In recent years, the intersection of neurobehavioral science and human literacy has garnered significant attention, particularly concerning its potential to enhance character development through creative communication. This study aims to investigate how neurobehavioral strategies can be employed to enhance literacy and character development. This research uses a qualitative and quantitative mix method with a neurobehavior approach. In producing products, this research also uses Research and Development (R&D). The research instrument uses a Google form. This research involved 100 students of English Literature Study Program at UNIMED who took the Creative and Innovative Communication course. Firs finding, students predominantly answered ‘agree’ that environmental, socio-economic, media and technology, academic, and leadership factors influence student character development. Second finding, students were able to answer correctly regarding neurobehavior literacy towards character development so that students' character significantly improved and was reflected in their creative communication. Environmental, socio-economic, media and technology, academic, and leadership factors have a big impact on character development. Therefore, based on the neurobehavior approach, we need to have a variety of literacy that supports positive character and experiences. This research will continue regarding how our brains have an impact on increasing creative communication and developing Emotional intelligence with other innovative approaches.

The Making of Felony Procedure in Middle English Literature

BackgroundMarine ecosystems worldwide face extreme stress from human activities, with the North Sea being particularly affected and experiencing altered processes. To assess anthropogenic drivers for sustainable management, the Millenium Ecosystem Assessment (MEA) and the Intergovernmental Science-Policy Platform on Biodiversity and Ecosystem Services (IPBES) distinguished five main anthropogenic drivers: direct exploitation of fish and seafood, sea use change, human-driven climate change, pollution, and invasive alien species. However, evidence of the drivers’ relevance and their potential effects on species and the environment over time remains scarce. This systematic map provides knowledge on the five main anthropogenic drivers in the North Sea from 1945 to 2020 and identifies potential knowledge gaps in terms of management implications.MethodsTo identify relevant articles we used our published systematic map protocol. We conducted systematic searches of academic and grey literature in English, German, and French in online databases (Web of Science, Scopus, PubMed, AquaDocs). The search followed a Population-Exposure-Comparison-Outcome framework and included the period January 1945 to December 2020. A total of 22,511 articles were deduplicated and screened by title and abstract, the remaining 5795 were screened full-text to provide a widely integrated evidence base. A set of 3356 articles were retained following eligibility criteria and were included in the final database. We extracted information on drivers in detail and their effects on study populations within different areas in the North Sea. Knowledge clusters and gaps were identified from the scientific effort and are synthesized narratively.ResultsOut of the 3356 articles, the majority focused on pollution throughout the entire period of 75 years. Research interest has increased in climate change and biological invasion only in the most recent decades. We identified knowledge clusters in the southern North Sea, especially in ICES standard species areas 6 and 7, which has the most articles overall, mainly emphasizing pollution. Northern areas were in contrast studied the least. The effects of pollution were mainly linked to changes in chemical water properties and to contamination levels for benthos and fish. The other drivers were rather associated with changes in biomass or abundance, with a strong focus on fish and benthos populations. A key knowledge gap was on the effects of global change, herein defined as simultaneous assessment of all five drivers, at different organizational levels and therein on different populations.ConclusionsThis systematic map reveals substantial peer-reviewed evidence on the five main anthropogenic drivers in the North Sea. The map uncovers a strong increase in research interest regarding these drivers over the years, with a strong focus towards pollution and southern North Sea areas. Despite the increasing importance of climate change effects, this map highlights limited research effort on it. As ecosystem management nowadays strives for sustainable use of marine systems, it is more important than ever to understand linkages between drivers, potential cumulative effects and possible repercussions. The map revealed a strong knowledge gap regarding these linkages due to global change. On this basis, further systematic reviews can acknowledge these gaps, identifying the drivers’ impacts and their quick evolvement to support management decision-making at various governance levels.Supplementary InformationThe online version contains supplementary material available at 10.1186/s13750-025-00377-2.

Integration of technological tools is no longer a garden-fresh application in EFL classes. Nor, the textbooks are the manual of sages to take a sigh of professional ascendency and accuracy. Technology integration has become a boon under the emerging patterns of EFL classes at intermediate level. The teachers in the technology integrated classes are progressively more cognizant of the prevalence of internet than the handful of parroting the orientation for making the teaching as an efficacious objective. This pursuit of accomplishment in teaching EFL classes at intermediate level is uneven and sporadic. Teachers are jammed to encounter the variety of learners who are possessed of incompatibly matchless educational backgrounds during the pre-collegiate period of study at schools. In this aspect, the teachers tried to tackle the issues in technology integrated classes at colleges because this was an innovative aspect for the most of the learners at college to learn EFL in technology integrated classroom. This empirical study reveals the perceptions of six lecturers. They possess BS to MS distinctions in English Literature and Linguistics. They are employed at Government Sachal Sarmast Post-Graduate Commerce College Hirabad, Hyderabad, Sindh, Pakistan. The college management made an assessment to arrange the separate EFL classes at college first time with technology as an additional incentive to the students of Commerce. This study result revealed positivity of the teachers regarding the use of technology in EFL classes. An essential purport of the assignment was to support through the application of technological tools the communicative competence of the students. This study explored the perceptions of teachers about the technology use in EFL classes. This was a qualitative type of study. The purposive sampling was followed to take the data through semi structured interviews at college from the six lecturers. The analysis of data through the thematic analysis of Braun and Clarke (2006) revealed the positive attitude of teachers regarding the use of technology as to be conducive for learning in their EFL classrooms. However, certain challenges were acknowledged which can be addressed by the appropriate drills

The article is devoted to the study of the motivic structure of the novelistic prose of Sarah Waters, the modern British writer. Despite the recognition of her merits in Great Britain, numerous nominations of her books for various awards and their translations into many languages of the world, including Russian, the works of this author have not yet received proper scientific understanding. In particular, the undoubted connection between S. Waters’ works and the Russian literary tradition, which manifests itself in the writer’s novels at the level of the motivic structure, in which one cannot help but notice the influence of F. M. Dostoevsky, was not examined in detail. While intertextual echoes of the writer’s work with English novels of the 19th century, including those written by Charles Dickens, were noted by individual researchers. The motives in the writer’s novels are varied, but the proposed study separately examines two groups of motives that relate the author’s poetics to the legacy of English and Russian literature. The study proves that these elements of the motivic structure function in the legacy of S. Waters as a continuation of the classical literary tradition, but at the same time are the basis for postmodernist literary experiments.

Proverbs and sayings are compact expressions of cultural wisdom that also serve as versatile stylistic instruments. This study explores the structural, semantic, pragmatic, and intertextual possibilities of proverbs in English and world literature. Using a qualitative, descriptive methodology, 120 proverbs were analyzed from anthologies, literary texts, and contemporary media. The analysis focused on structural features such as brevity, parallelism, and rhythm; figurative devices including metaphor, symbolism, and antithesis; pragmatic functions such as didactic, persuasive, and humorous effects; and creative adaptations demonstrating intertextual resonance. Results indicate that proverbs are highly multifunctional: their concise and rhythmic structures enhance memorability and aesthetic appeal, while their figurative density allows complex ideas to be expressed succinctly. Pragmatically, proverbs adapt to different contexts and audiences, functioning in literature, oral tradition, political discourse, and digital media. Moreover, intertextual modifications illustrate their dynamic potential, bridging tradition and contemporary innovation. The study highlights the enduring relevance of proverbs as linguistic tools that combine moral, rhetorical, and aesthetic dimensions. These findings contribute to the understanding of how compact linguistic forms operate as instruments of communication, persuasion, and cultural expression.

Assessing the validity of syntactic alternations as criterial features of proficiency in L2 writings in English

High-quality randomised controlled trials of acupuncture interventions for autism spectrum disorder in the last 10 years (2015-2024): A literature review.

Odontogenic-onset mucormycosis: A case series from a tertiary care institute in North India.

Decoding the Raters’ mind: A metadiscourse investigation of ChatGPT vs EFL instructors in Business English Writing Assessment

The Survey of English Literature is an obligatory two-semester field course in the English Language Teacher Education curriculum. Preceding another two-semester course that focuses on the use of literature in foreign language teaching, the survey course is grounded in the study of canonical texts, historical literary traditions and stylistic elements, and has considerable importance in providing pre-service teachers with foundational literary knowledge and a basic toolkit for literary analysis. However, it holds another significant yet unexploited potential for transformative learning in teacher education. This article proposes TRACE as a pedagogical model that integrates literary analysis with reflective and creative writing practices, tailored to the needs of pre-service English teachers who have stepped into the realm of literary studies in a foreign language. Drawing on theories of transformative learning, reflective practice, creative pedagogy, intercultural language education and teacher identity, the proposed model aims to foster critical cultural awareness, pedagogical voice, and cultural empathy through reflective tasks, creative reimagining and repurposing of literary texts and interculturality-responsive tasks. Geared for implementation in a restructured English Literature course for pre-service teachers, the model provides engagement with literary texts written by authors such as Chaucer, Shakespeare and Blake in a pedagogically reoriented way to support intercultural insight and teacher identity development. The article outlines the model’s rationale, design and classroom applications, offering a replicable framework for instructors in search of ways to bridge literature and reflective practice in teacher education.

Good communication, especially for students, is important for building relationships with lecturers and peers, as it supports the learning process and prepares students for professional demands. This community service aims to enhance the ethical communication skills of new students, with a focus on verbal and nonverbal aspects. This training involved 70 first-semester students from the English Language Education and English Literature programs, class of 2025, at Universitas Negeri Makassar. The methods employed included lectures, discussions, and practical sessions conducted in a seminar format using a participatory approach. The findings indicated several benefits: (1) Academic – Students learned to express opinions politely, logically, and in an organized manner with lecturers; (2) Social – Students developed empathy, tolerance, and respect for differences; (3) Professional – Students increased awareness of campus dress ethics. The main output of this community service program was an ethical guideline for communication with lecturers and educational staff. The training successfully fostered students' ethical communication skills, both verbal and nonverbal.

AI-assisted English Writing Tools : A Meta-Analysis of Effectiveness and Usage in Educational Contexts

This article presents a comparative-theoretical analysis of the interpretation of the phenomenon of self-understanding in the works of John Fowles, one of the major figures of English postmodern literature, and Utkir Hoshimov, a leading representative of Uzbek prose. The study examines such works as The Magus, Daniel Martin, The French Lieutenant’s Woman, and Dunyoning ishlari, focusing on the inner world of the individual, the crisis of identity, the psychological layers of the search for selfhood, and the artistic strategies through which these aspects are revealed under the influence of postmodern worldviews.

ABSTRACT This study aimed to develop and validate a multimodal composing scale (MCS) to assess the competence of English as a Foreign Language (EFL) students in multimodal academic writing. Drawing on multiliteracies theory, rhetorical genre theory, and the socio-cognitive model of writing, the study adopted a cross-sectional survey design involving 313 Indonesian undergraduate students majoring in English education and literature. An initial pool of 42 items was constructed and refined through expert validation and pilot testing. Exploratory factor analysis (EFA) using SPSS 30 yielded a four-factor solution: rhetorical awareness and academic alignment, genre knowledge, design competence, and technical and reflective engagement, which explained 55.44% of the total variance. Factor loadings ranged from .402 to .902, and all subscales demonstrated high internal consistency (α = .757 to .883). The findings confirm that multimodal composing competence in academic writing is a multidimensional construct, encompassing rhetorical, genre-based, visual organization, and digital engagement. The validated instrument offers a reliable tool for assessing learners’ strengths, informing pedagogy, and supporting research in multimodal academic writing in EFL contexts. While the study offers strong psychometric evidence, future research should employ confirmatory factor analysis and expand the scale’s application across diverse educational levels and cultural settings.

The article is motivated by the relevance of the problem of intermedial strategies in modern literature and the cultural and aesthetic significance of the intermedial component in the work of the British writer Antonia Susan Byatt. Intermediality is a key feature of A.S. Byatt’s writing, where she actively employs the artistic technique of ekphrasis. In her famous novel The Children’s Book, ekphrasis, as one of the types of intermedial correlations, is the leading technique with which the writer portrays a comprehensive panorama of the cultural and historical era of the border between the 19th and 20th centuries and fulfills her creative goals. The article aims to analyse intermedial correlations and features of the functioning of ekphrastic inclusions in A.S. Byatt’s novel. The Children’s Book can be considered as a single extensive “ekphrastic collection”, the ekphrases of which deepen the depicted image of society and man at the turn of the ages. The provided analysis allows us to conclude that the postmodern ekphrases of A.S. Byatt show the lively dialogue of the writer with the vast expanse of European culture and art determined by her worldview and creative position. Ekphrases serve the writer as a bridge between the artistic experience of the past and reflections of modern culture, as well as perform meaning-making, prognostic, characterising, and aesthetic functions that express the outlook, intellectual, cultural-aesthetic, descriptive, and narrative nature of the British author’s ekphrastic insertions. Ekphrases of A.S. Byatt manifest a unique feature of the writer’s aesthetic language and creative writing, which is explicated in most of her works. It is Byatt’s dominant intention to engage in dialogue with the unified field of European humanist culture to revise and reconceptualise the past, generate new meanings, and affirm the absolute value of art.

Alan Moore’s V for Vendetta (1982–1989) and Watchmen (1986–1987) stand as two of the most influential graphic novels in modern English literature, blending visual art with profound philosophical inquiry. Both texts interrogate the relationship between politics, individuality, and national identity, offering critical reflections on postwar Britain and Cold War America. Through dystopian and deconstructed superhero narratives, Moore exposes how power and ideology shape personal and collective identities. This paper examines the political allegories, the construction of individuality, and the crises of national identity represented in V for Vendetta and Watchmen. It argues that Moore’s works not only critique authoritarianism and moral absolutism but also illustrate how identity is fluid, fragmented, and shaped by historical forces. Using a cultural and literary analytical framework, this research situates Moore’s storytelling within the broader discourse of postmodern politics, cultural trauma, and the subversion of myth.

To address fragmented knowledge representation, weak domain adaptability, and coarse feedback in AI writing assistants for college English teaching, this study proposes a system integrating deep knowledge capture and intelligent hierarchical feedback. A multi-granularity writing framework is built by vectorizing text with a pre-trained language model, while a graph attention network models complex knowledge relations for structured representation. The feedback mechanism operates at two levels: low-level errors are detected using dependency parsing and semantic role labeling, and high-level suggestions are optimized via reinforcement learning. Experiments on 400 college students' essays show the system achieves a knowledge graph triple extraction F1 of 93.2%, Hits@5 of 94.1% in link prediction, and average high-level feedback quality of 0.809, with 86.8% precision for discourse coherence. Results indicate superior performance over existing models in accuracy and pedagogical effectiveness, enhancing AI-assisted writing instruction.

Against the backdrop of the deep integration of artificial intelligence technology in the field of education, generative AI tools have provided an innovative path for the reform of English writing teaching in higher vocational colleges. Taking DeepSeek as the research object, this paper closely adheres to the core demands of "practicality and skill-orientation" in higher vocational English writing, and systematically explores its application value, practical models, existing problems, and optimization strategies through literature research, case study, and empirical research methods. The results show that DeepSeek can address teaching pain points through functions such as real-time feedback and batch grading, and construct a collaborative model of "AI empowerment + teacher-led + student-centered"; at the same time, it is necessary to tackle issues such as tool dependence and content homogeneity. Through scientific guidance and mechanism optimization, the in-depth integration of technology and teaching can be achieved, providing practical references for the intelligent transformation of English writing teaching in higher vocational colleges.

Purpose The purpose of this study is to propose a literature classification scheme based on its knowledge type adapted to search as learning scenario, and explore the feasibility of using generative artificial intelligence tools to automatically complete this kind of literature classification. Design/methodology/approach This study mainly includes two parts: (1) this study investigates knowledge classification from the cognitive perspective, then models the knowledge learning process during academic search based on constructivism, and finally proposes the learning support literature classification (LSLC). (2) Based on three open source large language models (DeepSeek-R1-Distill-Owen-7B, LLaMA3.1-8B and Qwen2.5-7B), this study designs a two-stage experiment of single strategies and hybrid strategies. The classification task performance of three large language models under six different strategies is compared and analysed. Findings This study proposes the LSLC. The first-level classification includes four categories of declarative, procedural, deepened and related content. The second-level classification includes 14 categories of literature review, overview research and so on. Then, six strategies are designed to improve large language models’ performance to auto-complete this kind of literature classification. LLaMA-3.1-8B performs best after optimization. For Chinese literature, the F1 values of first-level and second-level classification of fine-tuned LLaMA-3.1-8B are 88.05% and 71.43%, respectively. For English literature, the F1 values of first-level and second-level classification of fine-tuned and simple thinking prompted LLaMA-3.1-8B are 75.26% and 65%, respectively. Research limitations/implications This study proposes a theoretical achievement of LSLC, and verifies that it is feasible to automatically complete literature classification from a cognitive perspective using large language model, which supports the conclusion that generative artificial intelligence can effectively assist social science research. Originality/value This study proposes a theoretical achievement of LSLC and verifies that it is feasible to automatically complete literature classification from a cognitive perspective using a large language model, which supports the conclusion that generative artificial intelligence can effectively assist social science research.