Language Fluency Research Articles

Labor, gender, and intercultural diplomacy: the emergence of Madame Montour as a professional interpreter in colonial North America

ABSTRACT Madame Montour, the child of a union forged by an Algonquin woman and French settler, leveraged her fluency in multiple indigenous and European languages to emerge as one of the most prominent interpreters in colonial New York and Pennsylvania. As the fur trade developed and new material culture was introduced in colonial North America, the labor of intercultural interpreters was invaluable as the interactions of diverse peoples, both settler and indigenous, intensified. This paper examines the distinguished career of Madame Montour as an interpreter engaged in intercultural diplomacy during an increasingly tumultuous and violent time that was marked by shifts in the relationship between gender and labor identity. I consider how payments in the form of cash, cloth, and clothing were entwined in the negotiation of an emerging colonial identity and how Madame Montour advocated to be recognized for her labor and to receive timely compensation for her skilled work.

Enhancing Second Language Speech: The Roles Of Task Repetition And Planning In Improving L2 English Production

This paper explores the impact of task repetition and planning conditions on the complexity, accuracy, and fluency (CAF) of second language (L2) speech production. By conducting a case study on an L2 English learner, the study investigates how the learner's speech performance is characterized under the CAF construct and how it is affected by task repetition, the absence of pre-task planning, and the presence of unpressured within-task planning. The study employs various measures to assess lexical and grammatical complexity, accuracy, and fluency. The findings suggest that while the lack of pre-task planning did not completely compromise complexity, accuracy remained low despite the unpressured within-task planning condition, and fluency was negatively impacted. However, task repetition led to improvements in all three dimensions of CAF. The paper concludes with pedagogical implications for L2 instruction, highlighting the importance of strategic and guided pre-task planning, multiple-task repetitions, and learner self-evaluation to enhance CAF in L2 speech production.

АНГЛІЙСЬКА МОВА В ПУБЛІЧНОМУ УПРАВЛІННІ: СВІТОВА ПРАКТИКА ТА КРОКИ ДО ЄВРОПЕЙСЬКОЇ ІНТЕГРАЦІЇ

The demand for English proficiency is increasing substantially all over the world as the language dominates every walk of life. It has remained one of the working languages of the EU and the Council of Europe, which gives it even greater significance. The purpose of the article is to analyze the experience of incorporating English into the sphere of public administration of foreign countries and review the initiatives directed to supporting the promotion of English as a communication tool of public officials. The article discusses the requirements for English proficiency in the countries’ civil service systems as well as the attempts made to improve English fluency of public officials. It has been discovered that when appointing civil servants, most national governments in Europe require proficiency only in the official (state or national) language, which reflects the EU language policy of multilingualism and multiculturalism. It is highlighted that Poland, Slovakia and Slovenia appear to be the only countries within the EU that oblige their civil servants at the official level to present a certificate or otherwise prove language fluency. The work in the EU bodies presupposes knowledge of one of the working languages of the EU. Asian countries (China, South Korea, Indonesia, Malaysia, etc.) tend to set the knowledge of English for public officials as a prerequisite for appointment more often. Research has demonstrated that the Ukrainian government has made attempts to improve the level of the English language among civil servants since its European integration aspirations, by cooperating with national and international organizations, arranging workshops, professional development courses in English, providing opportunities for joining self-study courses and platforms. Nonetheless, more measures must be taken to motivate, stimulate and encourage the development of civil servants’ English skills.

Fluency in mediation development in online environments

Technology has been incorporated as a valuable tool in education, especially in foreign language teaching. It has also transformed how individuals communicate because they are constantly engaged in face-to-face or online interactions. However, there are situations where the message is not effectively transmitted. In this context of information processing, Mediation emerges. It was incorporated as one of the four modes of communication in the Common European Framework of Reference for Languages (CEFR) in 2018. The European Framework for the Digital Competence of Educators and the CEFR were the primary basis for this research. This study aimed to develop a methodological proposal based on technology to work and assess the components of Mediation. In this arena, this study focuses on fluency. It was conducted in Ecuador, in Riobamba, at Universidad Nacional de Chimborazo. The population consisted of 63 students enrolled in their training to become English teachers. The research utilized a combination of qualitative and quantitative methodologies. The Shapiro-Wilk and Kolmogorov-Smirnov tests were applied to analyze the data. The non-parametric Mann-Whitney U test was also selected as the hypothesis contrast statistic. Semi-structured interviews were implemented to elicit participant’s perceptions. The findings of this research show an improvement in language fluency in Mediation in virtual environments. In conclusion, learners enhanced their ability to use the language fluently and naturally to convey the meaning being transmitted and to boost understanding among interlocutors.

Inclusivity of patients in early phase breast cancer clinical trials

IntroductionStudies have shown that certain groups of patients are underrepresented in clinical trials including non-Caucasian ethnicity, poor fluency in English, low socioeconomic status, older age, neurodivergence, and large Body Mass Index (BMI). There is a need to ensure adequate representation of these groups so that the results of any trial accurately reflect the population.The aim of this study was to review the pathway of patients recruited into two early phase breast cancer clinical and determine the inclusivity of patients from the aforementioned sub-groups. MethodsThe Breast Cancer Research Database was reviewed, and the characteristics of all patients who were screened for eligibility in two early phase clinical trials was examined. The English Indices of Deprivation was used to populate the Index of Multiple Deprivation (IMD) for each patient using their postcode. ResultsIn total, 392 patients were eligible to participate, between September 2020 to May 2023. Of these, 144 (36.7 %) were recruited to these two trials. In all, 100 % of patients eligible for these trials were approached and screened for participation. Eligible patients had a mean age of 53.5 years. Recruited patients were younger on average than those not recruited (49.1 years vs 56.0 years, p<0.0001). Only one recruited patient required an interpreter, compared with 24 (9.7 %%) of those who were not recruited (p<0.001).There was no difference in the IMD (p=0.38), BMI (p=0.34) and neurodiversity (p=0.10) between patients recruited into clinical trials and those who were not. ConclusionOlder age and poor fluency in the English language remain barriers to participation in early-phase clinical trials despite implementing a clear pathway to trial recruitment. There is a pressing need to address these barriers by raising awareness, improve appropriate training and providing comprehensive trial information to patients in the language of their choice.

Parameter optimization of non-invasive vagus nerve stimulation for second language learning in typically developing young adults

Although the ability to acquire a second language (L2) and attain fluency in that language is beneficial for a growing number of people, it is significantly more difficult to acquire such skills in adulthood. While traditional in-person and computer training programs can aid in this process, learning is often slow and retention is quite poor. A method for driving long-lasting neural plasticity during language learning would be valuable for those who need or want to achieve fluency in a second language later in life. However, little is known about the effect of neuromodulation methods on language learning. In the current study, we investigated the effect of non-invasive transcutaneous auricular vagus nerve stimulation (taVNS) on vocabulary word-learning in healthy young adults. Importantly, we approached this research question by investigating two key parameters of taVNS, stimulation frequency (Experiment 1) and current intensity (Experiment 2). Typically developing young adults completed a 1-h training session in which they learned 30 concrete, Palauan nouns while receiving real or sham stimulation to the left posterior tragus (Experiment 1) or stimulation at various intensities (Experiment 2). Participants completed a Palau-to-English translation test immediately after training and seven days later to quantify learning and retention. The results largely revealed that high frequency stimulation above sensory threshold improved retention of learned words. These results suggest that taVNS may improve retention of vocabulary words in a second language and that stimulation frequency may impact efficacy.

Understanding the dynamics of English-speaking challenges for students in Kazakhstan

PurposeThe purpose of this paper is to explore the English-speaking challenges confronted by English as Foreign Language (EFL) students in the context of Kazakhstan, a Central Asian, post-Soviet nation, particularly focusing on the interrelation of English language fluency issues, psychological conditions and the influence of environmental factors.Design/methodology/approachThis qualitative inquiry is firmly situated in Krashen’s second language acquisition theory. The research cohort comprises ten undergraduates from the esteemed Foreign Languages and Translation Studies Department, their narratives forming the basis for data analysis. The author conducted structured interviews with the participants.FindingsThe findings demonstrate that limited language proficiency not only hinders fluency but also initiates psychological challenges, forming a difficult cycle. Additionally, environmental elements, such as interactions with teachers and peers, have both beneficial and adverse impacts on speaking improvement. Acknowledging and tackling these complex dynamics is crucial for developing focused interventions that foster a supportive learning environment conducive to enhancing language acquisition and fluency.Research limitations/implicationsThe limitation of this research is that the triangulation method in the form of additional semi-structured interviews and/or observation was not used to get more in-depth data.Practical implicationsThe study might be helpful for stakeholders to reflect on the English difficulties they experience and to prepare effective teaching and learning strategies. In particular, EFL teachers may need to use more speaking activities in lessons to help students overcome language barriers in speaking. EFL teachers might also adopt strategies such as not judging learners’ mistakes in the first phase of their language practices until they get used to speaking without any psychological blocks and paying additional attention to vocabulary and grammar knowledge in communicative lessons. EFL students may use the strategies to consciously evaluate their skills and not learn the speaking material by heart beforehand. In addition, university administration may organize regular speaking clubs for students in order to create an immersive environment. Moreover, they might require teachers to show up with their speaking capabilities before hiring English teachers, especially in English-related specialization departments.Originality/valueThe research indicates a lack of support and a judgmental environment, passive involvement in communicative pursuits and memorization as instrumental strategies for augmenting oral proficiency. These reasons have created difficulties in speaking English for students studying in English-specialized departments in Kazakhstan.

Motor-sensory biases are associated with cognitive and social abilities in humans

Across vertebrates, adaptive behaviors, like feeding and avoiding predators, are linked to lateralized brain function. The presence of the behavioral manifestations of these biases are associated with increased task success. Additionally, when an individual’s direction of bias aligns with the majority of the population, it is linked to social advantages. However, it remains unclear if behavioral biases in humans correlate with the same advantages. This large-scale study (N = 313–1661, analyses dependent) examines whether the strength and alignment of behavioral biases associate with cognitive and social benefits respectively in humans. To remain aligned with the animal literature, we evaluate motor-sensory biases linked to motor-sequencing and emotion detection to assess lateralization. Results reveal that moderate hand lateralization is positively associated with task success and task success is, in turn, associated with language fluency, possibly representing a cascade effect. Additionally, like other vertebrates, the majority of our human sample possess a ‘standard’ laterality profile (right hand bias, left visual bias). A ‘reversed’ profile is rare by comparison, and associates higher self-reported social difficulties and increased rate of autism and/or attention deficit hyperactivity disorder. We highlight the importance of employing a comparative theoretical framing to illuminate how and why different laterization profiles associate with diverging social and cognitive phenotypes.

PREDICTORS OF THE ENJOYMENT AND MISSING EXPERIENCES OF MALAYSIAN STUDENTS IN HOME COUNTRY AND OVERSEAS

The purpose of this longitudinal study was to identify the predictors of the adaptation experiences of Malaysian students in home country and overseas, from two perspectives: missing and enjoyment experiences. At Time 1, 2090 responses were collected from a group of students who were enrolling at various overseas preparatory studying programmes (later termed as overseas students) and also first year students who were continuing their education at a public university in Malaysia (later termed as home country students). At Time 2, 628 of the participants were retained. The predictor variables were Time 1 well-being indicators (i.e. life satisfaction, positive and negative affect), importance and satisfaction of conservation and self-transcendence values, perceived success (measured by the Malaysian Certificate of Examination results and perceived English language fluency), personality, and parents’ level of education. The findings showed that overseas students who had a low level of English language fluency and a high level of importance of conservation and satisfaction of self-transcendence values tended to miss home. Similarly, overseas students who were less fluent in English were less likely to enjoy their life abroad. Whilst for the home country students, the high level of negative affect predicted their missing experience, and none of the predictor variables were found to be significant in contributing to enjoyment experience.

Developing Intercultural Communicative Competence (ICC) of English majors in courses dealing with the culture of English-speaking countries

UNESCO (2013: 16) describes “intercultural competences” as: (1) the necessary linguistic knowledge and awareness when interacting with people from different cultures; (2) relevant knowledge about specific cultures; (3) broad comprehension about the issues that arise when members of different cultures interact; (4) adaptable attitudes that encourage creating and sustaining contact with diverse members of society. The development of intercultural competence has increasingly been recognized as a vital aim of foreign language (L2) education. The aim of the study was to investigate the relationship between courses related to the culture of English-speaking countries and the development of intercultural communicative competence of English philology students. Specifically, it explores participants’ opinions on whether the culture courses support students’ ability to acquire academic-level communicative competence, fluency in formal and informal language, and a holistic understanding of the spectrum of Anglophone communities. The participants of the study were English philology students and lecturers teaching culture courses. A mixed methodology was used with two types of research methods: a student survey and semi-structured interviews with lecturers. The results of the study allow for a formulation of didactic implications for the development of intercultural competence of English philology students.

'Do it afraid': An arts-based reflexive collective case study exploring youth responses to post-concussion communication changes in daily life.

Concussion and communication researchers have yet to study how post-concussion communication changes affect youths' daily lives. The lack of attention paid to how young people respond to communication changes during concussion recovery constitutes a significant gap in current concussion management research and practices. To explore how youth respond to the effects of post-concussion communication changes in their daily life, including (1) daily routines, (2) relationships with family members, (3) relationships with peers and (4) participation in school/work and community activities. Five youths (16-25 years) and three family members participated in this arts-based reflexive collective case study. Ecocultural theory provided the theoretical framework for study design, data collection and analysis. Cases consist of (1) pre-interview demographic information, (2) three 60-90-min virtual interviews, (3) optional family member interviews, (4) multi-media arts-based participant-generated materials representing participants' experiences of communication change and concussion, and (5) researcher observations, discussions and reflexive journal entries. Reflexive thematic analysis was used to analyse the data. Analysis yielded four themes that illustrate the ways youth navigated and adapted to post-concussion communication changes: (1) navigating changes in communication tasks, daily roles, and identity; (2) re-negotiating relationships and emotional reactions; (3) seeking control and learning to let go during recovery; and (4) helping youth adapt to post-concussion communication changes. The study findings deepen our understanding of the impact of post-concussion communication changes on youths' daily lives and underscore considerations critical to the development ofcommunication-focused concussion education programs and interventions tailored specifically for youth. What is already known on the subject Youth is a critical period of social and emotional development. Communication is integral to identity, relationships, participation in daily activities and well-being. Concussions can affect speech clarity, fluency, understanding and use of language, and social interactions. Re-engaging in routine activities and pre-injury roles can be challenging for youth experiencing communication changes as part of complex concussion recoveries. What this paper adds to the existing knowledge Findings from this research illuminate how youth navigate and adapt to communication changes post-concussion and support the development of youth-focused communication education programs, assessments and interventions. Youth participants actively managed their recoveries by developing innovative strategies to support their communication during daily activities, learning about communication, practicing communication tasks sequentially, and facing fears. Youth also reframed and challenged narrow views of 'normal communication'. What are the potential or actual clinical implications of this work? Findings highlight the need for more youth- and communication-focused education materials and programs within youth concussion management protocols. Information about the specific ecological and sociocultural factors youth encounter during concussion recovery is needed to develop targeted communication-focused education and intervention programs for youth and their families to mitigate risks of isolation, loneliness, and mental health concerns and increase youths' participation in family, community and cultural life. By learning from youth about how communication changes affected their participation in daily activities, identity and relationships, clinicians can provide information and interventions to reduce adverse listener reactions and help young people feel supported and understood.

The Impact of Cultural Contact on Exchange Students’ Foreign Language Development

It is well-known that participating in a cultural exchange program brings about many personal, social, academic, and professional benefits for the exchange student. One of those benefits is improving the student’s foreign language. The current study, therefore, aims to investigate how cultural exchange student programs lead to the improvement of students’ language skills, in particular, and overall language fluency and proficiency, in general. The data was gathered through a questionnaire and a semi-structured interview. 16 Moroccan exchange alumni from the YES (Youth Exchange Scholarship) program were recruited using snowball sampling to take part in the study and evaluate how their proficiency in English has progressed thanks to the ten months of cultural exchange they have spent in the host country and the most helpful activities that helped them improve their language skills. Then seven of them were selected to give more insights into this language improvement. The data from the questionnaire and the interviews showed that students relied on different activities to further improve their productive and receptive skills making use of the contact they had with native speakers in the host country. Moreover, the data revealed a significant improvement in the students’ language proficiency and language fluency.

Positive Impacts of Chat GPT on English Teachers

The integration of ChatGPT, an AI-driven language model, presents a myriad of benefits for English teachers seeking to enhance their instructional practices. This article explores the advantages afforded by leveraging ChatGPT in educational settings. Firstly, ChatGPT serves as a versatile tool for generating diverse and contextually relevant learning materials, including prompts, quizzes, and writing exercises, tailored to students’ proficiency levels and interests. Secondly, it facilitates personalized feedback by analyzing students’ responses in real-time, identifying areas for improvement, and offering targeted suggestions to foster language acquisition and mastery. Moreover, ChatGPT functions as a virtual assistant, augmenting teachers’ administrative tasks through automated grading, lesson planning support, and curriculum enrichment. Additionally, it fosters interactive and engaging learning experiences through its conversational interface, promoting active student participation and collaboration. Furthermore, ChatGPT can aid in fostering cultural understanding and global awareness by providing access to diverse perspectives and authentic language usage from around the world. Lastly, its continuous learning capabilities enable adaptation to evolving pedagogical needs and linguistic trends, ensuring relevance and effectiveness in English language instruction. In conclusion, the integration of ChatGPT empowers English teachers with innovative tools and resources to create dynamic, personalized, and impactful learning environments, ultimately advancing students’ language proficiency and fluency.

A neural-network based web application on real-time recognition of Pakistani sign language

Communication between deaf and non-deaf individuals is affected by a language barrier, as the hearing-impaired rely on sign language to communicate. This two-way process requires fluency in language to be effective. In Pakistan, there are approximately 10 million hearing-impaired citizens at present, and a lack of assistive technology hinders this process. This led us to the objective of our study: to develop a web application that allows real-time recognition of Pakistani Sign Language (PSL) letters. The application backend was developed using Python, and the frontend was developed with Cascading Style Sheets (CSS) and Bootstrap libraries. The dataset consisted of static and dynamic gestures of PSL and the study employed deep learning techniques using the Mediapipe library to model two recognition systems. The offline testing accuracy was 2% and 4% higher than previous significant works on static and dynamic PSL recognition respectively. Real-time testing of both models achieved accurate prediction of all 39 letters.

Comparative Analysis of MoCA and DigiMoCA Test Results: A Pilot Study

This study examined the cognitive performance of older adults aged 60 and above using the Montreal Cognitive Assessment (MoCA) test and DigiMoCA, a digital tool for cognitive screening administered by means of a smart speaker, to investigate whether the additional variables utilised by DigiMoCA allow for the identification of significant differences between individuals with depressive symptoms and those with mild cognitive impairment, which are not detected using the original MoCA test. A total of 73 senior adults located in Northwestern Spain, 22 male and 51 female, participated in this study. Subjects were divided into four groups based on the presence of depressive symptoms and mild cognitive impairment, with the aim of analysing the results of each dimension of the MoCA and DigiMoCA tests and assessing the additional insights provided by the digital administration tool. The results indicate significant differences among groups. Individuals with depressive symptoms exhibited poorer performance in forward number span, attention, and clock drawing compared to healthy controls. Furthermore, individuals with depressive symptoms and mild cognitive impairment exhibited significantly worse memory and orientation compared to those with cognitive impairment alone. Correlations revealed that a greater severity of depressive symptoms was associated with poorer performance across cognitive domains, including visuospatial skills, attention, language, memory, and phonemic verbal fluency. This study also illustrated how the exploitation of additional variables systematically captured by digital instruments, such as completion times or response delays to individual interactions, may facilitate the early identification of cognitive and depressive conditions, providing initial evidence about the importance of integrating advanced digital tools in cognitive assessment to inspire the development of more effective, personalised interventions.

Assessment of diet composition of Pakistani ethnic groups in the UK – does dietary pattern change between 1st and 2nd generations?

Dietary acculturation in immigrant groups can impact health and may increase the risk of conditions like diabetes and cardiovascular disease among East Asian immigrants as they adopt host-country eating patterns(1). Pakistani immigration to the UK has resulted in a dynamic cultural exchange, including modifications in culinary preferences and practices among Pakistani ethnic groups. Prior research indicates that second-generation adults exhibit more signs of acculturation in their choice of diets than their first-generation counterparts (2). There is limited understanding of the food habits or the effects of acculturation on this group. The primary purpose of this study was to investigate intergenerational disparities in food preferences among Pakistani immigrants and the impact of dietary acculturation.This cross-sectional study examined the food habits and acculturation experiences of 51 first (1G) and 51 second-generation (2G) participants of the Pakistani community living in London. Data was collected using survey questionnaires modified from previous studies (3,4). We compared traditional foods like paratha and samosa with Western options like fish and chips through a set of questions, from which a dietary score was calculated (Global scale) (5). We measured food acculturation using a 5-point scale, with higher scores indicating greater Western influence and lower scores indicating less Western acculturation. Scores ranged from 6 to 30 and were categorised as low, moderate, high, or very high. Data was analysed using SPSS (version 28.0). Chi-square and t-tests were applied to identify differences between groups with significance levels set to p&lt;0.05.Most of the participants were male (67%) with 38.8% aged 36-45 years. Urdu ethnicity predominated in both generations (64.8%). Significant differences in dietary restrictions for health conditions (p =.008), language (p = .001), consumption frequency of traditional Pakistani cuisine (p = .001), desserts/sweets (p = .001), chai/lassi (p = .017), popular UK meals, fizzy drinks, and inclusion of rice/flatbread (p = .003) emerged between first and second generations. Health-related dietary behaviours differed in fruits/vegetables, dairy, and meat consumption (p =.001). ‘Traditional’ and ‘Western’ dietary scores were significantly different between generations (‘Traditional’: 1G: 17.15 ± 3.52 vs 2G: 13.68 ± 4.71, p = .001; ‘Western’: 1G: 16.29 ± 1.98 vs 2G: 18.21 ± 3.84, p = .001). The results demonstrated a preference for traditional eating patterns by 1G, whereas a nuanced move towards Western food preferences was observed among the 2G participants, falling into the high category of global scale. 1G Participants cited language acquisition, time constraints, and financial issues as factors affecting their dietary changes.This study found significant differences in dietary habits and preferences between first- and second- generation Pakistani immigrants in the United Kingdom. The second generation displayed a more significant shift towards Western food patterns, possibly because of socio-cultural variables, language fluency, and adaptability to the local environment.

Vapaasti tuotettu puhe tutkimuksen kohteena

Freely produced speech is a common source of data for speech research. This article is an introduction to this thematic volume and discusses freely produced speech from different perspectives. Freely produced speech is often seen as the opposite of controlled, often phonetic experiments in laboratory conditions. However, it is very difficult to determine which data collection methods are sufficient for freely produced speech to be considered authentic and natural. The topics of the articles included vary from dialectological research in Finland and the phonetic features of Namibian English to second language fluency studies as well as proficiency or speaker assessments in a second language. As this thematic issue will show, it is essential to conduct research on freely produced speech in a comprehensive way, as well as to understand the importance of the results obtained. The way freely produced speech is assessed can have a significant impact on an individual’s life, for example, in gatekeeper evaluations.

Listener perceptions of L1 speech in L2 and L3 fluency assessment contexts: a qualitative approach

Studies on listeners’ perceptions of speech fluency have typically focused on numeric L2 fluency assessments and rarely addressed individual differences in L1 speech fluency qualitatively. The objective of the present study was to examine how listeners attend to speakers’ L1 speech when assessing the speakers’ L2 and L3 fluency. In the study, 37 listeners were presented with freely produced L1 Finnish, L2 English (Experiment I), and L3 Swedish (Experiment II) speech by Finnish-speaking and Finnish–Swedish bilingual speakers (N=30). The listeners first listened to the speakers’ L1 Finnish speech before assessing their target language fluency and then commented on how hearing the L1 speech samples affected their ratings. A qualitative analysis focusing on the listeners’ comments revealed that listeners attend to both temporal and non-fluency related features in L1 speech when assessing target language fluency, but there were clear individual differences across listeners’ intuitive approaches to L1 speech.

Personnel Selection Based on the LBWA, TOPSIS and GRA Methods: A Case Study on Foreign Trade Company

Recruitment and personnel selection are affected by significant factors. Thus, personnel selection is one of the main decision-making problems for a company’s long-term survival. The objective of this study is to identify the most suitable candidate for the export department of a company operating in Mersin, using the Level Based Weight Assessment (LBWA)-based Technique of Order Preference Similarity to the Ideal Solution (TOPSIS) and Grey Relational Analysis (GRA) methods. The criteria were determined based on the literature review and experts’ opinions. The weight of criteria was calculated by the LBWA method, and the alternatives (candidates) were ranked using the TOPSIS and GRA methods. The LBWA results showed that fluency in a foreign language and team player were the most and least important criteria, respectively. The results from both methods (TOPSIS and GRA) suggested different candidates for the relevant positions. Furthermore, sensitivity analyses were conducted to assess the validity and robustness of the results. In conclusion, the findings of this study provide valuable insights to decision-makers involved in the personnel selection process.

Survey Study on the Use of Lexical Chunks in High School Students’ English Writing

The study aims to investigate the use of lexical chunks in English compositions among Grade 2 students at a high school in Pan Zhihua, Sichuan Province, involving 100 students. Research instruments encompassed student writing samples, questionnaires, and interviews. The study employed AntConc, EXCEL, and SPSS 26.0 for data analysis. The research questions addressed are: (1) What types of lexical chunks are employed by high school students in their English writing, and what is the frequency of their usage? (2) In comparison to the English Curriculum Standard (2017 Edition, 2020 Revised Edition) for high schools, which lexical chunks are underutilized in students' English writing? Findings reveal that senior high school students predominantly utilize four types of lexical chunks in their English compositions: discourse organizers, stance bundles, topic chunks, and institutionalized expressions. Among these, topic chunks and stance bundles are the most frequently used, while discourse organizers are the least utilized. Furthermore, in comparison to the English Curriculum Standard (2017 Edition, 2020 Revised Edition) for high schools, these lexical chunks are underused, primarily due to high repetition rates, monotony, and misapplication by students. These issues reflect deficiencies in language fluency, accuracy, diversity, and authenticity.The main reasons for students' inadequate use of lexical chunks include lack of motivation, learning strategies, influence of prior learning experiences, and teaching methods. In light of these challenges, this study proposes corresponding teaching strategies with the aim of informing English instruction.