart Failure in Older Hip Fractures Patients Combined with Coronary Heart Disease and Construction of a Prediction Model of Nomogram, a Retrospective Cohort Study.

Older patients combined with coronary heart disease (CHD) develop acute heart failure (AHF) after hip fracture surgery is common, and this study aimed to investigate the risk factors of postoperative AHF in older hip fracture patients and to construct a nomogram prediction model. We retrospectively collected older hip fracture patients with CHD who underwent hip fracture surgery at the Third Hospital of Hebei Medical University from January 2017 to December 2021. We divided them into a training set and a validation set. We collected the demographic data, laboratory indicators and imaging examination results. We identified risk factors for postoperative AHF and used R language software to establish a nomogram prediction model, plot ROC curves, calibration curves and DCA decision curves. We retrospectively collected 1288 older hip fractures patients with CHD. After excluding 214 patients who did not meet the criteria, 1074 patients were included in our research and we divided them into the training set and the validation set. In the training set, a total of 346 (42.8%) patients developing postoperative AHF. Through univariate and multivariate logistic regression analysis, we identified the risk factors for postoperative AHF and constructed a nomogram prediction model. The AUC of the prediction model is 0.778. The correction curve shows that the model has good consistency. The decision curve analysis shows that the model has good clinical practicality. There were 42.8% older patients combined with CHD develop postoperative AHF. Among them, fracture type, age, anemia at admission, combined with COPD, ASA ≥ 3, and preoperative waiting time >3 days are risk factors for postoperative AHF. We constructed a nomogram prediction model that can effectively predict the risk of postoperative AHF in older hip fracture patients combined with CHD.

Analysis of the sensitization spectrum in patients with severe allergic diseases using the ImmunoCAP ISAC method

BACKGROUND: An important advance in modern allergology has been made by the introduction of allergenic molecules/components, including their detection by the ImmunoCAP ISAC method. This method is useful in patients with a complex spectrum of sensitization and severe forms of allergic diseases, where various predictors of severe course are actively searched for.&#x0D; AIMS: To evaluate the informativeness of component resolved diagnostic by ISAC ImmunoCAP method in patients with severe bronchial asthma (SBA) and severe atopic dermatitis (SAD&#x0D; MATERIALS AND METHODS: A single-center retrospective study was conducted from January to August 2023. 100 patients who were candidates for biologicals for SBA (63 patients) - group 1, SAD (20 patients) - group 2, or their combination (17 patients) - group 3 were included. Component restlved diagnostic was performed by ImmunoCAP ISAC method. Mathematical and statistical data processing was performed using Python3.10 programming language packages in IDE Visual Studio Code 1.76.1 (Universal). The following criteria were used: Student's, Gaims-Howell, Kraskell-Wallis, Dunn with Holm's correction.&#x0D; RESULTS: Polysensitization and high occurrence of food and fungal allergens were more frequently detected in

Evaluating the efficacy of Kahoot as a computer-assisted language learning tool in higher education

This study aimed to analyse the effectiveness of using the computer tool Kahoot for foreign language learning in higher education, as well as to address the problem of students' lack of motivation in learning English. This study hypothesised that using the Kahoot app in foreign language classes would improve students' motivation through its engaging approach. To test this hypothesis, a survey was conducted among students who had studied English using this tool. The results showed that students who used the Kahoot app in the classroom were significantly more motivated to learn English. This was made possible by the app's ability to vary the learning tool depending on the needs of the students, which encouraged their active participation in the learning process. The effectiveness of Kahoot as a tool in higher education for learning foreign languages is promising. Its engaging and interactive format, instant feedback, and collaborative learning opportunities make it a valuable tool for enhancing language learning. However, it is important for teachers to be aware of its limitations and complement it with other activities to ensure comprehensive language development. Overall, Kahoot can be a valuable addition to the language learning toolkit in higher education.

Generating Genre-Based Automatic Feedback on English for Research Publication Purposes

Artificial intelligence (AI) for supporting second language (L2) writing processes and practices has garnered increasing interest in recent years, establishing AI-mediated L2 writing as a new norm for many multilingual classrooms. As such, the emergence of AI-mediated technologies has challenged L2 writing instructors and their philosophies regarding computer-assisted language learning (CALL) and teaching. Technologies that can combine principled pedagogical practices and the benefits of AI can help to change the landscape of L2 writing instruction while maintaining the integrity of knowledge production that is so important to CALL instructors. To align L2 instructional practices and CALL technologies, we discuss the development of an AI-mediated L2 writing technology that leverages genre-based instruction (GBI) and large language models to provide L2 writers and instructors with tools to enhance English for research publication purposes. Our work reports on the accuracy, precision, and recall of our network classification, which surpass previously reported research in the field of genre-based automated writing evaluation by offering a faster network training approach with higher accuracy of feedback provision and new beginnings for genre-based learning systems. Implications for tool development and GBI are discussed.