Digital Language Research Articles

I feel blue– teacher, can you help me? A study on the effect of digital literacies on language learners’ technostress, on-line engagement, autonomy, and academic success

This phenomenological study explored the experiences of language learners in the digital age, specifically investigating the intersection of digital literacy, technostress, online engagement, autonomy, and academic success. Twenty participants, selected through purposive sampling, shared Chinese as their native language and were between 18 and 20 years old, with five participants being female. Employing interviews and document analysis, the study aimed to understand the subjective meanings, emotions, and perceptions associated with these phenomena. The findings revealed the multifaceted nature of technostress, the crucial role of digital literacy in shaping online engagement and autonomy, and the nuanced impact on academic success. These qualitative insights contribute to a deeper understanding of the complex relationships in the digital language learning landscape. The study has implications for educators, materials developers, syllabus designers, and policy-makers, providing practical insights to enhance language learning experiences in the digital era. Future research may further explore specific dimensions uncovered in this study to adapt educational practices to the evolving digital terrain.

Digital Language Learning in Higher Education: A Critical Literature Review on Teachers' and Students' Challenges

Digital Language Learning in Higher Education: A Critical Literature Review on Teachers' and Students' Challenges

Space: The Ultimate Frontier The Impact of Sequencing Human Genome is not only to Treat all Genetic Diseases, But also to Extend Human Life to Travel into Deep Space in Search of Exo-Planets to Protect, Preserve and Spread Human Intelligence Across the Universe

The purpose of this abstract is to show not only to design drugs to treat genetic diseases, but also to extend human life to travel in deep space in search of new homes for humanity and to spread human intelligence in every corner of the Universe. Most genetic diseases are often caused by either a single point mutations or multiple genetic defects in specific genes. Genes code for protein. The nucleotide mutated genes code for non-functional proteins resulting in different diseases such as blood disorders like ß-thalassemia, sickle cell disease, hereditary spherocytosis, Cystic fibrosis, Tay-Sachs disease. Second, additional diseases are identified due to Chromosomal abnormalities which occur when there is a frame shift mutation due to the deletion or insertion of an extra chromosomes such as Down Syndrome, Tay-Sachs disease. and Hemophilia A and B. More than thirty-five thousand such genetic disorders have been identified. The point mutation diseases are inherited. Treating such diseases present the greatest challenges to the next generation of scientists. The first line of treatment is Gene Therapy and CRISPER-Case9 therapy in which mutated gene is replaced by a normal gene in one generation. In cases where replacement of the mutated gene is not possible, Drug therapy could be developed by designing drugs to shut off those mutated genes. By comparing with all 35,000-point mutations sequences with the Reference Sequence data from the 1000-genome project, we can easily identify with precision and accuracy, the specific mutated nucleotide responsible for causing the genetic diseases due to nucleotide or chromosomal mutations. Once the mutation on the nucleotide in a gene is identified, we can design drugs to shut off that gene. By making AZQ (US Patent 4,233,215), I have demonstrated how to design drugs to shut off frame-shift mutation in a gene responsible for causing Glioblastoma, the brain cancer. Using the same rationale, it is the challenge for the next generation of scientists (my students) to design drugs to shut off genes to treat genetic diseases and to prolong life. Now, we have learned to convert the analog language of Biology into digital language of computer, by sending convertor and receiver in the spaceships, we can not only send the data across Universe with the speed of light, but also to protect, preserve and spread human intelligence across the Universe

Using digital gamification to improve language achievement, foreign language enjoyment, and ideal L2 self: A case of English as a foreign language learners

AbstractBackgroundThe impact of digital gamified language learning on language achievement has been corroborated in the literature; however, its impact on language achievement, especially in the English as a foreign language (EFL) context needs further investigation. In addition, the related literature has not sufficiently confirmed the impact of digital gamified language learning on some psychological domains of EFL learning.ObjectivesThis study, therefore, employed a sequential explanatory mixed‐methods approach to explore the effects of digital gamified language learning using a mobile application (app) affordances on EFL learners' language achievement, foreign language enjoyment (FLE), and ideal second language (L2) self.MethodsTo this end, 36 EFL learners were randomly divided into two groups; one group was randomly assigned to the digital class, including 19 EFL learners, and the other group was assigned to the non‐digital class, consisting of 17 EFL learners. The digital learners did the digital gamified language learning activities individually and interactively and received peer and instructor feedback, whilst the non‐digital learners did the same language learning activities in printed format and received peer and instructor feedback. A language achievement test, the FLE scale, and the ideal L2 self‐scale were used to collect the quantitative data and an individual semi‐structured interview was carried out to gather the qualitative data.Results and ConclusionsOne‐way ANCOVA, used to analyse the quantitative data, revealed that the digital and non‐digital classes improved the EFL learners' language achievement, FLE, and ideal L2 self; however, the digital learners outperformed their non‐digital counterparts in all the measures. Thematic analysis, utilised to analyse the qualitative data, uncovered some themes about the digital learners' positive and negative attitudes and perceptions towards the digital gamified language learning activities, clarifying the quantitative findings.ImplicationsPedagogical implications are discussed.

Language portraits going digital and multimodal: deciphering the translanguaging space and linguistic repertoires among multilinguals

In recent years, language portraits (LPs) have emerged as a valuable tool for visually representing multilingual learners’ linguistic repertoires. However, previous studies have primarily relied on traditional methods of inviting participants to sketch their language portraits on paper using pens and crayons. In this paper, we propose the use of digital methods to collect and analyze data on language portraits to examine the translingual practices and negotiations of meaning among multilingual individuals. By utilizing Synchronic Computer-Mediated Communication platforms, participants can actively deploy and mobilize multi-linguistic and multi-semiotic resources in lived experiences, engaging in interactive translanguaging practices. In this particular case study, data were collected through a biographic survey and a sketch of the language portraits in digital form, which were then further supported by follow-up interviews. Four participants’ LPs and oral narratives during the interviews were then subjected to qualitative multimodal analysis and discourse analysis. The results revealed that these digital language portraits (DLPs) possess significant features such as digital affordance and multimodality. They tap into the translanguaging spaces that emerge from the creative and critical meaning-making process, enabling multilingual individuals to visualize their linguistic repertoires through digital visual strategies. Furthermore, it was discovered that DLPs can foster creative performance and discursive negotiations, thereby enhancing participants’ expressive abilities in developing their language perceptions.

A genre-oriented analysis of TikTok instructional discourse

Abstract This study intends to contribute to the analysis of digital instructional discourse in order to gain an insight into how the EFL classroom has in some sense shifted online in the hands of amateur experts (Tolson 2010; Bhatia 2018), who create an informal learning environment by drawing on their discursive competence, disciplinary knowledge and professional practice. By incorporating quantitative, qualitative, and case study data, this article considers the value of genre analysis in educational social media research. It focuses, particularly, on the rhetorical and lexico-grammatical features of a selection of TikTok video mini-lessons targeting Italian speakers of English as a foreign language. Analysis of the data reveals that digital language teaching discourse on TikTok is a structured event with recurrent rhetorical patterns and linguistic features for achieving both pedagogical and promotional communicative purposes. The research bears considerable relevance given the need for the analysis of transformation processes in instructional discourse amid the widespread use of information and communication technologies and the advance of online learning.

The Use of Digital Payment Methods and its Implications on Financial Inclusion: A Survey Study

In the digital era, the advent of electronic payment systems has revolutionized financial transactions, with significant implications for financial inclusion. This research paper delves into the dynamics of digital payment methods and their impact on financial inclusion in India, focusing on user demographics, adoption rates, perceptions, and barriers to usage.
 The study was underpinned by several research objectives aimed at understanding the nuances of digital payment adoption across different demographic segments, assessing the perception of security and privacy, evaluating the role of digital payments in reducing cash dependency, identifying the adoption barriers, and recommending inclusive strategies for broader access. A set of research questions and hypotheses were formulated in line with these objectives.
 A quantitative research approach was employed, involving a survey disseminated across multiple Indian states. The survey, comprising structured questionnaires, targeted a diverse population segment, accumulating a total of 500 responses. The data collected was rigorously analyzed using descriptive statistics, inferential tests (t-tests and ANOVA), and thematic analysis for open-ended responses.
 Key findings of the study indicated a higher propensity for digital payment adoption among younger individuals, with notable hesitancy among older demographics. Security and privacy concerns were prevalent, significantly influencing user behavior, particularly among females. The research also highlighted a substantial reduction in cash dependency among digital payment users, indicating an increase in financial autonomy. However, significant barriers, including digital literacy, infrastructure inadequacies, and language barriers, especially in rural areas, impede widespread adoption.
 These findings have profound implications for financial inclusion, emphasizing the need for a multifaceted approach to address the digital divide. The study underscores the necessity for stakeholder collaboration in enhancing digital infrastructure, literacy, and trust, thereby fostering an inclusive financial environment. The insights derived are of paramount importance for policymakers, financial institutions, and fintech companies aiming to innovate and expand the reach of digital financial services.

Analysing the Functionality of Twitter for Science Dissemination in EFL Teaching and Learning

Communication through social media is a phenomenon whose relevance has involved the consideration of online discourse in the language teaching context. This article explores the functionality of Twitter (now called “X”) for science dissemination within the teaching and learning of English as a foreign language. To do this, 100 tweets from the accounts @WWF and @Greenpeace were gathered and analysed from the perspective of digital discourse analysis and communicative language teaching. I argue that using these tweets encourages the development of key competencies, provides room for the practice of integrated skills, and enhances the application of 21st-century skills. Conclusively, science dissemination tweets may be considered adequate for teaching and learning English.

Academic assistance chatbot-a comprehensive NLP and deep learning-based approaches

<span>The rapid growth of digital technologies and natural language processing (NLP) have revolutionized the field of education, creating new demand for automated academic assistance systems. In this paper, we present an NLP-based academic assistance chatbot designed to provide comprehensive support to students and researchers using deep learning techniques. <br /> The chatbot incorporates a range of intelligent features to assist with university recommendations, article writing, automatic question answering (QA), and job search. By leveraging sentiment analysis and sarcasm detection models. The proposed chatbot could offer accurate and insightful university recommendations. Additionally, the chatbot incorporates spell and grammar checking, summarization, paraphrasing, and topic modeling capabilities to aid users in enhancing their writing skills. The QA module enables users to obtain quick and precise answers to factoid-based questions. Moreover, the chatbot helps with internships and job search. According to literature, this work presents the first assistance chatbot that encapsulates all features that may be needed by a university student to facilitate and improve his/her learning process. The results demonstrated clearly in the body of the paper showed the success achieved by the academic assistant proposed and built in this work in all its features or modules to offer help to university students and graduates.</span>

The Impact of Digital Tools on English Language Learning and Communication

English language learning has always been an important aspect of education, enabling individuals to communicate effectively in a global world and participate in social and economic activities. With the emergence of digital tools and technologies, there has been a significant shift in how language learning and communication take place. Given the growing significance of digital literacy in today’s interconnected world, it is pertinent and necessary to investigate how digital tools have altered the process of learning and communicating in English. In order to shed light on the expanding subject of digital language learning, this study will analyse the effects of digital technologies on the acquisition and use of the English language.

Diversity and language technology: how language modeling bias causes epistemic injustice

It is well known that AI-based language technology—large language models, machine translation systems, multilingual dictionaries, and corpora—is currently limited to three percent of the world’s most widely spoken, financially and politically backed languages. In response, recent efforts have sought to address the “digital language divide” by extending the reach of large language models to “underserved languages.” We show how some of these efforts tend to produce flawed solutions that adhere to a hard-wired representational preference for certain languages, which we call language modeling bias. Language modeling bias is a specific and under-studied form of linguistic bias were language technology by design favors certain languages, dialects, or sociolects with respect to others. We show that language modeling bias can result in systems that, while being precise regarding languages and cultures of dominant powers, are limited in the expression of socio-culturally relevant notions of other communities. We further argue that at the root of this problem lies a systematic tendency of technology developer communities to apply a simplistic understanding of diversity which does not do justice to the more profound differences that languages, and ultimately the communities that speak them, embody. Drawing on the concept of epistemic injustice, we point to the broader ethico-political implications and show how it can lead not only to a disregard for valuable aspects of diversity but also to an under-representation of the needs of marginalized language communities. Finally, we present an alternative socio-technical approach that is designed to tackle some of the analyzed problems.

Применение цифровых инструментов обработки естественного языка для оптимизации подготовки учителя-предметника в полилингвальной образовательной среде

The aim of the research is to automate the analysis process of the most common grammatical forms and syntactic structures of a foreign or second language to optimize the content and acquisition of English language programs in the training of future Mathematics teachers for professional activities in a multilingual educational environment. The paper theoretically justifies the necessity of a comprehensive frequency analysis of language structures. Software tools for natural language processing (the Python programming language and the spaCy library) were developed, which were subsequently applied in the course “Methods of Mathematical Data Processing” to identify the most frequent grammatical forms and syntactic structures characteristic of the English language of Mathematics. Based on the data obtained, methodological recommendations were formulated for the content and outcomes of English language programs for future Mathematics teachers in a multilingual educational environment. The scientific novelty of the research lies in using digital natural language processing (NLP) tools for a quantitative and statistical analysis of language data, necessary for the development of methodological recommendations for the content and outcomes of foreign/second language programs for subject teacher training. As a result of the research, it was found that digital natural language processing tools can be used to improve the language training of subject teachers in a multilingual educational environment.

Deciphering Digital Body Language and the Gen-Z in New Normal

The post-pandemic era or the era of the new normal has kept us all on tenterhooks since the unanticipated inception of the pandemic. The world reluctantly and gradually slithered on the spine of technology and took the reign to bridge the gap that slid between the crevices of the online and offline world, the normal and the new normal, non-digital and digital communication. Digital body language - an integral part of digital communication, is an idea that has gained momentum recently in the new normal, where digital-only communication is seen progressively as something inexorable. We find ourselves surrounded by communication that most of the time occurs exclusively digitally. Digital body language, like physical body language, plays the same integral and vital role in communication, where the former is more difficult to decipher. While communicating on digital platforms, occupying the digital space via email, messenger, chat, or video call, there are more chances of misunderstanding and more nuances to deal with, than in physical communication.
 Gen z, iGen, or centennials born between 1995 and 2012, are the generation born with the internet and mobile phones in their pockets- which generously offered them earlier exposure to communication skills and digital communication. The present chapter seeks to explore in its first part, analyzing how and in what ways we need to acquire an understanding of digital body language to dissolve the barriers and filters present, to communicate effectively. In the second part, there is a discussion on how equipped is the Gen z- the communication generation- to combat the challenges of the digital space imposed by digital body language and what we need to learn from them.

Evaluation Method of English-Speaking Self-Learning System Based on Natural Language Processing Technology

In the education, the use of advanced natural language processing techniques has gained prominence for their potential to revolutionize the teaching and learning experience. Self-learning in English teaching has become increasingly popular due to its flexibility and accessibility. With the advent of digital resources and language learning apps, students can now engage in language acquisition on their own terms. This paper presented a novel framework that combines the power of the Bidirectional Encoder Representations from the Transformers (BERT) model with the Hidden Condition Random Model (HCRM) for the enhancement of English teaching. The primary goal is to provide educators and institutions with a robust tool for evaluating the relevance and quality of teaching materials. The HCRM architecture incorporates sentiment analysis, feature extraction, and classification, making it a comprehensive solution for assessing the suitability of documents in the context of English teaching. The model takes into account the opinions of both students and teachers, ensuring a holistic perspective on the teaching materials' effectiveness. By effectively analyzing sentiments and extracting pertinent features, the HCRM facilitates a nuanced understanding of the potential impact of educational content. This paper's findings suggest that the integration of BERT with HCRM has the potential to greatly enhance English teaching by providing a more accurate, holistic, and data-driven approach to material assessment. The innovative framework presented in this research holds promise for improving the quality and relevance of teaching materials in the field of English instruction.

The Role of Artificial Intelligence in Developing Digital Transformation Skills Language Communication, and Scientific Trends among Students of the College of Education at Al Ain University

A scientific subject called artificial intelligence (AI) aims to create computer systems that function as efficiently as a skilled human does. Such effectiveness can substantially improve education by utilising the most cutting-edge technologies. To determine the level of AI awareness among Al Ain University faculty members and to investigate the connections between AI awareness, the digital transformation scale (DTS), and the technological, scientific scale (TSS), this study set out to measure that awareness. The descriptive-correlational research technique of the study included three analyses, with a particular focus on AI, DTS, and TSS. 101 academics, or 43.5% of the College of Education faculty, were represented in the sample from all departments. They were chosen using a simple random sampling technique. The quantitative data analysis revealed that the faculty members exhibited a medium level of awareness, with a mean score of 3.05 on a 5-point scale. A correlation value of 0.139 and a significance coefficient of 0.165 indicated no statistically significant correlation between faculty members’ awareness of AI and DTS. With a correlation of 0.568 and a significance level of P <0.01, the study found that among faculty members, there was a direct and statistically significant positive link between AI awareness and TSS. It is essential to prepare faculty members for using AI in the classroom and to modify their perspectives on it by holding seminars and providing them with the training they need to do so.

Digital game-based language learning for vocabulary development

Current literature suggests that one of the impressive benefits of digital game-based language learning is its potential to create engaging vocabulary learning experiences. However, this literature is dominated by game-play approaches, rather than game-making approaches. Drawing upon constructivist, motivation, dual-coding, and constructionist theories, this study examined elementary English language learners’ vocabulary learning experiences in a game-based learning context and investigated their experience as they built their own games based on their understanding of different non-fiction texts. This mixed-methods case study involved novel use of network analysis to examine student learning, investigate the relationships between various aspects of learner experiences, and evaluate the strengths and weaknesses of the program. Findings indicated that a complex set of interdependencies between enactments of theoretical principles including generativity, agency, tinkering, intrinsic motivation, and contextualized learning lead to enjoyment and powerful language learning experiences. Design principles for future digital game-based language learning include optimizing visual aspects, spending more time on technical skill development, increasing learner agency, and focusing more on generative and joyful learning experiences.

A structural equation model of online learning: investigating self-efficacy, informal digital learning, self-regulated learning, and course satisfaction.

English as a Foreign Language (EFL) education increasingly relies on online learning, necessitating a nuanced understanding of crucial factors impacting learning experiences. This research investigates the intricate relationships among online learning self-efficacy, online self-regulated learning, informal digital learning of English (IDLE), and online course satisfaction within the unique context of EFL learners. The study involved 563 intermediate college students from various national universities in China. Structural Equation Modeling (SEM) was employed to analyze the data, providing comprehensive insights into the relationships among the identified variables. The results revealed significant insights. Both online learning self-efficacy and IDLE exhibited direct and positive influences on online course satisfaction. Furthermore, the study uncovered that online self-regulated learning acted as a partial mediator in the connection between online learning self-efficacy and IDLE with online course satisfaction. This mediation implies that learners' self-regulatory behaviors significantly affect how self-efficacy and informal digital language learning experiences impact overall satisfaction with online courses. The findings highlight the pivotal role of nurturing learners' self-efficacy beliefs, fostering IDLE, and promoting effective self-regulated learning strategies in the realm of online language learning. These initiatives are instrumental in enhancing learners' satisfaction and success in online courses. The implications of these findings for EFL instruction are substantial. By emphasizing the importance of self-efficacy, IDLE, and self-regulated learning strategies, educators can significantly contribute to creating more satisfying and successful online learning experiences for EFL students.

Linguistic means of expressing communicative strategies in non-cooperative discourse (based on the material of English-language talk shows

Every year there is a rapid development of the media sphere, including its visual and discursive component, which contributes to the development of the "digital language" and the "language of television", the parallel development of YouTube journalism as a media phenomenon, which are evolving along with all the ongoing processes. Any language is susceptible to this, especially English, which is the most widespread and popular in the world. The study of linguistic issues of the language of television shows, the language of talk shows in line with the anthropological paradigm of modern linguistics in its broadest sense (issues of the functioning of language in various types of discourse, journalism and PR, media linguistics and political linguistics) and its central concepts such as the manipulative influence of language, linguistic personality, pragmalinguistics of language and text as part of it are an integral part of both the theory of language and the linguodidactic component of foreign language teaching (English as a foreign language). Taking into account the current conflicting political situation in the world, aggravated political and armed conflicts, the study of non-cooperative discourse in the media of English-language talk shows is certainly of scientific novelty. The main content of the research is concentrated around the analysis of the concepts of "non-cooperative discourse", "PR-discourse" from a linguistic point of view. Media linguistic analysis, discourse analysis, the method of multimodal text analysis, etc. are used as research methods. Results suggest that the concept of non-cooperative discourse is revealed (based on the material of English-language talk shows). Even so, the present study concludes that the approach is worthwhile and promising for further research.

Use of digital devices, family functioning, and language development in preschool children: a cross-sectional study.

This study aimed to analyse the relationship between the use of digital devices, family function, and language development in preschool children. This cross-sectional, descriptive-correlational study included a sample of 93 parent-child dyads. The children were of an average age of 57.01 ± 9.95 months, and the majority were female. The data collection instruments included a questionnaire on the use of digital devices, the Portuguese version of the Family Flexibility and Cohesion Evaluation Scale - Version IV (FACES-IV), and a Preschool Language Test (TL-ALPE). The findings showed a greater tendency of children to use smartphones, tablets, and television for 0-3 hours daily. The analysis of the responses on the FACES-IV and TL-ALPE instruments showed that most of the participating families were of the balanced type and that most children had normal language development. Statistically significant relationships were found between the FACES-IV subscales and TL-ALPE subtests, FACES-IV subscales and the use of digital devices, and the use of digital devices and TL-ALPE subtests. Notably, children in more balanced family functioning scored higher on TL-ALPE tests, and the time spent using digital devices may compromise language development. This study highlights the impact of digital device use and the role of family functioning on children's language development, suggesting that moderate digital device use and balanced family functioning are facilitating factors for good language development.

Challenges of Online English Trainers in Punjab

Indian English teachers swiftly adopted online education as a response to COVID-19, resulting in a notable transformation in teaching approaches and classroom dynamics. This study utilizes the theoretical framework of technological pedagogical content knowledge to examine the extent to which 210 Indian educators encounter challenges related to technological, pedagogical adaptation, and communication. The study used a mixed-methods approach. The findings prominently revealed a prevailing pattern of dissatisfaction with crucial technological factors, including infrastructure, device compatibility, software reliability, and security, as shown by an average score of 2.05. In addition, educators indicated encountering minor difficulties in efficiently managing different learning platforms, sustaining student participation, and delivering prompt feedback, as evidenced by an average mean score of 2.77. Furthermore, there was a notable degree of complexity detected in nonverbal communication and engagement, as well as in facilitating engaging talks and managing asynchronous interactions. The average score of 3.34 indicates that these areas are major impediments. Hence, the theme analysis highlights the urgent requirement for strong technical support, secure and reliable online platforms, and the integration of interactive tools to improve the overall standard of online instruction. The current study emphasizes the necessity of adapting conventional teaching approaches to meet the evolving demands of digital English language education in a post-pandemic context