Language Communication Skills Research Articles

Features of designing and conducting an online course in business English for adult learners

Foreign language communication skills are crucial for today’s business professionals, as they provide opportunities for advancing their career and conducting efficient communication with partners world-wide. The present article and the underlying research explore the implementation of andragogical principles in an online course for Business English. One of the most important principles entails providing conditions for comfortable learning, including, above all, the format of interaction, which ultimately affects its efficiency and organization. The relevance of distance learning is confirmed by current national laws, as well as by social studies that indicate a demand for online classes in Russia. The use of digital technology for the development of adult learners’ foreign language communication allows them to be educated in a setting that simulates their working environment. This would suggest that when organizing adult education, it is recommended to rely on the learners’ professional experience, offer practice-oriented tasks, encourage autonomy and offer authentic, problem-oriented materials in order to facilitate interaction and set off discussions. With all the advantages of the distance learning format, adult learners may, however, encounter difficulties which are to be taken into account. This article presents an online course for Business English, taking into consideration the identified principles of andragogy, specific properties of workplace interaction and particular features of the distance learning format. The research findings may be of practical value for designing and organizing a course in Business English with its methodology based on adult learning theory principles.

ENGLISH COMMUNICATION CHALLENGES OF ACCOUNTING INTERNS

Today, there is a strong demand for employees who are competent in communication skills as a result of global competitiveness in industries. The same requirement is also demanded of those in the accountancy discipline. Accountants need to be competent in various generic skills, including those related to communication, working under pressure and problem solving. This study explored accounting interns’ perspectives of the challenges and issues faced during their internship experiences and how their English language and communication skills can be improved. In this study, a qualitative research method was adopted where semi-structured interviews were conducted with (i) five interns from the Faculty of Economics and Management of a public university in Malaysia, along with (ii) two managers, and (iii) a supervisor of a Chartered Accountant Company. The interview data was transcribed verbatim and analysed using Braun and Clarke's six-step thematic analysis. The interns’ data were triangulated with the responses from the managers and supervisor which were later validated by three independent interraters using the Cohen's Kappa Reliability Test. Based on the findings, it was identified that the English language communication challenges faced by the accounting interns encompassed (i) their unfamiliarity with workplace terms and jargons, (ii) the English accent being used, and (iii) the level of difficulty of the various tasks. The interns’ perspectives on ways to improve English language communication skills included improving the teaching and learning of English at the university, holding more programmes in English, and making self-efforts by undergraduates to improve their communication skills.

Mobile-Assisted Language Learning to Support English Language Communication among Higher Education Learners in Thailand

The ability to use English has become essential for functioning in the 21st century; not only the basic skills (reading, writing, listening, and speaking) but broader skills in communication and collaboration will be necessary for future success in global environments. Digital transformation in learning via mobile devices helps create authenticity in English language education. They can interest and engage learners, both in and out of the classrooms, while promoting uninterrupted learning, especially during the COVID-19 pandemic. Moreover, advances in mobile applications and virtual learning environments have become important components of developing English language skills, allowing for asynchronous learning in convenient, flexible, and interactive environments on any of a learner’s devices. This paper reports the results of using a mobile-assisted language learning interactive environment (MALLIE), a chatbot-based application, to support the development of English language communication skills. Quantitative data were acquired from 546 higher education learners in Thailand. The information was used for the exploratory factor analysis which shall serve as a baseline for innovation development. The study briefly examined the students’ experiences with any type of mobile learning before focusing on the students’ and a group of experts’ ratings of the intervention in this study. Preliminary studies were conducted with 10 students and experts to identify factors they believed were most relevant for measuring the effectiveness of the MALLIE for English language learning in a virtual learning environment. Exploratory factor analysis of 70 variables extracted four factors with loadings that exceeded .30: MALL, VLE (virtual learning environment), 4Cs for the four basic components of language learning, and ELCS for English language communication skills; the factor loadings ranged between 0.55 and 0.81. Additionally, in-depth interviews were conducted to collect qualitative data, and the results of preliminary studies were used to design and develop the MALLIE application and test its learning effectiveness. Next, an opinion survey was administered related to a group of 105 students and experts regarding their acceptance of the MALLIE and their intentions to use it or something similar in the future; the main topics of the survey related to the perceived usefulness of the MALLIE, its ease of use, respondents’ attitudes towards its use, peer influences on respondents’ use, and respondents’ use behaviour and intention to use. The aim of the study’s surveys and analyses was to assess the effectiveness and efficiency of learning the English language via mobile language learning applications available for use on any device.

A scoping review of oral language and social communication abilities in children with Tourette syndrome.

Children with Tourette syndrome (TS) have historically experienced problems in academic and social settings, yet their language and communication abilities have not been extensively researched. This scoping review maps the literature on the oral language and social communication abilities of children with TS in order to describe the nature of the current literature, present a summary of major findings and identify where gaps exist. A scoping review was completed to identify studies measuring the oral language or social communication abilities of children with TS. A systematic search of six electronic databases was conducted to obtain published and unpublished literature. All English studies measuring the oral language or social communication abilities of children with TS were included. Information was extracted from records and knowledge was synthesised in a narrative summary. We identified 56 records for inclusion. Almost all records were located in journals within the fields of psychology and psychiatry. Skills most often studied were verbal IQ and verbal fluency. The literature suggests an increased prevalence of language disorders and social communication problems in children with TS; however, literature comprehensively detailing these challenges was scarce. Language strengths were identified in verbal intelligence, story/sentence recall, categorisation and performance on tasks at the single-word level. Oral language and social communication skills are important for academic and social success. This review brings scattered literature together to provide up-to-date information about language in children with TS and highlights that there are considerable gaps in our knowledge about language and communication in this population. This scoping review can inform future research and support speech language pathologists in the assessment of young people with TS. What is already known on the subject Speech-language pathologists (SLPs) working in various contexts (e.g., schools, mental health teams) are likely to encounter children with Tourette syndrome (TS); however, the description of this population and potential communication characteristics is not well represented in the SLP literature. Previous literature reviews have reported strengths in verbal fluency and morphological processing. Challenges in expressive language, higher order language, social cognitionand a propensity towards autistic traits have also been identified. What this paper adds to existing knowledge This review differs from previous narrative reviews by employing a systematic approach to searching for literature. As a result, we identified 25 additional studies that had not been cited in previous reviews and additional relevant findings in 23 previously reviewed studies. This review confirms several previous conclusions about language in children with TS and extends or clarifies several others, thereby providing the most current information on oral language and social communication abilities. The use of current taxonomies of language and social communication helps to organise this literature for clinicians and researchers in speech-language pathology and identifies a need for further research from the SLP perspective. What are the potential or actual clinical implications of this work? These results imply that SLPs should screen children with TS for language disorders and investigate social communication and social interaction development. Clinicians can expect greater challenges in language and communication development for children with complex forms of TS (i.e., those who exhibit co-occurring conditions such as attention-deficit/hyperactivity disorder). The multidisciplinary nature of the current literature implies that clinical collaboration with other disciplines will be of particular benefit to serving this group of children.

English for Tourism : Peningkatan Kemampuan Komunikasi Bahasa Inggris Bagi Anggota Geopark Youth Forum Kabupaten Lebak

Improving English language communication skills is crucial for members of the Geopark Youth Forum (GYF) in Kabupaten Lebak to face the growing tourism sector. This study aims to conduct a community engagement program entitled "English for Tourism: Enhancing English Communication Skills for Members of the Geopark Youth Forum Kabupaten Lebak" to enhance the quality of tourism services through improved English language proficiency. The community engagement program includes an "English for Tourism" workshop that covers tourism-related vocabulary, daily conversations with tourists, and presentation of tourist attraction Geopark Bayah Dome. The implementation method involves needs analysis, curriculum development, facilitator training, pre-test, and post-test evaluation to measure the participants' progress in language proficiency. The results of the community engagement program indicate a significant improvement in the English language communication skills of GYF participants in Kabupaten Lebak. Pre-test and post-test scores show an average increase of 30 points in English language proficiency, showing the workshop's success in enhancing language skills. Participant evaluations also indicate that the workshop provides tangible benefits, boosting their confidence in speaking English and enhancing their understanding of tourism-related terms. This community engagement program is expected to make a positive contribution to the development of the tourism sector in the region of Kabupaten Lebak. As English communication skills of the participants improved, GYF members can provide better services to foreign tourists, elevate tourists' experiences in the region, and support the development of tourism potential. Furthermore, the successful implementation of this program emphasizes the importance of collaboration between the university and stakeholders in supporting community development and the tourism sector in Kabupaten Lebak.

Review of intervention methods for language and communication disorders in children with autism spectrum disorders.

In recent years, the number of patients-particularly children-with autism spectrum disorder (ASD) has been continually increasing. ASD affects a child's language communication and social interaction to a certain extent and has an impact on behavior, intelligence level, and other aspects of the child. Data indicates that 40% to 70% of children with ASD experience language developmental delays, which are mainly manifested as lack of language or language developmental delay, self-talk, use of stereotyped language, parroting, et cetera. A language communication disorder is a major symptom of ASD and is the most common reason for patients to visit a doctor. Therefore, language intervention training and communication skills have been made a cornerstone of autism intervention. However, a literature search has revealed that most studies only examine certain intervention methods or a combination of two or three intervention methods, which cannot be used by therapists or rehabilitation teachers. Therefore, this article summarizes relevant literature on language communication training for ASD children at home and abroad and briefly introduces the characteristics and training methods of language disorders in children with ASD in order to provide some ideas and references for relevant researchers and practitioners.

Massive Open Online Courses and intercultural competence: analysis of courses fostering soft skills through language learning.

This paper aims to survey language teaching MOOCs that promote intercultural competence (IC). Specifically, the survey aims to identify the keywords most relevant to MOOCs with IC components, the languages taught, the offering countries, and the embedded soft skills. The selection of keywords is important because they can indicate connection between different disciplines. After trialing a broader set of keywords in several rounds of initial search, we identified five keywords that are the most relevant to language education with IC components on MOOCs: culture, intercultural, cross culture, multi culture, and society. Then courses with these five keywords on language learning are selected for further analysis. The results are summarized as follows: (1) Most language teaching MOOCs are found under the keyword "culture," indicating a strong connection between language education and intercultural communication; (2) In terms of the target languages and the offering countries, it is found that English, Chinese, and Spanish are the major languages widely taught in the context of intercultural competence; China, United States, and Ireland are the three countries which offer the highest numbers of MOOCs in this respect; United States, United Kingdom, and Australia are the three countries which offer the highest numbers of MOOCs of different languages. The results indicate that a limited number of languages and offering countries dominate the language learning MOOCs. The study calls for a plurality of languages and cultures to be taught through MOOCs, making more diversified knowledge systems accessible to global audiences. (3) The language teaching MOOCs not only focus on language but also aim to foster five types of soft skills (language learning skills, communication skills, business and entrepreneurship skills, career development skills, and cultural development skills), suggesting that intercultural competence and its related soft skills are usually important components embedded in such MOOCs courses.

Adaptation and validation of the European Portuguese Communication and Symbolic Behaviour Scales Developmental Profile™ (CSBS DP™) Infant-Toddler Checklist.

As delays or disorders in early language and communication are the most prevalent symptom in children with disabilities, early screening is crucial to promote prevention, early diagnosis, and intervention. However, to the best of our knowledge, no screening tool is available for the joint assessment of early language and social communication skills in European Portuguese (EP)-learning children, which is critical for screening, monitoring and enrolment in appropriate early intervention services. (1) To adapt and validate the EP version of the Communication and Symbolic Behaviour Scales Developmental Profile™ (CSBS DP™) Infant-Toddler Checklist, a parental report for the screening of early language and social communication skills. (2) To conduct a cross-cultural comparison between the EP adaptation and the original US version. A total of 611 EP-learning children (ages 6-24 months) were assessed on the CSBS DP Infant-Toddler Checklist. Normative data, psychometric characteristics (i.e., internal consistency and test-retest reliability), and cross-cultural comparison between the EP and the original version were explored. Internal consistency ranged from good to excellent and the test-retest reliability was excellent. The performance of the EP and US samples matched on almost all scores. However, EP children performed significantly better than their American peers in the Social compositive at 22 months and in the Symbolic composite at 20 months. No further differences were found. These findings showed that the EP CSBS DP Infant-Toddler Checklist seems to be a reliable screening tool of communicative and symbolic behaviours for EP-learning children, which can be particularly relevant for decision-making in clinical practice. What is already known on the subject Early communication skills are known to be related to later language outcomes. Thus, screening tools for the early identification of children at risk for language and communication impairments, which may lead to monitoring and early intervention, have the potential to promote better outcomes. However, to the best of our knowledge, no screening tool is available for the assessment of early communication abilities in EP-learning children. What this paper adds to existing knowledge This study adapted and validated the EP CSBS DP Infant-Toddler Checklist, the first published parental report checklist for the assessment of early communication skills in EP. It described the psychometric characteristics of the adapted checklist, summarized the newly available normative data for EP-learning infants and toddlers, and compared the performance of EP-learning children with the original standardization sample reported for American English. The results demonstrated that this tool is a reliable instrument for the early screening of language, communicative and symbolic behaviours for EP-learning children between 6 and 24 months of age. What are the potential or actual clinical implications of this work? Given that early screening is crucial to promote prevention, early diagnosis and intervention, the availability of this tool is particularly relevant for children monitoring and their enrolment in appropriate early intervention services, helping decision-making in clinical practice, in line with current guidelines regarding early monitoring and intervention to promote and support better outcomes. Thus, the tool and related normative data will be useful for paediatricians, family doctors, primary healthcare providers, developmental psychologists and speech-language therapists, among other professionals in the healthcare and educational fields, concerned with speech, language, and communication development and impairments.

TEACHING AND LEARNING SLOVAK PROFESSIONAL TERMINOLOGY

The purpose of the paper is to point out the possibilities of teaching and learning Slovak as a foreign language. The course Slovak as a foreign language allowed foreign students to overcome problems while studying professional subjects in manufacturing technologies. The goal was the creation of suitable professional study material tailored for technical specialization students. Slovak language teachers used mixed methods and forms of study (face-to-face and online). They tried to improve the Slovak language communication skills of manufacturing technologies students. The results of e-exercises and the final e-test of 120 foreign students in the 1st year of bachelor's studies in the summer semester of 2022 were compared. Later the strengths and weaknesses of students were found. The level of professional Slovak terminology was improved by eliminating the most common mistakes. The Moodle platform was used for learning and teaching Slovak as a foreign language as well as Slovak professional terminology.

Teachers’ Perception and Practice of English Language Teaching Following CLT Approach in Chinese Higher Education - A Study of Two Higher Educational Institutions in China

the purpose of the present study was to investigate the role of teachers’ perception and practice of English language teaching in the implementation of Communicative Language Teaching (CLT) approach in two Chinese universities, which was conducted with three pragmatic purposes: 1). to investigate teachers’ perception on the characteristics of CLT approach used in English language teaching; 2). to identify teachers’ perceived practice of instructional strategies with CLT approach in helping students develop their communicative language skills; 3). to explore the problems and obstacles in the midst of English language teaching with it. The mixed methodology of (Quant +qual) approaches was employed in this study. The data was collected from forty college English teachers who were working at the Department of Applied English through survey questionnaire, a case study, and semi-structured phone-call interview. The findings revealed that almost teachers’ perception and practice had a noticeably positive correlativity with the characteristics of CLT approach in ELT, directly manifesting that the three intricate characteristics and instructional strategies of CLT approach in practice as they’ve frequently perceived highly related to the improvement of students’ English language communication skills, respectively. Nevertheless, some problems and obstacles were likewise illustrated, which probed to be difficultly operated in prolific English language teaching class within CLT approach. Implications for the study are that teachers’ perception and practice of ELT with the characteristics of CLT approach have meaningful effects on ELT development in Chinese higher education as well as the exhibited issues in class operation profoundly requires consideration to be kept from in college class.

Grading participation in the classroom: The assumptions, challenges, and alternatives

This paper examines the participation/interaction factor of student engagement as it relates to grading class participation. Optimum learning depends on students being actively engaged, supportive of each other, and civil in their exchanges. While vocal contributions are often viewed as the basis of class participation, there are multiple, flexible ways for students to participate and contribute. Although at times difficult, there are many benefits to grading classroom participation for students including encouraging students to prepare for class, developing of oral, aural, and language communication skills, allowing students to become competent in the language of the discipline, and encouraging students to think and reflect on issues and problems related to class content. Encouraging exploration of thoughts rather than finished products, eliminating the need to raise hands, being attentive to group dynamics, and being respectful of others’ points of view can assist in breaking down barriers and building a community that allows greater participation and a feeling of belonging. Meaningful engagement in learning activities related to class participation can support competency-based education.

PEDAGOGICAL CONDITIONS OF FORMING LANGUAGE COMPETENCE OF FUTURE ENERGY ENGINEERS

The paper covers the analysis of the problem of finding effective pedagogical conditions for the development of foreign language competence of students majoring in power engineering in higher educational institutions. The paper proposes solutions to this problem. The paper presents the author's own definition of "pedagogical conditions" as a set of targeted measures that organize and facilitate the educational process, focusing on students' professional and foreign language competence. These measures are influenced by external and internal factors, various forms of educational and scientific work, as well as modern methodologies and innovative technologies. Their purpose is to foster comprehensive personality development and provide professional training for future energy engineers in accordance with current requirements.
 Through a survey conducted among scientific and pedagogical staff of technical universities, along with the author's own experience, the main pedagogical conditions that foster a favorable educational environment for developing foreign language competence among power engineering students have been identified. These conditions include: building positive motivation among future energy engineers to learn foreign languages during their professional training, integrating project technologies into foreign language instruction at higher educational institutions, developing self-study foreign language communication skills among Master's students in both receptive and productive forms, and implementing interdisciplinary integration of general professional and foreign language training content.
 The meaning of every pedagogical condition has been theoretically substantiated and the examples of their practical implementation into the educational process have been provided, namely: the introduction of “Nicos Weg” course, working on interactive activities, thematical projects and solving communicative situations. It has been determined that these suggested pedagogical conditions contribute to high-quality foreign language training for students in higher educational institutions and enable the achievement of program learning outcomes that ensure future energy engineers possess the ability and readiness to effectively utilize foreign language knowledge and skills in their professional activities.

The Role Of English Consonants In Language Development : Acquisition And Articulation

This article examines the crucial role of English consonants in the language development of individuals, focusing on their acquisition and articulation processes. It explores how children acquire and master consonants in the English language, highlighting the significant milestones in their articulation development. The acquisition of English consonants plays a pivotal role in the overall language development of children. It involves the gradual learning of phonetic distinctions and the ability to produce and perceive consonant sounds accurately. This article discusses the various stages of consonant acquisition, starting from early babbling to the development of a more sophisticated consonant inventory. Articulation, the physical production of speech sounds, is a key component of consonant acquisition. The article emphasizes the importance of clear articulation for effective communication. It delves into the challenges that learners may encounter during the articulation process, such as difficulty in producing specific consonant sounds or mastering complex sound combinations. Furthermore, the article highlights the connection between consonant acquisition and vocabulary development. Adequate mastery of consonants enables learners to pronounce words correctly, enhancing their overall language proficiency and communication skills. Understanding the role of English consonants in language development is crucial for educators, parents, and speech-language pathologists. By gaining insights into the acquisition and articulation of consonant sounds, stakeholders can provide appropriate guidance and support to facilitate language learning and address any potential difficulties that learners may encounter. Overall, this article emphasizes the significance of English consonants in language development, emphasizing their role in acquisition, articulation, and vocabulary expansion.

Role of Collaborative Strategies in Enhancing ESL Learners' Motivation: A Critical Discourse Analysis

This study investigates the role of Collaborative Strategies in enhancing ESL learners' motivation. Through critical discourse analysis, three key strategies emerge - group projects and cooperative learning, interactive language games and simulations, and encouraging peer feedback and assessment. These strategies align with sociocultural theory, gamification, task-based language teaching, and social learning theory. The findings reveal that these Collaborative Strategies positively influence ESL learners' motivation, fostering a deeper commitment to language learning and promoting language proficiency and communication skills. The study offers valuable insights for teachers and policymakers to optimize ESL education, creating an empowering and engaging learning environment that empowers ESL learners for a brighter future in an interconnected world.

AND NOW WHAT (PART 2)? LANGUAGE TEACHING: WHAT DID WE LEARN AND WHAT REMAINS AFTER THE LOCKDOWNS?

The COVID-19 pandemic has changed many aspects of life, and language learning is no exception. Lockdowns and restrictions led to digital tools such as online platforms, virtual classrooms, video conferencing, and interactive games becoming essential for language teaching. It was a difficult period for teachers and learners, however, who had to adapt overnight to a digital landscape unknown to most of them. The challenges of this period have also created the opportunity for education systems to adjust to new digital settings. This paper discusses the benefits and challenges associated with the use of digital tools in language teaching after the COVID-19 lockdowns, and especially what the teachers learned and tried to transfer after returning to a face-to-face instructional modality. The data were collected through an e-questionnaire. We sought to understand how teachers adjusted their practice, what steps they took to address knowledge gaps regarding possible digital resources, and how they transferred that knowledge to in-person classes. Teachers experienced many difficulties and doubts about resources, methods, and learning outcomes, particularly about students’ learning of foreign language communication skills. We also noticed that only half of them tried to continue using digital tools in their teaching practice after the lockdowns ended.

FEATURES OF THE MILITARY INSTITUTIONS OF HIGHER EDUCATION CADETS POLYCULTURAL COMPETENCE FORMATION IN THE PROCESS OF LEARNING PROFESSIONALLY ORIENTED FOREIGN LANGUAGE

The article is devoted to consideration of the peculiarities of the formation of multicultural competence of cadets in the process of learning a professionally oriented foreign language, as well as the issue of mastering foreign language communication skills as an important element of the formation of multicultural competence of cadets of military institutions of higher education. The article highlights the relevance of the formation of multicultural competence for future officers of the Armed Forces of Ukraine in modern conditions. Based on the analysis of various scientists’ researches, the essence of the concept of multicultural competence of cadets of military institutions of higher education is revealed, its structure is defined as the unity of cognitive processual and personal axiological components. The role of communication in a foreign language and the development of its skills in the formation of the mentioned phenomenon during the training of cadets in military institutions of higher education is substantiated. The forms and methods of educational work that contribute to the successful formation of skills and abilities of multicultural competence as one of the components of the professional training of future military specialists are presented. For example, involvement in participation in the work of sections, discussions, such as conferences, meetings, quizzes, etc.
 The examples of the use of authentic materials meant to increrase the level of formation of cadets' polycultural competence while learning a foreign language such as advertising brochures, posters, excursion leaflets, guidebooks, etc., are considered. The importance and necessity of forming such a professionally significant quality as tolerance, which has verbal and non-verbal expression in speech and is a core element of intercultural communication, is emphasized. Examples of language parameters of tolerance and intolerance, such as flexibility of speech, referentiality, etc., are provided.
 Key words: polycultural competence; cadet; military institution of higher education; communication in a foreign language; professional activity; tolerance.

Theory-Based Mandarin Learning Anthropolinguistics in Indonesia

Language is the most important element to explore the deepest consciousness contained in a culture. Some Mandarin learning is still lacking in exploring the culture. If we learn a language not only in theoretical learning, but it is also important to learn the culture of the language because these two things can not be separated so that both go hand in hand. All that is contained in a language certainly contains the culture of origin of the language, on the contrary, culture is one of the forming elements of language. One of the scientific trends of macrolinguistics in studying the issue of Mandarin learning in Indonesia is anthropolinguistics. In anthropolinguistics it is the result of the integration between the sciences of culture and language. Anthropolinguistics has three theories: performance, indexicality, and certainty. This article examines how anthropolinguistic theory plays a role in Chinese language learning. The research method used by researchers in this study is a qualitative approach that is presented descriptively with articles and books that have relevance to the discussion. The research design uses the systematic literature review method with the analysis step starting with identifying, evaluating, and interpreting all relevant research results related to anthropolinguistic phenomena in learning Mandarin in Indonesia. Then the library results are processed systematically, objectively, and comprehensively. Based on the literature review with anthropolinguistic theory that has been done, it can be concluded that learning Mandarin in anthropolinguistics should consist of grammatical, communicative and pragmatic competencies and language skills.

Method of the development of students' foreign language communication skills based on practice with a chatbot

Introduction. Chatbot is a program based on machine learning and natural language that allows the organisation of learners’ foreign language communication practice. However, the effectiveness of the teaching method depends on how and to what extent the foreign language practice with the chatbot is integrated into the foreign language learning process. The aim of the study is to develop and test the author's step-by-step method of the development of learners' foreign language communication skills based on chatbot practice. Materials and methods. Participants of the research were 1st year students of Derzhavin Tambov State University (Russian Federation), majoring in English as a Foreign Language. Students of the control group (N=25) were trained in foreign-language speech communication in traditional foreign language classes, and participants of the experimental group (N=25) in addition to regular classes for a semester once a week participated in a foreign language communication practice with a chatbot and performed tasks for the analysis of practice results. Ten foreign language speech skills were under controlled. The data analysis was carried out using the Student’s t-test. Research results. The step-by-step method of the development of students' foreign language communication skills based of practice with a chatbot proved to be effective with regard to the development of the following skills: asking for information on the topic of the dialogue (t = 2.49; p ≤ 0.05); responding to a dialogue partner's requests (t = 2.24; p ≤ 0.05); stating thoughts on the topic of the dialogue in short or extended form (t = 1.78; p ≤ 0.05); drawing conclusions (t = 1, 8; p ≤ 0.05) Expression of students’ own opinion on the topic of discussion (t = 1.91; p ≤ 0.05); providing arguments for their opinion on the topic of discussion (t = 1.41; p ≤ 0.05); interrogation, clarification, reformulation, expression ideas by other language means (t = 4, 11; p ≤ 0.05). The study did not show the effectiveness of the proposed method on the development of students' abilities to initiate a dialogue (t = 0.58; p> 0.05); welcome dialogue participants and exchange greeting phrases (t = 0.58; p> 0.05); end a conversation (t = 0.58; p> 0.05) because of students' high proficiency in these skills at the time of participation in the experiment. Conclusion. The novelty of the study is in the development of a step-by-step method of the development of learners' foreign language communication skills based on practice with a chatbot. The results of the study can be used in foreign language teaching to secondary school university level students.

Practical aspects of using chatbots for learning the Russian language in intercultural communication

Сhatbot based on artificial intelligence is a comprehensive research and educational tool for Russian language teachers and Chinese students studying Russian language and culture. This article is devoted to the issue of integrating a chatbot into the educational process as part of the study of the Russian language by Chinese students. The possibilities of using a chatbot in the aspect of RFL in face-to-face and remote formats are considered, and its advantages and disadvantages in acquiring specific practical skills, in particular, when studying Russian numbers, are identified. The purpose of this research is to study the possibilities of using a chatbot to identify the meaning of language units and the correctness of grammatical structures, as well as cultural characteristics in the process of teaching Russian as a foreign language. The research method is to analyze the correctness and usefulness of the chatbot's (ChatGLM) responses to questions related to the Russian language and culture. The scientific novelty of the study lies in the consideration of practical aspects of using a chatbot for studying the Russian language and culture. The results of this study show that the chatbot is a useful tool and allows you to practice language, ask questions in Russian and Chinese and receive answers from the system. To a limited extent, the chatbot can correct errors, suggest correct phrases and help students improve their foreign language communication skills. Machine learning methods and technologies, such as the chatbot, can be used to improve foreign language skills in the context of cross-cultural communication if treated judiciously. The results can be used to create methodological developments in the field of Russian-Chinese intercultural communication, as well as in the process of learning relevant languages.

The management of multilingual adults with aphasia in Malaysia: current practices, needs, and challenges

ABSTRACT Background Aphasia management can be challenging in multilingual settings. A lack of understanding of the needs and challenges faced by speech-language therapists (SLTs) might lead to insufficient capacity building and policymaking. To optimize aphasia rehabilitation, it is important to determine the current practices, needs, and challenges faced by SLTs in a multilingual context. Aims This study aimed to explore how SLTs in Malaysia approach aphasia assessment and intervention for multilingual people with aphasia (PWA). Further, it aimed to identify the challenges SLTs experience, as well as the resources and strategies drawn upon to support the management of multilingual aphasia. Methods & Procedures Fifty participants who are SLTs in Malaysia completed an online questionnaire. The questionnaire consisted of four sections: Language Use; Aphasia Rehabilitation; Service Provision for Multilingual Clients with Aphasia; and Background Information. Five participants who took part in the survey also participated in the online focus group discussion. Outcomes & Results For the first study objective, it was found that participants primarily conducted individual aphasia interventions (100%), utilized informal tests of aphasia (~80%), and focused on improving language and social communication skills (~80%). More than half of the participants reported the experience of not sharing their clients’ language and resorted to choosing a particular language for aphasia intervention. From the survey and FGD, participants indicated seeking assistance from family members to translate SLTs’ questions and instructions during aphasia intervention. In addressing the second objective, language barriers and lack of appropriate resources were identified as two prominent challenges in multilingual aphasia management. For the third objective, participants suggested involving professional interpreters who are trained in assisting aphasia management to reduce language barriers. Developing tools and materials in multiple local languages and best practice guidelines were suggested for addressing the shortage of resources for multilingual aphasia management. Conclusions Malaysian SLTs used rehabilitation approaches that were consistent with practices in other countries, such as the frequent use of informal approaches for aphasia assessments and the focus on improving language and communication skills of PWA. Challenges in aphasia rehabilitation in Malaysia were posed by several factors, including linguistic diversity and a lack of resources. There is a critical need to develop culturally and linguistically appropriate resources, including standardised assessment tools and best practice guidelines for multilingual aphasia rehabilitation. The involvement of professional interpreters in aphasia rehabilitation may enhance the quality of intervention.