Online English Language Research Articles

Availability and Readability Level of Online Patient Education Materials Provided by Cleft Lip and Palate Teams.

Evaluate the readability of online English and Spanish cleft lip and palate patient education materials. Review of free online materials. English and Spanish language online patient education materials on cleft lip and palate were collected from American Cleft Palate-Craniofacial Association (ACPA) approved teams. American Cleft Palate-Craniofacial Association (ACPA) approved teams. English materials were analyzed using the Flesch-Kincaid, SMOG, and Coleman-Liau readability calculators. Spanish materials were analyzed using the Fry Graph, Fernandez Huerta, and INFLESZ calculators. A one-way analysis of variance (ANOVA) was used to test for variability between the readability tools. Readability levels were examined for both sets of materials. 171 (90.5%) teams provided English language materials online, with an average readability score calculated as 10.5 ± 2.9 (10th-11th grade). A total of 44 (23.2%) teams listed Spanish language materials online, with average readability score of 7.9 ± 1.2 (8th grade). ANOVA demonstrated statistically significant variability between the readability assessment tools (P < .01). Online cleft lip and palate patient education material provided by ACPA craniofacial teams were more available in English than in Spanish. Both sets of materials demonstrated readability levels above the recommended 6th-7th grade. Refining readability is associated with lowered healthcare costs and increased patient satisfaction.

Patient Awareness of CAR-T and Bispecific Antibody Treatments for Multiple Myeloma: Real-World Learnings and Disparities

Introduction: Treatment options for multiple myeloma (MM) are evolving rapidly with recent introduction of BCMA-targeting CAR-T (Ide-cel, Cilta-cel) and bispecific antibody (Bi-Ab; Teclistamab) alternatives. These are complex, logistically demanding therapies, and patient awareness/knowledge can affect treatment decisions. There are traditionally underserved patients in MM, and awareness among them must be investigated to uncover disparities which may impact their access to and choice of novel therapies, contributing to disparate outcome. Methods: The study involved an anonymous 25-question online English language survey covering basic demographics, understanding of available T-cell directed MM treatments (CAR-T, Bi-Ab), and preferences for these agents. MM patients within the Mayo Clinic database and members of International Myeloma Foundation's MM support groups were sent a link to the voluntary survey. The survey was active from March 30 until July 12, 2023. Descriptive statistics were calculated with R language (Bluesky Statistics, V7.40), and categorical variables among outcome demographic groups were compared using Pearson Chi-square test (p-value ≤0.05 considered statistically significant). Multiple model logistic regression was used for multivariate analysis amongst statistically significant outcomes. Results: The survey had 2370 respondents with median age 68 years (range: 30-95) and median age at MM diagnosis 62 years (range: 18-88). Time since diagnosis was &amp;lt;5 years in 59.5%. Majority of the respondents (89.4%) were non-Hispanic Whites (NHW). Maximum education categories were high school (10.9%), some college but no degree (18.1%), associate/bachelor (39.7%), and master's/professional (32.3%). Geography and type of residence were reported as: West (24%), Midwest (46.2%), Northeast (3.3%), South (24.8%), outside U.S. (1.7%), and rural (26.7%), urban (21.4%), suburban (51.9%). The goals of MM treatment in order of reported importance were complete remission (66.1%), longer survival (55.3%) and low symptom burden (43.3%). Only 6.5% and 2.6% of respondents had received CAR-T and Bi-Ab, respectively, while 27.9% and 70.5% had never heard of CAR-T and Bi-Ab, respectively. A high proportion of respondents did not understand the risks/benefits of CAR-T (65.5%) or Bi-Ab (90.7%). Given a preference among CAR-T products, 5.4% would prefer Cilta-cel, 1.9% Ide-cel and 92.7% were not sure/no preference. Amongst only those who reported understanding the risks/benefits of CAR-T, the majority (73%) said they would prefer Cilta-cel. The majority (87.5%) were not sure of any differences between the two CAR-T products while some reported different targets (6.3%), response rate (5.9%), response duration (6.2%), side effects (4.9%), and manufacturing time (2.7%). The biggest concern for both CAR-T and Bi-Ab was side effects. Majority (89.4%) were not sure that Teclistamab Bi-Ab targeted BCMA, and nearly 70% felt that CAR-T was superior to Bi-Ab for treating MM. Reported sources of knowledge about MM treatment were healthcare team (82.6%), online resources (43.6%) and other patients/support groups (37.9%). Several demographic characteristics that significantly affected patient's responses to different questions in the survey. Selected questions and respondent categories with statistically significant results in multivariate analysis are shown in Table 1. Generally, higher education, living in northeast U.S., urban or suburban residency, and &amp;gt;5 years since MM diagnosis were associated with better awareness/understanding of CAR-T and Bi-Ab. Respondents with &amp;gt;70-year age were less likely to be aware of these agents or understand their risks/benefits. Race-ethnicity had no statistically significant associations in this cohort of predominantly NHW. Conclusions: This large cross-sectional study identifies lack of adequate awareness regarding CAR-T and Bi-Ab and provides a glimpse of current understanding of these complex therapies. There are disparate groups including rural, less educated, elderly and those with recent diagnosis of MM who have significantly lesser awareness. Some better-informed respondents had preferences among these treatments. Targeted awareness campaigns should be developed so that knowledge gaps can be bridged and patients across all sociodemographic groups are better equipped to take informed decisions about MM treatment.

Lived Experience: Students’ Perceptions of English Language Online Learning Post COVID-19

The purpose of this study was to assess university students' perceptions regarding online learning post-COVID-19, with a focus on international relevance. 260 students were surveyed online across six dimensions of online learning using an online survey. The findings indicate that synchronous audio and video learning can be an effective alternative to traditional learning, especially for male students. Online learning success requires taking student demographics and digital equity into consideration in a competitive higher education landscape. In addition, the study recommends further research to determine the effectiveness of online learning across disciplines and diverse student populations. The findings of this study indicate that successful online learning outcomes in international educational settings require the incorporation of digital technologies and synchronous teaching methods.

A comparative analysis of online English language dictionaries and online Portuguese language dictionaries from the perspective of learning Portuguese as a foreign language

There are studies that have analysed Portuguese language dictionaries and that have highlighted the importance of the presence of examples in dictionaries (Santiago, 2012; Lu, 2018). Owing to this importance, it was decided to compare the frequencies of examples of two sets of words, namely, contrastive words and verbs that may convey recommendation or advice. These frequencies were obtained from a sample of the main body of Portuguese language dictionaries that are available online and from a sample of the main body of online English language dictionaries that have an orientation towards learning English as a foreign language. This comparison was carried out by using a search bar and a software application created by the author. From the analyses of the data which had been collected, it was argued that, in some cases, learners of Portuguese as a foreign language would have to make use of other sources of examples to learn to use the target words. On the other hand, in similar cases, the need to use sources of examples apart from those presented in the main body of the target English language dictionaries, while learning the English language, could be reduced. The pedagogical implications of this argument for learning and teaching Portuguese as a foreign language were presented. The limitations of the present study and future research possibilities were also discussed.

An Online English Language Newspapers-Based ‎Program to Enhance EFL Writing Skills and ‎Self-Efficacy of Secondary Stage Students

An Online English Language Newspapers-Based ‎Program to Enhance EFL Writing Skills and ‎Self-Efficacy of Secondary Stage Students

The Impact of an Online English Language ‎Newspapers-Based Program on Enhancing EFL ‎Critical Reading of Secondary Stage Students

The Impact of an Online English Language ‎Newspapers-Based Program on Enhancing EFL ‎Critical Reading of Secondary Stage Students

“Beer is Haram!” Representation of Islam by Online Newspapers in Malaysia on the Issue of Better Beer Festival &amp; Oktoberfest

The representation of Islam in the media has been widely discussed by media scholars. In the Malaysian context, Islam is frequently associated with conflicts resulting from political issues or actions taken by religious authorities against any organisation or individual that sparks public debate. The government is also alleged to use Islam as a hegemonic tool to continue dominating the mindset of the lower class by using religion as a political weapon to gain power and maintain the status quo. Newspapers especially those owned by the government have certain ideologies to convey to the general public in order to maintain a specific existing social order. This causes the controversial issues pertaining to Islam to be frequently discussed in the news media in tandem with the vested interest of those owning the newspapers. However, the discourse on issues involving Islam has become more daring after the emergence of digital news portals that enable hegemonic counterarguments to be discussed widely among members in the mentioned medium. Therefore, the purpose of this study is to explore how Islam and Muslims are represented in online newspapers in Malaysia. Two samples from English-language online newspapers, namely The Star Online and Malaysiakini, were selected. By using quantitative and qualitative content analysis, the findings of this study show that Islam, Islamic political parties, and some Muslims in Malaysia have been represented as extremists and backwards by online newspapers. Keywords: Representation of Islam, Malaysian media, online newspapers, Islam, content analysis.

Discursive construction of online teacher identity and legitimacy in English language teaching

ABSTRACT The paper investigates YouTube teachers’ identity construction within dominant language ideologies. Drawing on the constructs of language teacher professional identity, social media micro-celebrity persona, linguistic entrepreneurship, and raciolinguistic ideologies and online persona, the study analyses banner images, biographies, and semi-structured interviews of online teachers and provides a framework for understanding online teacher identity. The findings reveal that online teachers strategically align or distance themselves from different identity positions to foreground their identity as online English teachers. The findings point to the complex identity construction of online teachers as they navigate the complex terrain of the online English language teaching (ELT) marketplace dominated by neoliberal and raciolinguistic ideologies. The study contributes to a better understanding of the opportunities offered by technology in promoting or challenging such ideologies and calls for a recognition of the identity work online teachers put in to foreground their teacher identity.

Synchronous online English language teaching for young learners: insights from public primary school teachers in an EFL context

This study explored teachers’ perceived benefits, issues and their responses to the issues when conducting synchronous online English language teaching (SOELT) for young learners via the lens of Bourdieu’s (1986) capital framework. A mixed-methods design using in-depth interviews and a Likert-scale survey was adopted to investigate the perceptions of 124 Vietnamese EFL teachers in different public primary schools in Vietnam. Quantitative analyses revealed teachers’ little access to economic capital as compared to social and cultural capital when conducing SOELT. Content-based analyses of interview data show that conducting SOELT for young learners increased teachers’ access to social and cultural capital in the form of 1) enhanced online pedagogical skills, 2) greater awareness of the potential of technologies for online teaching and professional development, and 3) increased collaboration among colleagues and students’ parents. However, the lack of economic capital created issues for implementing SOELT. Notably, teachers’ perceptions appeared to be contradictory because they reported good access to social and cultural capital, but they stated multiple issues related to the access to these two types of capital. The interviews also revealed teachers’ adoption of two strategies to resolve emergent SOELT issues: approach coping and avoidant coping strategies. Besides, the results show that teachers’ degrees of access to capital were not associated with their background characteristics. The results overall indicate benefits and issues of SOELT that are both common to online education and specific to the characteristics of young learners.

New Strategies in the Treatment of Plasmodium berghei Based on Nanoparticles: A Systematic Review.

Drug resistance is a current issue affecting parasites caused by Plasmodium</i>. Therefore, researchers have expanded their studies on nanoparticles to find new and effective drugs that can treat drug-resistant strains. The present study systematically investigates the effect of different nanoparticles, including metal, polymer, and lipid nanoparticles, on Plasmodium berghei</i>. In this study, English-language online literature was obtained from the databases Science Direct, PubMed, Scopus, Ovid, and Cochrane to conduct a systematic review. In the search, we used the keywords: (Plasmodium Berghei) AND (Malaria) AND (Parasitemia) AND (antimalarial activity) AND (nanoparticles) AND (Solid lipid NPS) AND (Nano lipid carriers) AND (Artemether) AND (Chloroquine) AND (intraperitoneal) AND (in vivo</i>). Initially, a total of 160 studies were retrieved from the search. After removing duplicates, 80 studies remained. After reviewing the title and abstract of each study, 45 unrelated studies were eliminated. The remaining 35 studies were thoroughly reviewed using the full texts. The final result was 21 studies that met the inclusion/exclusion criteria. Using these findings, we can conclude that various nanoparticles possess antiparasitic effects that may be applied to emerging and drug-resistant parasites. Together, these findings suggest that nanostructures may be used to design antiparasitic drugs that are effective against Plasmodium berghei</i>.

Patterns of behavioral engagement in an online english language course: cluster analysis

Patterns of behavioral engagement in an online english language course: cluster analysis

Training the healthcare workforce to support task-shifting and viral hepatitis elimination: a global review of English language online trainings and in-person workshops for management of hepatitis B and C infection

BackgroundAchieving World Health Organization (WHO) targets for viral hepatitis elimination will require simplification and decentralisation of care, supported through task-shifting and training of non-specialist frontline healthcare workers. To inform development of national health worker trainings in viral hepatitis, we review and summarise available online and workshop trainings for management of hepatitis B virus (HBV) and hepatitis C virus (HCV).MethodsWe performed a systematic search of PubMed, Embase, Web of Science, conference abstracts, and grey literature using Google to identify online and in-person workshop trainings for health workers focused on HBV and/or HCV. Additional trainings were identified through a WHO regional network. We included online trainings written in English and in-person workshops developed for low-and-middle-income countries (LMICs). Available curricula are summarised together with key operational features (e.g. training length, year developed/updated, developing institution) and programmatic features (e.g. content, mechanism for self-assessment, use of clinical case studies).ResultsA total of 30 trainings met our inclusion criteria (10 online trainings; 20 in-person workshops). 50% covered both HBV and HCV, 13% HBV alone and 37% HCV alone. Among online trainings, only 2 (20%) were specifically developed or adapted for LMICs; 70% covered all aspects of hepatitis care, including prevention, assessment, and treatment; 9 (90%) included guidance on when to refer to specialists, and 6 (60%) included modules on management in specific populations (e.g., people who inject drugs [PWID], prisoners, and children). Online trainings used different formats including text-based modules, narrated slide-sets, and interactive web-based modules. Most workshops (95%) were targeted towards non-specialty providers, and 50% were an integral part of a national strategy for viral hepatitis elimination. Workshop length ranged from several hours to multiple sessions over the course of months, and many were part of a blended educational model, which included other opportunities for ongoing learning (e.g., telementorship).ConclusionThis compendium of online and in-person workshop trainings for HBV and HCV is a useful resource for national hepatitis programmes developing training curricula for non-specialists. Additional online training curricula are needed for use in LMICs, and additional materials are needed to address management challenges in key populations, such as PWID.

The Challenges in Teaching English Online to Young Learners: Teachers’ Voices

Teaching and learning activities had shifted to online classes due to Covid-19 pandemic outbreaks. Hence,primary school teachers in Indonesia encountered several challenges with the unexpected changes inEnglish face-to-face classroom interaction to online learning with digital platforms. This study exploredthe challenges faced by four Indonesian EFL primary school teachers in implementing online learningand teachers’ solutions to the challenges. A qualitative study with a phenomenological approach was usedas the research design, and the data collection was obtained through observation and interview. Thisstudy showed that teachers found online English Language Teaching (ELT) activities more difficult thanface-to-face classrooms due to some challenges. The technical issue became the first challenge faced bythe teachers since both teachers and students needed an internet connection and device management.Secondly, most teachers found it difficult to implement various teaching methods in online learning. Theother reasons were that enhancing students’ engagement required more effort, and assessing students’English development took more work than in the face-to-face classroom. The implication of this researchis for teachers and students as it may help them address and generate new insights about the challengesand solutions in online classrooms. Furthermore, it highlights specific areas for future research.

Online Language Anxiety in Higher Education: Evidence from Exploratory and Confirmatory Factor Analyses

The objective of this research is to identify the underlying components of English language learners’ anxiety in online learning during the COVID-19 and to verify the coherence of the component model with the empirical data. A total of 408 Thai EFL university students, who were selected via a simple random sampling method, were assessed with the Online World Languages Anxiety Scale (OWLAS). An exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA) were conducted using LISREL 8.80 to verify the factor structure of Online English Language Anxiety (OELA). The results of the EFA indicate six emerged underlying components: 1) use of English skills online, 2) negative feelings in online learning, 3) positive feelings in online learning, 4) online interaction, 5) cross-linguistic interference, and 6) attitudes to self and English classes. Considering the indices, the model was fit with the empirical data, with X2 = 1115.24, df = 625, p-value = 0.048, X2/df = 1.784, GFI = 0.96, AGFI = 0.97, CFI = 0.99, SRMR = 0.043, RMSEA = 0.045. Factor loading values of each index were between 0.50-0.88. The indicators that had the highest weight value or most significantly influenced students’ OELA were ‘attitudes to self and English classes’ and the least was ‘cross-linguistic interference’.

Digital learning and the ESL online classroom in higher education: teachers’ perspectives

This study explores teachers’ perspectives with regards to teaching English in virtual classrooms, specifically with regards to teaching English as a second language within the context of emergency remote learning in Hong Kong during COVID-19. Through undertaking thematic analysis of six interviews with English language teachers at a university in Hong Kong, this study explores how teachers view the benefits, challenges and personal and professional consequences of the shift to emergency remote teaching during the pandemic. Taking a social constructivist approach to the topic, the study also seeks to uncover how teachers view such provisions as being improved under future emergencies and with respect to online English language teaching moving forwards generally. This research topic contributes both to a longstanding debate on the ways in which digital technologies can enhance education and language learning, as well as the emerging body of literature examining how teachers and students have responded to the implementation of digital learning in online classrooms during the COVID-19 pandemic.

Piloting an International Comparison of Readily Accessible Online English Language Advice Surrounding Responsible Cat Ownership.

Cats are popular companion animals globally. While the general academic definition of responsible cat ownership is agreed upon, committing to responsible cat ownership is multifaceted, often reflecting regional priorities and values. Utilising a virtual private network (VPN), an English-language online search for 'responsible cat ownership' was applied from major cities in 10 different nations, accounting for five different geographic regions and nine different geographic sub-regions. Data were extracted from the first 20 webpages of each search and included author affiliation, country of webpage origin, and all recommendations towards responsible cat ownership. Searches identified 58 different webpages, 142 duplicate results, and 16 different recommendations. Both before (60.5%) and after (58.6%) duplicate exclusion, irrespective of region, most webpages originated from Australia, so recommendations may lack local nuance in other countries. Similarly, local government webpages were the most common author affiliation both before (35.5%) and after (37.9%) duplicate exclusion-moreover, most Australian webpages were authored by local government (55.9%). More than half of all webpages recommended registration and microchipping (65.5%), desexing (65.5%), and containment (60.3%), probably due to the predominance of local government and Australian webpages online-reflecting Australia's strong legislative stance. Both Australia and New Zealand showed majority recommendations for containment but not for environmental and behavioural enrichment in households. This may be partially explained by the significantly higher agreement in Australia and New Zealand that cats threaten valued wildlife in cities, towns, and rural areas. Unlike the Oceanian nations, other countries clearly recommended improved understanding and provision for cat needs, but with little evidence of support for containment. Thus, divergent welfare considerations inform major webpages associated with attitudes towards cat ownership internationally. Encouraging containment, a responsible cat ownership practice with benefits for cats and wildlife, may be more likely to succeed outside Oceania if cat welfare is emphasised instead of wildlife protection. Within Oceania, more attention could be given to enhancing the well-being of contained cats.

Comic techniques as the means of transmitting negative evaluation in the English-language online movie reviews

Comic techniques as the means of transmitting negative evaluation in the English-language online movie reviews

Pre-service teachers’ agentive projections toward innovation in online English Language Teaching (ELT) classes

This study examines the pre-service teachers’ agentive projections toward innovation in online English Language Teaching (ELT) classes. Employing teacher agency theory, this instrumental case study views projections as agentive when they are informed by the students’ ecological aspects (past and present), oriented to solve potential learning problems and improve learning outcomes. The study involved 84 pre-service teachers who were voluntarily asked to fill in a questionnaire, submit a lesson plan, and be interviewed. nVivo Pro was used to organize themes. The study indicates that the pre-service teachers, M=3.81, SD=.590, perceive that innovation in online ELT classes is closely related to the integration of information and technology. As a result, the students’ agentive projections were also oriented to solve technology and internet-based obstacles, added with innovative learning methods. The research findings may become important insights for the development of English teaching and learning in order to provide more capital for pre-service teachers creating ELT innovation in the future.

Vocational Students’ Preferences toward Online English Language Learning and Teaching during the Covid-19 Pandemic

the Covid-19 pandemic insists face-to-face learning on campus be switched to online or e-learning. However, radical changes are challenging for both educators and students.. This study aims at finding students’ preferences toward online English Language Learning and teaching during the Covid-19 pandemic. The participants of the study were 54 Language Department students at the State Polytechnic of Bengkalis. The research was conducted in a descriptive method. Data and information were gathered through a 5-point Likert scale Google form survey adapted from Coman, et.al (2020). The questionnaire covered students’ technical condition, students’ technical skills / learning styles, lecturers’ technical skills / teaching styles, student’s ability to assimilate and learn while learning online. The data were analyzed using Statistical analysis application; The Statistical Package for the Social Sciences (SPSS) to provide descriptive statistics. The study discovered that video conference platforms were the most preferable in online learning, and live video conference and discussion on chat/forums were the most favorable ones. It was also found that the satisfaction level toward online learning was low; face-to-face learning is still the most favorable. In addition, improvement on students’ technical condition, students’ technical skills / learning styles, lecturers’ technical skills / teaching styles were still needed. Therefore, appropriate utilization of video conference and forum discussion was a necessity. Finally, it is recommended to provide both lecturers’ and students’ training programs to promote better online learning and teaching.Keywords:Online learning; teaching ; pandemic

The impact of depression forums on illness narratives: a comprehensive NLP analysis of socialization in e-mental health communities

While depression is globally on the rise, the mental health sector struggles with handling the increased number of cases, especially since the pandemic. These circumstances have resulted in an increased interest in the e-mental health sector. The dataset is constituted of 67 857 posts from the most popular English-language online health forums between 15 February 2016 and 15 February 2019. The posts were first automatically labelled (biomedical vs. psy framing) via deep learning; second, the time series of framing types of recurring forum users were analysed; third, the clusters of biomedical and psy patterns were analysed; fourth, the discursive characteristics of each cluster were analysed with the help of topic modelling. Five ideal-typical patterns of forum socialization are described: the first and the second clusters express the developing of a ‘recovery helper’ role, either by opposing expert discourses or by identifying with the psy discourses; the third cluster expresses the acquiring of a substantively diffuse, uncertain role; the fourth and fifth clusters refer to a trajectory leading to the incorporating of a biomedically framed patient role, or a therapeutic psy subjectivity. Elements of data collection that potentially undermine representativeness: online forum users, open and public forums, keyword search. The trajectories identified in our study represent various phases of a general forum socialization process: newcomers (cluster 3); settled patient role (cluster 4) or psy subjectivity (cluster 5); recovery helpers (cluster 1 and 2).