Language Skills Research Articles

Background: We have previously demonstrated that single ventricle patients (pts) who have undergone the Fontan are known to exhibit brain injury (BI) and abnormalities in cerebral blood flow (CBF). However, it remains unclear whether BI and altered hemodynamics are associated with adverse neurodevelopmental (ND) outcomes, which was the purpose of this project. Methods: This prospective study included Fontan pts who underwent cardiac and brain MRIs within 2 days of undergoing ND testing. CBF and cardiovascular hemodynamics were measured such as aortic flow, caval return, and pulmonary arterial and venous flow. Systemic to pulmonary collateral flow as well as fenestration flow were calculated. BI included bleeds, focal brain injury, generalized insults and susceptibility-weighted imaging of veins. ND testing included the Adaptive Behavior Assessment System (ABAS), the Wechsler Preschool and Primary Scale of Intelligence–4 th Edition (WPPSI) or Wechsler Intelligence Scale for Children–5 th Edition (WISC) depending upon age, broad math skills, language tests and test of visual motor integration. Classification and Regression Tree (CART) analysis was performed to identify hemodynamic and BI predictors of ND outcome. Results: A total of 113 pts (65% male, age 10 + 3 years) were studied. Systemic to pulmonary collateral (Coll) flow >0.5 liters/minute/m 2 was the most important predictor of a poor ABAS score and of those pts in that category, those with 2 or more focal brain injuries had a poorer ABAS score than those who did not. For intelligence measures, total systemic venous return (Qs) < 2.6 liters/minute/m 2 was the most important and sole predictor of a poor WPPSI/WISCI scores. See figure. Broad math skills, language tests and test of visual motor integration did not have any hemodynamic or BI predictors identified. Conclusions: Both elevated Coll flow (which diverts CBF away from the brain) and BI are associated with poorer adaptive behavior while reduced effective systemic flow (Qs) is predictive of lower intelligence for Fontan patients. No CBF or hemodynamic metrics could predict broad math or language skills and visual motor integration.

This study aims to analyze the impact of daily habit of reading picture storybooks on the character formation and language development of young children. The research employs a qualitative method using the Systematic Literature Review (SLR) approach, analyzing 22 relevant articles. The study findings indicate that the habit of reading one picture storybook daily contributes positively to enriching vocabulary, enhancing communication skills, and shaping children's character through the moral and social values embedded in stories. Factors influencing the effectiveness of this habit include active interaction between parents and teachers in accompanying children during reading, consistent reading frequency, as well as family and school environments that support early literacy. Regular reading activities have been shown to support holistic child development, both in language and character aspects. Therefore, reading picture storybooks daily can be an effective strategy in early childhood education, as it not only enhances language skills but also builds positive and empathetic personalities in children. This research highlights the importance of the role of adults and the environment in fostering literacy habits.

This study investigated how decoding, oral language, cognitive, and code-related skills in both first language (L1) Filipino and second language (L2) English contributed to reading comprehension, both within and across languages, among 193 Grades 1-3 Filipino-English bilingual children in the Philippines. Within-language structural equation modeling analyses revealed that decoding and oral language directly contributed to reading comprehension in both L1 and L2. Cognitive skills and code-related skills contributed indirectly through their effects on oral language and decoding. Cross-linguistically, only decoding and oral language within each language directly contributed to reading comprehension in both L1 and L2. L1 decoding indirectly influenced L2 reading comprehension via L2 decoding. Similarly, L2 decoding influenced L1 reading comprehension indirectly through L1 decoding. These findings underscore the roles of decoding and oral language in early Filipino-English bilingual children's reading comprehension, with language proficiency determining possible cross-language transfer between L1 Filipino and L2 English. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

In the context of globalization and increased international cooperation in various fields of activity, foreign language proficiency is an integral part of the professional training of future specialists. The development of communication skills is of particular importance as it plays a key role in the formation of students' research competencies. The communicative component of teaching a foreign language contributes to the improvement of language skills as well as the development of critical thinking, the ability to analyze, synthesize information and effectively interact in an intercultural environment. The relevance of the problem relates to the increased demands on the professional and personal qualities of university graduates. Modern educational standards require specialists to have not only in-depth knowledge in their professional field, but also the ability to conduct scientific research, publish results, and participate in research at the international level. In this context, learning a foreign language becomes an important tool for students to integrate into the global scientific community successfully. The aim of the study is to determine the communicative component of students' research competencies in the process of learning a foreign language. The research methods include the analysis and synthesis of scientific literature on the topic, survey and qualitative methods for evaluating the results. The results of the study showed the presence of four types of communicators and the prerequisites for conducting research activities (R&D) for each of them. Activity, stability, and benevolence along with passivity determine not only the development of students' research competencies, but also the effectiveness of their scientific research. The scientific novelty of the research lies in the comprehensive study of the influence that a certain set of characteristics of students have on the development of their research competencies in the process of learning a foreign language. The practical significance of the work lies in the possibility of using the selected types of communicators as reference for the integration of professional language training and the development of students' research competencies.

Purpose This article analyses the relationship between the overeducation gap in recent university graduates and parental educational attainment in Spain. Design/methodology/approach We explore a subsample from the 2019 Survey on the Labour Insertion of University Graduates. We first test how the influence of parental background on young recent graduates is largely explained by observable intervening channels. Then, group-specific overeducation risks are estimated separately for first-generation graduates (whose parents do not hold university degrees) and non-first-generation graduates (with at least one parent who is a university graduate). Finally, a Blinder–Oaxaca approach is used to decompose the overeducation gap into two segments: one (explained) based on observed factors, and another (unexplained) based on unobserved factors. Findings We find a relevant disadvantage among first-generation graduates due largely to the differences in the assignment across field of studies, type of university, access to graduate education, command of the English language and geographical mobility to study and work. Practical implications Our results indicate the scope for equalising action from institutions of higher education and labour market policies to palliate this gap oriented towards geographical mobility, preparation of public exams, internships and foreign language skills acquisition, together with affordable graduate studies. Originality/value This study decomposes the overeducation penalty that results from not having highly educated parents into two parts: one that results from the endowments of human, social and cultural capital and another that results from non-observable features. Peer review The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-11-2024-0921

Strengthening senior high school learners’ oral and written language skills is a prominent focus of the K12 program. In this level, students encounter intricate writing concepts that necessitate advanced cognitive abilities. Hence, metacognitive awareness is crucial in scaffolding students’ development and understanding of complex writing skills and conventions. This study sought to assess the relationship between senior high school students’ writing metacognitive awareness and writing anxiety. Two adopted questionnaires—the Metacognitive Awareness Writing Questionnaire (MAWQ) by Farahian (2017), and the Second Language Writing Anxiety Inventory (SLWAI) by Cheng (2004) were administered to 120 senior high school students who were selected through convenience and availability sampling. The data were analyzed using descriptive statistics (frequency, percentage, and mean), and Spearman’s rho test of relationship. The results revealed that the respondents demonstrate a commendable degree of metacognitive awareness in various aspects of writing. The study further noted that the respondents experience anxiety in performing writing tasks. Their anxiety in writing impacts their metacognitive abilities, as the analysis showed a significant moderate positive monotonic relationship (rs = 0.36224, p (2-tailed) = 5E-05) between the respondents’ extent of writing metacognitive awareness and level of writing anxiety. Therefore, students who have a high extent of metacognitive awareness may experience a high level of writing anxiety, and vice versa. Anchored on the findings, the study recommends that teachers implement various strategies to support students in managing their anxiety during the writing process. These strategies can contribute to improving the overall writing experience for senior high school students.

ABSTRACT English language learner (ELL) students in K‐12 schools in the United States need to develop both English language skills and content‐area subject knowledge using English as the medium of instruction. As such, teacher education programs that specialize in K‐12 ELL teaching are tasked with preparing teacher candidates to integrate language teaching and K‐12 content‐area learning. This, however, requires ELL teacher education programs to draw on and integrate theories, techniques, and knowledge from not only applied linguistics and second language acquisition, but also content‐area education. This study investigated the current state of TESOL programs in the United States, focusing on their coverage of knowledge bases, the orientation of their coursework (language focus vs. K‐12 content focus), and faculty expertise (applied linguistics vs. education), through a survey ( n = 78) and interviews ( n = 11) with TESOL program directors. Findings are discussed by comparing programs that offer K‐12 ELL teacher licensure and programs that do not. The implications include a call for interdisciplinary approaches in ELL teacher education.

This paper aims to analyze the role of drama in context of learning a language, particularly in context of learning English through plays and dramatic movements such as Shakespeare’s plays, Theatre of the Absurd and Modern and Post-modern American Drama, and the practical use of these plays in learning process according to different age and language level groups. The style of dialogue in Shakespeare’s plays is analyzed and compared to the style in absurdist plays by authors such as Beckett and Ionesco. When talking about the works of Shakespeare, the process of adaptation and appropriation is mentioned as well as telling the famous tales and narratives through different media. Previous research will be taken in consideration, such as the pioneering work of drama educators who first introduced theatre as a learning tool in education or the Communicative Language Teaching approach focused on fluency and interaction in everyday situations. Specifics of drama in language learning in comparison to other literary genres such as poetry or prose will be briefly mentioned along with the history of Western drama. This paper discusses theatre and drama in the context of education with mention of similarities and differences to staged professional theatre plays. In few chapters, theatre is analyzed as a learning tool in various fields of study, but the main focus of the paper is language learning through drama with the purpose of improving students’ linguistic and cultural knowledge. The discussion can be of concern to all those wishing to improve their language skills, and to drama educators and other theatre and education practitioners.

ABSTRACT Research Findings: This mixed-methods study examined parental involvement in children’s English as a second language (L2) learning across home, school, and extracurricular settings in Hong Kong. Quantitative data from 124 kindergarten children (M age = 71.05 months) revealed that the home environment was the only significant predictor of L2 language and literacy skills. Qualitative interviews with twelve parents provided deeper insights into their practices and perceptions. Key findings included: (1) parents prioritized home-based L2 activities and emphasized the importance of their supportive roles; (2) school-based involvement was limited, with parents expressing a desire for greater English support from schools; (3) enrollment in English extracurricular activities was common, though participation duration and intensity varied; and (4) parental involvement was motivated by the perceived importance of English and their child’s interest but constrained by their own L2 proficiency and time limitations. Practice or Policy: The findings highlight the need for contextually responsive strategies to support parents in fostering children’s L2 development. Schools should provide more guidance on home literacy practices and enhance English-related resources and activities. Policymakers and educators could promote collaboration between home and school to better support young children and their families.

Background and Clinical Significance: developmental language disorder (DLD) and specific learning disorder (SLD) may coexist, resulting in significantly broader impairments to oral and written language skills. Understanding the neurobiological basis of these deficits is crucial, and electrophysiological assessment of the auditory system offers an objective approach not influenced by behavioral factors. The present study describes the audiological electrophysiology of an adolescent diagnosed with both DLD and SLD. Case Presentation: R.B., a 15-year-old adolescent with a history of SLD and DLD, presented with persistent deficits in oral language (syntax) and written (decoding) skills after 7 months of intensive therapy. Basic audiological tests confirmed hearing within normal limits. An electrophysiological battery, including the click-brainstem auditory evoked potential (c-ABR), medium latency auditory evoked potential (MLAEP), long-latency auditory evoked potential (P300), and frequency following response (FFR), was performed to investigate information processing in the auditory trajectory. The c-ABR confirmed the integrity of the auditory pathway up to the brainstem. MLAEP revealed a differential ear effect, with significant asymmetry in the Na-Pa interamplitude, pointing to a dysfunction in subcortical processing. The P300 showed a prolonged latency in the left ear (437 ms), and there was no response in the right. The FFRs under ideal and impaired listening conditions demonstrated impaired perception of speech and revealed that the neurophysiological responses did not correspond to the eliciting stimulus. Conclusions: The present case study showed that electrophysiological testing of the auditory system provided objective and quantitative evidence for a neurobiological basis of the language deficits of an adolescent with DLD and SLD. The work demonstrated that when comorbidities are present, a multidisciplinary investigation of both the linguistic and auditory systems can be helpful.

This study examines how language skills impact the oral reading abilities of the learners. It underscores the critical role of early language development in fostering literacy. The study investigates the relationships between listening, speaking, vocabulary, and comprehension skills and their influence on reading fluency and accuracy. Various data collection methods were employed, including assessments, reading evaluations, and teacher observations. The sample consisted of 30 purposively selected parents of Grade One students. Data were analyzed using frequency, percentage, weighted mean, and Pearson Correlation Coefficient (r). The findings revealed that learners with stronger language skills generally demonstrated better oral reading abilities, emphasizing the strong link between language development and literacy. Conversely, deficits in vocabulary and comprehension were found to impede reading performance. The study highlights the need for targeted language development interventions to promote early reading success. It recommends incorporating language enrichment activities into the curriculum and offering specific support for students who require additional assistance. By exploring the connection between language skills and reading proficiency, the research provides valuable insights for educators, curriculum designers, and policymakers focused on improving literacy outcomes for young learners.

This study assessed the language and literacy skills of Grade One learners and examined the relationship between these domains to inform a Literacy Skills Enhancement Plan. Data were analyzed using descriptive statistics and correlation analysis to address the research questions and probe associations among variables. Findings revealed that learners generally demonstrated stronger receptive than expressive language, uneven performance across early literacy components (with rhyming emerging as comparatively weaker), and a positive association between overall language proficiency and literacy outcomes. From these results, the study concluded that systematic attention to oral-language foundations alongside tightly sequenced phonological and alphabetic instruction was warranted to accelerate reading readiness. Accordingly, it recommended the formal, school-wide adoption of a Literacy Skills Enhancement Plan featuring protected oral-language blocks, explicit phonological/phonics routines, small-group differentiation aligned to current learner profiles, and a monitor-coach cycle to ensure fidelity and continuous improvement.

This study assessed the language and literacy achievement of learners. The objectives were to determine the level of learners’ receptive and expressive language skills, measure their literacy skills in terms of letter sounds, rhyming words, and letter names, and test the relationship between language and literacy skills as the basis for a Literacy Skills Enhancement Plan. A descriptive-correlational research design was employed to provide a comprehensive description of learners’ competencies and to establish the statistical relationship between the two domains. The respondents included 85 Grade One pupils selected through purposive sampling, while their teachers served as evaluators of the learners’ performance. The Early Childhood Care and Development (ECCD) Checklist, adapted from the Department of Education, was used as the main instrument. Findings revealed that learners had moderate proficiency in expressive and receptive language, with notable gaps in phonological awareness and letter-sound recognition. Results further confirmed a significant relationship between oral language and literacy achievement. The study concluded that oral language proficiency served as a strong predictor of literacy development. It was recommended that the proposed Literacy Skills Enhancement Plan be implemented to strengthen foundational literacy through integrated classroom instruction and home-based support.

This paper explores the English as a Second Language (ESL) teachers’ experiences of teaching literature in three high schools in the Pinetown District, South Africa. The interpretivist paradigm underpinned the qualitative case study. It used Ubuntugogy as an epistemic lens. Eleven high school teachers were purposively sampled, participated in semi-structured interviews, and were observed teaching literature in their grades 10–12 classrooms. The recorded, transcribed and coded interviews were thematically analysed. The findings revealed that ESL literature teachers found literature teaching to be multidimensional. The teachers perceived literature teaching in the ESL environment as a positive experience. For instance, they described it as fantastic, fascinating, life-changing, and enticing and as a journey. However, they also found it to be challenging and intimidating. They also considered the multilingual component of the South African ESL environment and used multilingual pedagogies to enhance comprehension and learner engagement. Teaching literature in the ESL classroom has more significant benefits than challenges posed by the teachers’ or learners’ backgrounds and linguistic barriers. This paper recommends using Ubuntugogy in teaching literature in South African ESL classrooms. Furthermore, the learners’ voices and the use of literature in teaching other language skills must be strengthened in policy and practice. Technology infusion may also be a relevant resource in using literature to enhance critical thinking and language development in the classroom.

Constant time delay to teach receptive language via sign language to an adolescent with autism spectrum disorder.

From the past to the future: The influence of early social deprivation on learning and behavioral development through programming.

Societal language and social skills in preschool dual language learners

Investigating coping strategies for anxiety and speech disorders in classroom presentations: A case study on Bangladeshi tertiary students.

This study presents a needs-based analysis and the development of an English language skills module specifically designed for front office employees at a local hotel in Batam, Indonesia. Using a Research and Development (R&D) approach and the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the module was developed based on Hutchinson & Waters' needs analysis framework. Data were collected through interviews with four front office employees, while two experts—a hotel manager and an ESP lecturer—validated the module. The analysis revealed that employees primarily struggled with listening comprehension, speaking fluency, and confidence when interacting with international guests. The findings imply that conducting a thorough needs analysis is crucial for developing effective English training materials in the hospitality industry. Without understanding the specific language challenges faced by front office employees, training programs risk being irrelevant or ineffective. This study highlights that a conducted needs analysis leads to more targeted, practical modules that directly address real workplace communication problems. It also underscores the importance of aligning training content with employee needs to improve service quality, enhance guest satisfaction, and strengthen the hotel’s role in supporting regional tourism growth.

There is a rapid development and widespread application of computer sciences, leading humanity into a new development era. Acceleration of artificial intelligence era essentially influenced on modern individuals’ lifestyle, their professional and other activities. Its application in language learning is a key trend in contemporary pedagogical thought in Kazakhstan and abroad. Consequently, we need to reconsider fundamental methods, approaches, concepts in language education. Artificial intelligence programming principles and language learning methods connect with use of neuroscience, significantly contributing to progress in linguistic education field. Examples: machine translation, human-machine dialogue interaction, robotics in educational process and more. These technologies greatly altered traditional education concept. Methods in these technologies context influence educational process, educators’ role and assessment means. Its usage became an integral trend in modern education. Building a language teaching and learning system considering current trends can provide students with strategies adapted to their needs, enhance efficiency of educational process, contribute to successful goals achievement. It also allows for a significant acceleration, improvement in language skills efficiency. This article provides an overview of characteristics, features, limitations of language learning using artificial intelligence advancements. It analyzes certain teaching methods and highlights changing role of language educators. The purpose is to clarify new conditions for foreign language education. In the future, within the analysis conducted, a stable and favorable interaction model will be formed promoting more effective learning and achieve high educational outcomes.