Foreign Language Learning Environment Research Articles

Teaching strategies for children with attention deficit hyperactivity disorder in English as foreign language classrooms

This literature review focused on effective teaching strategies for children with Attention Deficit Hyperactivity Disorder (ADHD) in classrooms where English as a Foreign Language (EFL) is taught, which is undoubtedly a novel and crucial issue that demands immediate attention. This review not only concentrates on identifying the teaching strategies used for students with ADHD but also delves into and considers different teaching approaches and inclusive education adaptations for students with ADHD. The impact of this review might be significant for educators, parents, and stakeholders alike since it could provide valuable recommendations and knowledge based on the evidence gathered. This would lead to developing more effective, efficient, and inclusive teaching strategies or mechanisms for students with ADHD. Programs aimed at teacher training could also benefit from the findings of this review, contributing to the general support and improving the academic experience of students with ADHD in foreign language learning environments.

Teaching English as a Foreign Language and Smarter Learning Environments in the New Age of Digital Transformation

Teaching English as a Foreign Language and Smarter Learning Environments in the New Age of Digital Transformation

The Representation of Culture in Moroccan EFL Textbooks: An Investigation of Reading Texts

As language and culture cannot be isolated, the teaching of culture in foreign language textbooks has gained great attention from experts in the field. The issue of which culture to introduce and how to introduce it has been a subject of debate among practitioners. The present study examines the representation of culture and its potential influence on the development of learners' intercultural awareness in three popular Moroccan EFL textbooks, namely "Window on the World", "Ticket to English 1" and "Ticket to English 2". A quantitative research design is adopted to examine how the textbooks represent (i) learners' native culture, (ii) English-speaking culture and (iii) international cultures. The results show varying degrees of cultural integration across the three textbooks. While "Window on the World" emphasized English-speaking culture in particular, potentially shaping learners' perceptions of global diversity, "Ticket to English 1" showed a lack of cultural references, indicating a gap in integration. In contrast, "Ticket to English 2" relatively adopted a more comprehensive approach, incorporating learners’ native culture, English speaking culture and broader international cultures. Despite this variety, the study revealed that the textbooks did not integrate culture effectively to enhance learners’ intercultural awareness. These findings suggest that a systematic and balanced approach to cultural integration is essential for Moroccan EFL textbooks. A gradual approach is recommended, through introducing learners’ native culture first, followed by English-speaking culture and finally including international cultures. The present study provided some empirical evidence for the discourse on cultural integration in EFL contexts and offered insights into its impact on intercultural awareness. The findings have some implications for the pedagogical practices in Morocco and highlights the need to promote the learners’ cultural awareness in foreign language learning environments.

Gamification integration into multilingual classrooms

This paper discusses today's multilingual classrooms, which are developing under the conditions of digitalization by promoting gamification or incorporating game elements and mechanics into non-game contexts. The purpose of the study is to substantiate and evaluate the impact of gamification on students' motivation, engagement, and enjoyment with the help of action research, and gamification is compared to the game-based learning method. The instruments applied were tests, interviews, and class observations. The gamification of learning is an educational approach that seeks to motivate students for the benefit and purpose of the foreign language class. When applied correctly, gamification can bring new and complex elements to the foreign language learning environment, which created quite favorable overall students' perception of the class. The findings indicate that the action research validates the effectiveness of gamification as a strategy for engaging, motivating and entertaining students in the university classroom setting.

From Research in the Lab to Pedagogical Practices in the EFL Classroom: The Case of Task-Based Pronunciation Teaching

Input and context-related factors identified by research as key success variables in L2 pronunciation development in immersion contexts play a very modest role in instructed foreign language (FL) learning environments. Scarce L2 exposure and use and L1-accented input make pronunciation learning extremely challenging. Current L2 speech learning models attribute difficulties in L2 speech acquisition to L2-to-L1 perceptual sound mappings guided by L1-based perception and poor phonological awareness and noticing of cross-language phonetic differences, which are typically not adequately addressed in instruction through pedagogic tasks. Explicit and incidental pronunciation teaching methods have been found effective at improving learners’ pronunciation, but ways to integrate them into communicative approaches to language teaching are still largely unexplored. Thus, language education practices currently lack a research-informed pedagogical approach that incorporates principles of L2 speech learning and task-based language teaching (TBLT) into pronunciation instruction. This article (1) presents an outline of new avenues for research and practice in L2 pronunciation instruction and (2) reports on the findings of an empirical study that implemented a task-based pronunciation teaching (TBPT) approach to teaching a difficult L2 vowel contrast through computerized collaborative map tasks that could be easily integrated into communicative FL classrooms.

Modern model of foreign language education: Principles of ecosystem approach

Introduction. The paper investigates peculiar features of the ecosystem approach to teaching foreign languages at university. The aim of the study is to summarize the ideas about the ecosystem in modern educational conceptions and language research, in the practice of implementing models of effective foreign language teaching. Materials and Methods. The author applies a systematic approach to the analysis of the concept ‘ecosystem’ being under consideration in modern educational research investigations, a scientific approach to substantiating the ecological views on investigating language skills, and an empirical approach to describing conditions of effective foreign language learning environment. Results. Summarizing the data obtained, the author has formulated the main principles of the ecosystem approach to foreign language teaching at university. Firstly, the educational ecosystem is centered around the learning situation with actively interacting students and their teacher. Secondly, the learning situation is gradually modeled by the teacher for each type of speech activity, taking into account the language proficiency and experience of students. Thirdly, teacher’s didactic and organizational competence contributes to interactions among students with indirect teacher’s intervention, as well as to learner autonomy and development of students outside the classroom. Fourthly, learning materials, corresponding to abilities and interests of students and mobile devices help students construct and navigate informative educational language environment. Conclusions. The article concludes that principles of ecosystem approach should be the basis of creating a new educational environment and designing a new educational model of teaching foreign languages at university.

THE CORRELATION LAW BETWEEN LECTURERS’ MOTIVATION AND ATTITUDE, AND THE PERFORMANCE OF UNDERGRADUATES IN FOREIGN LANGUAGE LEARNING

Motivation has remained a significant factor in foreign language learning; however, attention of researchers has consistently been focused on how motivated students perform exceptionally in foreign language learning. Lecturers also need motivation to effectively teach the students and communication efficiently with them, which is also a significant predictor of lecturers’ attitude towards the undergraduates. This article pursues an understanding of how motivation of lecturers correlates with undergraduates’ performance in foreign language learning. The article further gains insight on how lecturers’ positive or negative attitudes affects performance of learning in foreign language lecture halls. The study community include 250 lecturers in the department of foreign languages drawn across different universities globally, and 300 undergraduate students in foreign languages across different universities. Questionnaire was distributed electronically to the study respondents, and the responses were analysed using various statistical measures such as the calculation of the frequencies, percentages, mean, standard deviations and test of hypotheses with linear regressions. The findings indicate that over 74% of the study sample acknowledged that exceptional performance by undergraduates in their foreign language courses is indicative of a highly motivated lecturer. The result further revealed that 73% of respondents acknowledge that lecturers who exhibit strong motivation have a positive impact on fostering an interactive foreign language learning environment, ultimately resulting in improved academic outcomes. The findings of the study further revealed that more than 55% respondents acknowledged that the motivation level of lecturers is a robust determinant of their positive or negative attitudes in foreign language educational environments. It is thus recommended that university administrators must prioritize the motivation of lecturers in foreign language, if they must produce highly performing undergraduates.

Діджиталізація і диверсифікація процесу розвитку іншомовної комунікативної компетенції майбутніх офіцерів ЗСУ

This article highlights the place of digitalization of professional training in Ukrainian higher military educational institutions. In addition, the phenomenon of diversification of the educational sector is considered as the basis for the trend of development of the educational system by means of information digital technologies. In the context of pedagogical analysis, the process of developing foreign language communicative competence in an educational institution focused on training future officers of the Armed Forces of Ukraine is studied. The study draws attention to a number of the most important components of the modern process of developing the foreign language skills of future officers. Attention is paid to one of these components – the foreign language learning environment and its formation. This paper examines the characteristics and analysis of the impact of the formed foreign language environment on cadets, students, all those who are in the center of the process of developing the foreign language communicative competence of military education. The efficiency of using digital technologies for the development of a foreign language environment is analyzed. The following concepts are highlighted in the article: “digitalization”, “digital technologies”, “diversification”, “virtual environment”, “digital technologies”, “video medium”, “foreign language communicative competence”, “linguistic immersion”, “socio-cultural approach”, “psychological aspects”, “socio-cultural adaptation”, “language barrier”. We present the interpretation of the concepts based on the accepted international sources, our own understanding of these concepts and the processes in which they occur. The article presents the results of interviews with cadets (students) who agreed to participate in an experiment on the development of foreign language communication by the method of immersion in a foreign language environment using digital technologies. The cadets answered questions about their life experience, inner feelings, and psychological state that they encountered during the experiment. In the practical part of this study, we paid attention to the cadets' personal assessment of the quality of their communicative foreign language abilities before and after the training immersion. The paper emphasizes the position and impressions of cadets regarding the use of digital technologies to achieve the effect of immersion in a foreign language environment and, as a result, the development of their foreign language communicative competencies. Based on the analysis of the survey results, the authors of the study have identified the most important points that they consider it necessary to recommend paying attention to in order to achieve a qualitative result of foreign language communicative competence development.

Іншомовне середовище навчання для курсантів вищих військових навчальних закладів: особливості формування в умовах інформатизації

The article is focused on the peculiarities of creating a foreign language learning environment for cadets of higher military educational institutions in terms of informatization. It has been determined that basis for the formation of a foreign language learning environment are of strategic importance for the development of cadets’ personality, as they are aimed at interaction, communication, and cooperation. Various aspects of the organization of a foreign language learning environment in higher military educational institutions and the processes of modern education in the context of new means of acquiring knowledge, strengthening of domestic and international communication in the educational and scientific sphere, creation of new educational content and new forms of education have been characterized. On the example of the organization of the Department of Foreign Languages and Military Translation of the Hetman Petro Sahaidachnyi National Army Academy (Lviv), the organizational features of the foreign language learning environment have been simulated and the directions of cadets’ language training have been determined – Foreign Language for Professional Purposes and Military Special Language Training.

ROLE PLAY FOR TEACHING WOULD-BE ECONOMISTS FOREIGN LANGUAGE COMMUNICATION ON THE BASIS OF IMPLICIT SPECIALIZATION WITH VIDEO

The relevance of the topic. One of the urgent problems of modern methods of teaching foreign languages is the organization of teaching students of non-philological majors with the help of games. The relevance of this problem is caused by a number of factors. First of all, the intensification of the learning process poses the task of finding means to support students' interest in the material and to activate their activities that are being studied throughout the lesson. Educational games are an effective means of solving this problem. Secondly, one of the most important problems of teaching a foreign language is learning the oral language, which creates conditions for revealing the communicative function of the language, which enables the learning process to be closer to the conditions of real learning, which increases the motivation to learn a foreign language. The purpose of the research is to develop a set of role-playing exercises for training future economists in foreign language communication based on the strategy of implicit professionalization using a video phonogram. Implicit professionalization – integrated mastering by students of the initial stage of education of commonly used vocabulary and a part of economically marked lexical units (LU) in non-professional spheres of communication. Methodology. Role-play is a technique that allows students to explore realistic situations by interacting with other people in a managed way in order to develop experience and trial different strategies in a supported environment. Role-plays give students the opportunity to demonstrate how to use English in real life situations and make them focus more on communication than on grammar. Role-play activities can be a lot of fun however a class full of shy students may be reluctant to participate so it is important to know your students. Regardless of what type of role-play you intend to do, it is imperative that students feel comfortable with the necessary structures and vocabulary. Mini-role plays can be done in any lesson as a practice activity. Role-plays can also take an entire lesson especially if students are put in groups instead of in pairs. Role-plays can be used as end of term projects for intermediate and advanced students. Practical meaning. The material for the development of a complex of role-playing exercises based on the content of the video phonogram mainly served as fragments of educational video courses, which is due to the typicality of the communication situations presented in them and the presence of lexical units specially selected for activation and assimilation. The results. Based on the results, it was found that the role play method can improve students' speaking skills, increase self-confidence, collaboration among students, and make the learning atmosphere fun and interesting. Firstly, various reasons for using role-play techniques in the research context have been found. Participants tend to use role-play techniques because it creates a fun and enjoyable learning environment. Another important reason is that learners recognize this method will be less boring than conventional methods. It's a good way to help them reduce stress and pressure during English speaking practice. At the same time, learners enjoy role-playing activities because they can become different characters to communicate in real-life situations. Therefore, this is a great condition for them to practice speaking English more naturally in a foreign language learning environment. Secondly, it gives opportunities for students to express their creativity in the English learning process. Students can be more active and creative to participate in speaking activities in front of the class. This method helps learners to boost their confidence level and overcome their negative feelings in the process of communicating with others. Another advantage of using role-play techniques is to practice essential skills related to learners’ speaking ability such as pronunciation, intonation, and vocabulary. The regular practice of role-playing makes learners fluent in English. It is also a good way to help learners have more motivation to speak English and be able to communicate fluently and naturally. Prospects for further research. We see prospects for further research in the creation of role-playing games based on the content of a video phonogram for teaching foreign language communication to students of other specialties, whose professional vocabulary can be significantly expanded thanks to the use of implicit professionalization at the initial stage of learning.

Preservice EFL teachers’ online learning anxiety

With a prompt rise in the development of technology and with the advent of the internet in the 1990s, walls of classrooms have been demolished by the innovations of the current century. These developments also breathe new life into foreign language education and change the concept of the classroom while casting challenging roles for both learners and instructors, which ends up a new type of education on the stage of online education platforms. This brand-new way of foreign language learning has brought about extra anxiety in learners. In order to find out the reasons for foreign language anxiety, which affects learners’ process of foreign language learning in the online world, a total number of 75 undergraduate foreign language learners (n=75) who are taking online oral communication courses in the English Language Teacher Education Program (the Spring of the academic year 2019-2020) at Ondokuz Mayıs University in Turkey are involved in this research voluntarily. This study aims to investigate what kind of effects online learning has on foreign language learners’ anxiety in the process of online foreign language education, what the challenges are for online foreign language learners, how learners perceive online foreign language education, and what the learners' perceived reasons are for anxiety in an online foreign language learning environment through semi-structured interview forms. Certain significant factors which affect learners’ foreign language learning anxiety in an online world context have been determined. Some certain suggestions are made to alleviate the foreign language anxiety levels of the learners in online foreign language learning contexts.

Implementing Content-Based Instruction (CBI) on EFL Student’s Writing through Technology-Enhanced Language Teaching

Several empirical studies of Content-Based Instruction (CBI) have concluded that this approach has positive impacts in improving language learning skills including writing in foreign language learning environments. However, many of them carried out this approach within the traditional setting; face-to-face interaction instead of the e-learning. This current study is aimed to examine the impact of CBI on EFL learner’s writing through technology-enhanced language teaching. The approach was implemented in students who wrote e-brochure for the final project. It was a qualitative study where the data was obtained from assessing the writing documents using e-brochure scoring rubrics. The rubrics focused on functional adequacy containing of five dimensions: (1) organization of information, (2) content-accuracy and information validity, (3) spelling and mechanics, (4) attractiveness and organization, and (5) graphics/ pictures. Semi-structured interview was taken as the supporting data. The findings showed that CBI was beneficial on the EFL’s writing in advancing the writing skill, increasing the creativity in designing the brochure, and enhancing the interaction with the lecturer through the use of technology. For further research, teachers are invited to engage the students with specific CBI activities in diversified contexts.

Asynchronous text-based communication in online communities of foreign language learners: Design principles for practice

Effective employment of information and communication technology (ICT) in foreign language teaching and learning has become imperative as a means to support second language development when traditional face-to-face instruction and interaction is not possible. Using a design-based research approach and a theoretical framework that integrates authentic learning and online communities of practice principles, this paper examines the nature and extent of students’ contributions to computer mediated communication (CMC) tools provided in an online Italian as a foreign language learning environment. This paper describes the context of the intervention strategy, the methodology used, and presents an analysis of themes emerging from the data relating to the use of multiple discussion forums to support interaction and collaboration within the online community of foreign language learners. The findings suggest that there was a substantial development in the way students used different discussion forums over the course of two consecutive iterative implementations of the online learning environment developed. The findings also show that, as time progressed, students felt increasingly more confident about communicating their ideas in writing in the target language to different groups of participants. Implications for practice or policy: The design principles and learning environment described in this study will assist foreign language educators to create their own pedagogical frameworks for language education in technology-based, authentic learning environments. The design principles that emerged from this research will assist foreign language educators to support student interaction and collaboration in online communities of learners. Foreign language students’ engagement with peers and native speakers will be enhanced by integrating the recommendations for encouraging purposeful and authentic student online interactions.

How Classroom Environment and General Grit Predict Foreign Language Classroom Anxiety of Chinese EFL Students

Interest in the role of learners’ personality, emotions and the learning environment in foreign language (FL) learning has grown exponentially in the past decade. The introduction of personality psychology in the field of applied linguistics has led to the inclusion of a set of personality dimensions in research designs like resilience and grit, which have been shown to be significant predictors of FL achievement. The abrupt emergence of COVID-19 in 2020 forced universities around the world to move their courses online, which has been named Emergency Remote Teaching. The sudden change in FL learning environment offers a unique opportunity to researchers to investigate whether the relationships between learners’ personality and classroom emotions in traditional ‘in-person’ classes, and the predictors of those emotions, also exist in the new online environments. The present study examined the foreign language classroom anxiety (FLCA) of Chinese secondary students at different instruction levels and its links with learner-internal and external factors, namely general grit and the classroom environment (CE) of the online English classes. A total of 1,526 Chinese secondary students completed an online questionnaire. Pearson correlation analyses and regression analyses revealed that general grit and CE predicted FLCA either independently or jointly. The findings are discussed and interpreted in the light of existing research on person-environment interaction. We identify avenues for further research and propose a number of pedagogical implications for optimizing online FL teaching.

Encouraging reflective practice through learning portfolios in an authentic online foreign language learning environment

ABSTRACT This paper describes a research study that investigated foreign language student engagement in reflective practice through reflective portfolios. Over the course of one academic semester, students in an Italian as a foreign language course at an Australian university and selected target language native speaker mentors interacted and collaborated with each other in blended learning mode with the aim of completing two situated and authentic tasks designed according to an authentic learning framework. As part of the project, students wrote their observations on the progress of their collaborative work in a reflective portfolio and participated in individual and guided focus group interviews. The findings suggest that the opportunity to contribute their thoughts in writing in reflective portfolios encouraged students to reflect on their own individual learning processes and to engage in a process of collective reflection and collaborative problem solving.

Колізей у фільмі «Римські канікули» (1953).

This article is dedicated to the Colosseum and a classic movie filmed in Rome "Roman Holiday” (1953, USA). It was the first Hollywood film to be filmed and processed entirely in Italy. The great thing about Rome is that not much changes in the historic city centre. The story is about princess Ann (played by Audrey Hepburn) who comes to Rome and slips out one evening from the Embassy, and an American journalist (Gregory Peck). Joe takes Ann around Rome for a "Grand Day Out" and we have loads of views of Rome, both the famous monuments and the streets, squares, and bridges. So when Audrey Hepburn surveys the Colosseum, she’s really surveying the Colosseum. In the film "Roman Holiday", Princess Ann holds on tight as they race through the roads past the famous Colosseum. The stars riding a Vespa made an iconic movie poster for the film, during an important era for Italian filmmaking. The authors of the article offer an innovative approach to the formation of a professionally oriented foreign language learning environment by studying the filming locations of the masterpiece of world cinema "Roman Holiday" (1953, USA), on the example of the Colosseum. It is a typical example copied throughout the empire: a highly decorative exterior, seats set over a network of barrel vaults, and underground rooms below the arena floor to hide people, animals and props until they were needed in the spectacles of the"Theatre of Death". Remembered the greatest English historian of all time Bede, Lord Byron’s poem"Child Harold's Pilgrimage", gladiators.

Online Learning of English Phonology in Saudi Arabia: Investigating College Students’ Perceptions during the Pandemic Period

EFL curricula in Saudi Arabia are very comprehensive, with all components of language included in the syllabus. Phonology, or the study of speech sounds, is especially significant in the context of foreign language learning, given its central role in verbal communication. Accuracy of production is a factor of precision in the instruction, which brings in its offing learning challenges in the virtual mode. In the wake of the Covid-19 imposed norms EFL education in Saudi Arabia has undergone drastic changes, giving education new dimensions that deserve investigation. The current study investigates learner perceptions of English phonology online instruction to check its efficacy in the changed paradigm. The study is quantitative in nature, the participants are undergraduate female EFL learners at Qassim University, and the instrument is an online survey. Measurements over six factors indicate that the sample population hold positive perspectives for English phonology virtual learning, the feature that they demonstrate the highest positive attitude for is the teacher’s interactive role, whereas pair and group discussion find the least favor with them. The study has long term implications in foreign language learning environments of the future as virtual learning appears to be here to stay.

Research on Computer-Aided English Language Evaluation System

With the rapid development of science and technology, computer-aided language teaching and testing has become an inevitable trend in the development of English language teaching and research. With the continuous popularization of online courses, all kinds of examinations have adopted computer-aided examinations, and CET-4 has also begun to implement computer tests. Computer aided teaching refers to the use of computers as a tutor, presenting information, providing students with opportunities for practice, evaluating students’ grades and providing additional teaching. With the development of multimedia technology and communication network technology, all individualized teaching technologies with computer as the core are called the application of information technology in education. It is dedicated to the establishment of a three-dimensional foreign language learning environment supported by modern educational technology, and aims to improve the quality of foreign language teaching in a more scientific and effective way. According to statistics, there are still few computer-based college English language testing systems. The existing systems are mainly designed and developed around the CET-4 examination, and the functions are monotonous, only serving the examination. It can not help and promote students’ learning. Testing and evaluation is a unity with different functions in teaching. Only test without evaluation, examination can not play a positive role in teaching. The test only determines the learning level of language learners, and the test results themselves can not fully reflect the specific problems, because if there is no information to explain the results, the examination can not be given for analysis and feedback. It is difficult to guide teachers’ teaching and students’ learning. In view of the above disadvantages, this study intends to establish a computer-aided English language evaluation system from the perspective of the combination of language testing and evaluation. The system has many similarities with the existing CET-4 examination system, and has more complete functions, can meet the needs of the development trend of foreign language teaching, and has great attraction to students and teachers. It can not only provide students with simulated examinations, but also help students analyze test results and check problems. The computer-aided language assessment system is fast, efficient, timely and objective.

Троянда "Офелія" та символізм квітів в «Гамлеті».

The study examines some topical issues associated with the quality of vocational training of future biologists. The article demonstrates the need for and the objective nature of transformation of the linguistic and educational paradigm from communicative to intercultural. The authors emphasize that it is important in the process of teaching foreign language biology students to create such professionally oriented foreign language learning environment that would form professional and sociocultural competences in students. The authors propose a nonstandard approach to the formation of professional competence in future biologists: learning the biological characteristics of the rose "Ophelia" by studying Shakespeare's tragedy "Hamlet" in the context of Ophelia’s image. Ophelia is the symbol of femininity. Her lines and the lines addressed to her show a lot about both her character and Shakespeare’s views of femininity. Considering the importance of professional and speech culture, special attention is also paid to professional-focused technology in intercultural communication teaching. The symbolism of the flowers of Ophelia's "bouquet" is describedж the image of Ophelia in films, music, ballets, paintings is presented.

Evaluating the Translation of Accusative of Purpose by EFL learners

Arabic is the most widely spoken Semitic language and has seen phases of change from the Quranic form to the more popular Modern Standard Arabic that is used for communication today. Teachers of language and translation in KSA are concerned with learning problems that arise due to lexical and grammatical non-equivalence between Arabic and English which often leads to confusion and incorrect output during translation process. The current study aimed at investigating one of the Arabic grammatical structures which has no direct equivalent in English (Accusative of Purpose). It is an original noun derived from a verb of affectivity, explaining the reason why the action of the previous verb has been done. Two objectives were targeted: One, testing the learners’ ability to translate the Accusative of Purpose; and two, to gather an understanding of the strategies they adopted in the process. The study is likely to be of great value in a foreign language learning environment as is the case in the KSA. We used written tests to collect the data, followed by detailed interviews to elicit information on the translation strategies used. Participants were female undergraduate students (N=35) at Hurimilla College of Science and Humanities, Shaqra University, KSA, of which fifteen were randomly interviewed consequently. Both qualitative and quantative approaches were used. The data collected was analysed using SPSSR. The results revealed that (36.0%) of the students’ translations were correct or acceptable, while 34.3% were literal, and (15.4%) were incorrect. Personal interviews revealed that reasons of these results can be attributed to the absence of this category in English, and non-equivalence between Arabic and English. Based on these findings, the present study suggests more investigations on similar Arabic structures which have no correspondence in English using larger number of participants.