Language Support Research Articles

OPTIMISING LEARNING FOR HEARING-IMPAIRED STUDENTS: A COMPARATIVE ANALYSIS OF LET'S WRITE, A MOBILE APPLICATION, AND GOOGLE CLASSROOM LEARNING PLATFORM ON USABILITY, LEARNING MOTIVATION AND ACADEMIC PERFORMANCE

Hearing-impaired students struggle with writing, frequently make errors, and have limited sentence construction skills. Current learning platforms like Google Classroom do not have sign language support or content specifically designed for students with lower written comprehension, leading to frustration, sentence structure difficulties, and decreased motivation, as their unmet needs affect academic achievement. This study aimed to investigate if Let's Write, a mobile application, could address the essential writing skills needed for simple sentences, specifically focusing on the Preposition of Positions. The goal was to improve handwriting, accuracy, sentence structure, and punctuation by comparing it to the Google Classroom learning platform. The study was conducted using an experimental design, and the participants were chosen from government schools in Perak and Penang using purposive sampling. The study divided 80 hearing-impaired students into control (n=40) and experimental (n=40) groups, each using a different platform. Pre-tests, treatment (platform use), and post-tests were used to measure academic progress, while questionnaires assessed usability and motivation. The results showed that the Let's Write application provided a significantly more user-friendly and interactive learning environment. Students using the Let's Write application displayed higher self-assessment, focused on learning from mistakes, sought independent knowledge, and reported overall satisfaction. Importantly, the Let's Write application group showed greater academic improvement than the Google Classroom learning platform group. This suggests that mobile applications, particularly those incorporating sign language, can greatly enhance learning for hearing-impaired students by improving usability and learning motivation. It highlights the importance of tailored educational technologies in bridging the achievement gap. The study provides valuable insights for educators and developers to refine digital learning tools further.

German language support in Austria: feasibility, effectiveness and legitimacy from the perspective of public administration

Education systems around the world have been grappling with the task of including multilingual students. To achieve this objective, multilingual students in Austria have been receiving parallel instruction in segregated classrooms since the 2018/19 school year. These measures have been the subject of criticism, particularly in terms of their practical feasibility due to limited space and staff resources, as well as their effectiveness in terms of students’ academic, linguistic, and socio-emotional development and their fundamental normative value (i.e. legitimacy). To add a new perspective, this study employs qualitative data to clarify public administration employees’ stances on the perceived feasibility, effectiveness, and legitimacy of German language support measures. The results of a reflexive thematic analysis reveal that most participants hold negative perceptions of perceived feasibility, particularly concerning spatial and personnel resources as well as class composition. Findings also indicate that participants convey a critical outlook on the effectiveness of the German language support measures in terms of students’ general academic progress and socio-emotional development. Interestingly, the findings suggest that, despite clear negative assessments, there exist conflicting and indecisive views pertaining to perceived legitimacy. The results presented in this study hold significant implications for research efforts that prioritize language and diversity considerations.

Insights into students’ experiences of social inclusion and exclusion during attending language pull-out classes

ABSTRACT A crucial aspect of the discourse of inclusion revolves around the concept of language pull-out classes and their potential to hinder inclusion. This paper addresses this issue by engaging with the voices of the addressees of German language support measures, namely multilingual students. Hence, the experiences of 49 primary school students (27 girls; 22 boys; age = 6–11) enrolled in segregated German language support classes (GLSC) were examined. Therefore, face-to-face interviews were conducted, employing a semi-structured interview guideline. Results indicated that the spatial and social segregation of students has negative effects on their social inclusion on several levels. E.g. it minimises opportunities for students to form stable friendships in mainstream classes. Additionally, findings revealed that students find strategies to cope with their placement in additive language support classes. To feel a sense of belonging students denied the presence of their further languages when interacting with friends or rationalised attending a GLSC as beneficial for them. However, these strategies reflect those inequities.

Assessing stress causing factors and language related challenges among first year students in higher institutions in Pakistan

This mixed-methods study delves into stress factors among first-year undergraduate students in universities across Punjab, Pakistan. Five hundred students underwent evaluation for stress levels and academic achievement, with 10 selected for further analysis. The Perceived Stress Scale (Cohen et al., 1983) and demographic sheets were utilized for data collection. Analysis revealed a significant negative correlation between perceived stress and academic achievement. While women exhibited higher stress levels but better academic performance, students from public sector universities reported greater stress and lower academic success. In-depth interviews identified key stressors including heavy academic workload, financial constraints, limited support systems, competitive academic environments, and language-related challenges, notably weak English-speaking skills. These findings underscore the urgent need for enhanced support services, increased financial aid accessibility, a balanced academic culture, and the implementation of language support programs in Southern Punjab's higher education institutions. Addressing these stressors is crucial for fostering the well-being and academic success of first-year students, emphasizing the importance of creating a supportive learning environment during this transitional phase. The study offers insights into the multifaceted nature of stress experienced by first-year students and highlights the imperative of addressing these stressors to promote a nurturing learning environment conducive to academic success. Future research should explore the effectiveness of interventions aimed at reducing stress among first-year students and investigate additional factors that may contribute to stress in this population.

Advancing Inclusivity, Equity, and Diversity in English Language Education: Empowering Underrepresented Students in Africa

This study investigates the effects of English Medium Instruction (EMI) on African educational systems, focusing on the barriers to education that students encounter due to limited English proficiency in countries where English is not the native language. The authors employed a mixed methods approach, uncovering students' systemic challenges, particularly the high English proficiency requirements for university admissions, which risk excluding those with lower English fluency. By addressing the complex challenges that African students face with EMI, this study advocates for an educational system that respects and aids students from various linguistic backgrounds. The research emphasizes the critical role of English language skills in students’ academic success across all subjects, given the exclusive use of English for teaching. Drawing from a dataset of 36 participants, the study offers a range of pedagogical and policy recommendations to advance inclusivity, equity, and diversity in EMI settings. These recommendations include recognizing student diversity, implementing fluency-centered teaching methods, differentiated instruction, task-based and flipped classroom approaches, cultural exchange activities, the integration of bridge English courses into higher education, parental involvement, curriculum reform, focused teacher training, professional development, equitable resource allocation, bilingual education programs, controlled translanguaging adoption, and gradual policy implementation. These recommendations will help educational systems accommodate diverse linguistic backgrounds, provide essential language support, and promote a supportive academic environment. This paper contributes to the broader discussion on inclusion, equity, and diversity in second-language education, offering valuable insights and recommendations for policymakers, educators, and researchers.

Exploring Android Obfuscators and Deobfuscators: An Empirical Investigation

Researchers have proposed different obfuscation transformations supported by numerous smartphone protection tools (obfuscators and deobfuscators). However, there is a need for a comprehensive study to empirically characterize these tools that belong to different categories of transformations. We propose a property-based framework to systematically classify twenty cutting-edge tools according to their features, analysis type, programming language support, licensing, applied obfuscation transformations, and general technical drawbacks. Our analysis predominantly reveals that very few tools work at the dynamic level, and most tools (which are static-based) work for Java or Java-based ecosystems (e.g., Android). The findings also show that the widespread adoption of renaming transformations is followed by formatting and code injection. In addition, this paper pinpoints the technical shortcomings of each tool; some of these drawbacks are common in static-based analyzers (e.g., resource consumption), and other drawbacks have negative effects on the experiment conducted by students (e.g., a third-party library involved). According to these critical limitations, we provide some timely recommendations for further research. This study can assist not only Android developers and researchers to improve the overall health of their apps but also the managers of computer science and cybersecurity academic programs to embed suitable obfuscation tools in their curricula.

An evaluation and refinement of the “Hep B Story” app, tailored to meet the community’s cultural needs

BackgroundHepatitis B is endemic amongst the Australian Aboriginal population in the Northern Territory. A participatory action research project identified the lack of culturally appropriate education tools and led to the development of the “Hep B Story” app in the Aboriginal language Yolŋu Matha. This paper describes a formal evaluation of the app’s first version, which informed improvements and translation into a further ten Aboriginal languages.MethodsThe evaluation employed Participatory Action Research (PAR) principles to work within Indigenous research methodologies and prioritise Indigenous knowledge to improve the app iteratively. Semi-structured interviews and focus groups were conducted across the Northern Territory with 11 different language groups. Local Community Based Researchers and Aboriginal Research team members coordinated sessions. The recorded, translated conversations were transcribed verbatim and thematically analysed using an inductive and deductive approach.ResultsBetween November 2018 and September 2020, 94 individuals from 11 language groups participated in 25 semi-structured interviews and 10 focus groups. All participants identified as Aboriginal. Most participants felt the app would be culturally appropriate for Aboriginal communities in the Northern Territory and improve knowledge surrounding hepatitis B. The information gathered from these interviews allowed for identifying five main themes: support for app, relationships, concept versus language, shame, and perceptions of images, along with errors that required modification.ConclusionsA “real-life” evaluation of the app was comprehensively completed using a PAR approach blended with Indigenous research methods. This evaluation allowed us to develop an updated and enhanced version of the app before creating the additional ten language versions. An iterative approach alongside strong community engagement was pivotal in ensuring the app’s cultural safety and appropriateness. We recommend avoiding the use of knowledge-based evaluations in an Aboriginal setting to ensure relevant and culturally appropriate feedback is obtained.

“To make the student exist” – Bilingual subject teachers’ narratives about multilingualism in language support classes in Norway

ABSTRACT Bilingual subject instruction, designed to facilitate the acquisition of the Norwegian language, is a support class aimed at immigrant students in primary and lower secondary Norwegian schools. This study delves into the beliefs of two Polish-Norwegian bilingual teachers regarding multilingualism in this instructional context and the factors influencing their decisions on incorporating students’ prior linguistic knowledge. Utilizing a narrative approach, the analysis of interviews reveals that both teachers perceive multilingualism as valuable for learning support and students’ social engagement. Individual variations emerge in how these teachers employ multilingual resources, reflecting a connection between their beliefs, experiences, and reported pedagogical decisions.

Undergraduate Students’ Readiness Toward English Medium Instruction In Higher Studies In Bangladesh: A Comparison Of Possibilities Of Public And Private Universities’ Internationalization

Assessing students’ readiness for English Medium Instruction (EMI) is crucial for understanding the efficacy of EMI as a pathway to internationalization in non-native English-speaking higher education contexts. This study investigates undergraduate students’ readiness for EMI in higher education in Bangladesh, compares the preparedness of students of public and private universities. The objective is to assess how readiness—defined by perceived ability, engagement, attitudes toward EMI, and perceived challenges—varies across different academic years and institutional types. Using a cross-sectional correlational design, data were collected from 267 undergraduate students from public and private universities through a structured survey questionnaire. Key variables included perceived ability to succeed in EMI (PASE), attitude towards EMI and internationalization (ATEI), learning engagement of students in EMI (LESE), and perceived challenges of facing EMI (PCFE). Independent samples t-tests, one-way ANOVA, and multiple regression analyses were employed. Results showed no significant differences in EMI readiness across the four academic years, meaning that progression in readiness is limited despite increased exposure to EMI. The t-test revealed significant differences only in perceived challenges (PCFE) between public and private universities, with private university students reporting higher challenges. Regression analysis indicated that PASE, ATEI, and PCFE significantly predicted LESE, with ATEI having the strongest impact on learning engagement. These findings suggest that sustained exposure to EMI alone may be insufficient to enhance readiness, especially without institutional language support and resources. Therefore, universities must take care of the strategic goals of internationalization in higher education.

Financial Feasibility Analysis of Elderly Cross-Border Tourism: A Case Study

Since the 21st century, China has entered an aging society. With a significant increase in the elderly population, it is important to consider how to enrich the old people’s lives in their later years and meet their diversified entertainment and tourism needs. The “New Home in Different Places” project is dedicated to offering personalized cross-border tourism services for affluent seniors. Through a digital platform, it provides tailored itineraries, language support, and health services, ensuring seamless and enriching travel experiences. The project aims to redefine elderly tourism and explores its competitive advantages and market development plans through SWOT analysis and Porter’s Five Forces analysis. Its uniqueness lies in its focus on tourism products and services suitable for the elderly, alongside personalized travel consultation and comprehensive arrangement services. Through technological innovation and market strategies, the project will continuously expand its competitive edge, offering a wider range of travel options for the elderly.

A qualitative study of patients’ perceptions of DASH diet apps for dietary self- management of hypertension in Saudi Arabia

Nutrition smartphone apps have become a popular and readily accessible approach to improving dietary behaviour. Hypertension is often associated with a poor diet, and its prevalence is increasing in Saudi Arabia(1). The Dietary Approaches to Stop Hypertension (DASH) eating plan has been shown to reduce blood pressure in people with hypertension(2). A previous study identified two high-quality, safe, and potentially effective smartphone apps for managing hypertension: NOOM and DASH To TEN(3). This study aimed to explore the potential of these two DASH diet self- management apps for controlling blood pressure in the Saudi Arabian context.Fifteen patients were recruited at King Abdullah bin Abdulaziz University Hospital in Riyadh, Saudi Arabia. Ten patients had hypertension, and five had prehypertension (mean age = 45). Patients were given the two apps and asked to try each for one week. Focus groups (n=4) were held at the end of the trial to understand the patient perceptions of the apps. Discussions were recorded, and the transcriptions were analysed using a thematic framework analysis(4).The following four themes emerged:1.Managing hypertension through diet was perceived as important. Most patients reported thatadhering to the DASH diet was challenging due to a lack of motivation and willpower,inadequate support from household members, and high prices for healthy food.2.The potential and current reach of dietary apps emerged as a main theme, and manycomments related to patients’ belief that dietary apps could increase their motivation and awareness about the DASH diet. Barriers to the use of apps were also identified including their difficulty of use, a preference for dietetic monitoring, and cost.3.Interactive app functionality was identified as a key theme, as evidenced by comments about a straightforward sign-up process, an extensive food database for dietary self-monitoring, feedback, goal setting, and reminders, considered essential for diet adherence.4.A preference for the NOOM app emerged. Patients perceived the NOOM app more suitable in the Saudi context. Noom was deemed to support DASH self-management because it supports weight reduction, which helps lower blood pressure. NOOM was perceived as highly interactive, offering motivational reminders, feedback, realistic dietary plans, and a comprehensive food database. Patients made several recommendations for app improvement; these included Arabic language support, automatic calculation of sodium and potassium consumption, and lower cost. Patients also expressed a desire for training in the use of the app.This qualitative analysis suggests that the NOOM app could be suitable for use with hypertensive patients in Saudi Arabia. Further research is needed to determine the feasibility and efficacy of long- term use of the NOOM app with a Saudi Arabia population.

University students’ attitudes towards English Medium Instruction and academic language support: A view from Indonesia

University students’ attitudes towards English Medium Instruction and academic language support: A view from Indonesia

A Collaborative Code Platform with Advanced AI Features and Real-Time Collaboration Tools

Abstract: Good collaboration and code management are crucial in today's software development environment. Our research has launched a new collaborative process that combines AI resources, including AI and global research, to improve products and enhance and facilitate collaboration. The platform features real-time collaboration tools such as dynamic text with multilanguage support, dialog functionality, and notepad functionality. With OAuth authentication, users can seamlessly perform CRUD operations on files and directories, share code repositories, and participate in live coding sessions. The platform supports compilation and execution of a code file and follows good design principles such as caching, microservices architecture, and containerization to ensure scalability and performance. The platform focuses on user experience by providing simple user interface design and easy interface navigation. Users can create workspaces, share them collaboratively, and seamlessly import repositories from Git. The platform's intelligent data manager helps manage files and directories, while the collaborative platform allows developers to collaborate on code libraries efficiently. The platform is modern web-based, using React on the frontend and Node.js on the backend; Supported with syntax highlighting and smart initialization along with Socket.io for runtime with SQL and NoSQL databases. Provides comprehensive language support. All progress is saved, providing users with peace of mind. While the basic design is for desktops, future iterations are expected to support mobile devices.

Impact of Language Diversity on the Secondary School Learning Process in Nyamagana District, Tanzania

This qualitative study, conducted in Nyamagana District, Tanzania, aimed to comprehensively explore the impact of linguistic diversity on the learning process within secondary education. Employing interviews, classroom observations and a literature review, the study investigated the multifaceted nature of linguistic diversity, revealing communication barriers that hindered students’ comprehension and participation. Teachers employed diverse strategies, including bilingual instruction and visual aids, to address these challenges. Recommendations included the development of language support programs and investments in teacher development for the effective management of linguistic diversity, fostering equitable and inclusive learning environments. The study contributed crucial insights for stakeholders committed to creating culturally rich and inclusive educational settings in Nyamagana District's secondary schools.

Multilingual education and social equity: A comparative study of integration policies in multicultural societies

This paper examines the intersection of multilingual education and social equity in multicultural societies, focusing on implementing integration policies and multilingual education practices. Through case studies, policy analysis, and literature review, the study identifies common challenges multicultural societies face in promoting educational and social equity, such as language barriers, cultural differences, and socioeconomic disparities. It highlights the importance of comprehensive integration and multilingual education policies in addressing these challenges and fostering inclusive learning environments. The paper also provides recommendations for improving integration policies and multilingual education practices, including equitable funding, culturally responsive pedagogy, language support services, community engagement, and anti-discrimination measures. The study underscores the significance of multilingual education and social equity in creating more equitable and inclusive societies, emphasizing the value of linguistic diversity, cultural understanding, and equal opportunities for all students. The paper highlights the significance of understanding and addressing the complexities surrounding multilingual education and social equity in multicultural societies. It emphasizes the importance of comprehensive policies and practices that promote inclusive education environments while acknowledging the challenges faced in their implementation. The abstract sets the stage for further exploration into these crucial areas of education policy and practice by providing recommendations for policy improvement and emphasizing the value of linguistic diversity and cultural understanding. Multilingual education and social equity are critical components of inclusive education systems in multicultural societies. This paper focuses on the necessity of considering both educational policy and practice aspects. Acknowledging the challenges faced in implementing integration policies and multilingual education practices, the study encourages policymakers and educators to prioritize developing and implementing comprehensive strategies.

Regular dental check-up status and related factors among Thai residents in Japan.

The objectives of this online study were to determine the status of regular dental check-ups among Thai nationals living in Japan and to identify barriers to regular dental check-ups by comparing them with general health check-ups. We conducted the online survey twice, in 2021 and 2022, among Thai nationals aged 18years and older living in Japan via social networking services by an organization that supports Thai nationals living in Japan. Respondents between the ages of 30 and 59 were included in this study. Independent factors included gender, age, length of stay in Japan, family economic status, confidence in Japanese and stay for work purposes. Dependent factors were regular dental check-ups and general health check-ups in the past year. Chi-square tests and multiple logistic regression analyses were used for analysis. 56.6% of respondents had regular dental check-ups. The adjusted odds ratio for the proportion of people with regular dental check-ups was significantly higher for those with high economic status, 2.15 (1.06-4.33), compared with those with low economic status. It was also significantly higher 1.88 (1.10-3.21) for those with confidence in the Japanese language compared with those without. The study suggested the need for Japanese language support in addition to financial support for dental health prevention programs for foreigners living in Japan.

Common Pronunciation Errors among Vietnamese Learners of English from Phonological Perspectives

This study investigates the phonological challenges encountered by Vietnamese learners of English and explores the strategies employed to address these challenges. A mixed-methods approach was employed, comprising a quantitative survey administered to 152 participants and semi-structured interviews conducted with a subset of 7 participants. Quantitative analysis of survey data revealed perceived difficulty levels for various phonological aspects of English pronunciation, with reconciling spelling and pronunciation emerging as the most challenging aspect. Qualitative interviews provided deeper insights into learners' experiences, highlighting additional phonological challenges such as distinguishing between vowel sounds and mastering intonation patterns. Participants reported employing a range of strategies, including regular practice, utilization of resources, and participation in interactive learning experiences, to address pronunciation difficulties. The implications of this research are twofold. Firstly, it contributes to a comprehensive understanding of the complexities surrounding English pronunciation learning among Vietnamese learners. Secondly, the identified strategies offer valuable insights for language teaching and support. Educators can tailor their teaching approaches to address the specific phonological challenges highlighted in this study, fostering more effective English pronunciation acquisition among Vietnamese learners. Additionally, the findings underscore the importance of providing diverse learning resources and opportunities for interactive practice to enhance pronunciation skills. These implications not only enrich our understanding of language acquisition processes but also have practical implications for educators, curriculum developers, and language learners alike.

Dubify: Multilingual Video Translation Platform

In an increasingly globalized society, effective cross-linguistic communication is essential. This brief presents a new approach. Dubify is a feature-rich application created to facilitate smooth translation of video information between languages. Dubify uses advanced machine learning algorithms to provide real-time translation services, ensuring that video content is understandable and accessible to viewers around the world. Strong speech recognition, accurate translation, and natural language generation are some of Dubify's main strengths. Thanks to the platform's extensive language support, users can easily translate video content into multiple languages. In addition, Dubify offers customization tools that allow users to adjust translations to suit their particular taste and dialect. Dubify's easy-to-use interface and advanced translation skills make it a flexible choice for individuals, businesses, and organizations looking to translate

Co-designing strategies to improve advance care planning among people from culturally and linguistically diverse backgrounds with cancer: iCanCarePlan study protocol

BackgroundAdvance care planning (ACP) describes the process of supporting individuals at any age or stage of health to consider and share their personal values, life goals, and preferences regarding future health care. Engaging in ACP is associated with better-quality of care in which people receive care in lines with their wishes, values and preferences. Direct translations of ACP guides and resources do not attend to the considerable inter- and intra-ethnic variations in cultural and religious or spiritual beliefs that shape preferences among people from culturally and linguistically diverse (CALD) backgrounds. ICanCarePlan is a three-year project that aims to determine the prevalence of ACP documentation among people from CALD backgrounds with cancer, identify resources available and their use to support ACP among CALD communities, identify barriers and facilitators of person-centred ACP, and to develop, through co-design with consumers and clinicians, approaches that enhance the process ACP for people from CALD backgrounds.MethodA mixed-method sequential approach will be used comprising of four studies. Study one is retrospective medical record review of approximately 1500 medical records to establish the prevalence of ACP documentation among CALD patient records in cancer services. Study two is a document analysis synthesising the resources available in the Australian health system to support ACP. Study three is a qualitative study with healthcare staff and consumers to explore barriers and enablers of person-centred ACP. Evidence generated from studies one to three will inform the conduct of co-design with stakeholders to develop approaches to improve ACP processes among CALD communities. Language, technical and financial support for meaningful involvement with consumers from CALD backgrounds throughout this project is outlined. A plan for distress management is also made due to sensitive nature of the topic. The research project has also established a project steering group consisting of three consumer members who are from CALD backgrounds.DiscussionThe project will address a national priority issue for a growing population of CALD communities in Australia. The project will provide novel evidence of ACP among CALD communities and novel strategies developed with stakeholders to enhance uptake and experiences of ACP.

Intérêt d’une intervention de soutien langagier basée sur la narration et menée par l’enseignante auprès d’enfants de grande section de maternelle avec difficultés langagières.

Context: Narrative intervention enhances narrative abilities by addressing macrostructural elements within storytelling tasks for instance and can be an effective way of supporting the language development of preschool-aged children. Moreover, language support in educational settings plays a preventive role in addressing potential difficulties in language skills due to a lack of linguistic stimulation. Objectives: This study assesses the implementation fidelity of a tier 2 intervention with a pre-school teacher, measures the effectiveness of this intervention with children with language difficulties, and determines whether these children can catch up the level of narrative skills of the rest of the class, following the intervention Methods: Children with language difficulties were selected by the master student based on an inclusion test determining their linguistic profile, which was administered to all pupils in the class. Narrative skills were assessed for the entire class in a pre-test, considering elements of macrostructure and microstructure elicited during narrative generation and retelling activities. A Rapid Automa-tized Naming (RAN) control task was also included to evaluate the specificity of the intervention. The teacher was trained by the master student for the intervention, according to profession-al development principles. Subsequently, the intervention, lasting 45 minutes once a week for 6 weeks, was delivered by the teacher to five children identified as having language difficulties, aged 5;5 to 5;10. The intervention aimed to improve the number of macrostructural elements in a retelling activity through the use of icons and sequential picture stories. Finally, the RAN task and narrative skills (retelling and narrative generation) of the entire class were reassessed in a post-test. Results: At the end of the intervention, macro- and microstructural improvements were observed in the story generation activity in the experimental group. Moreover, following the teacher's intervention, the experimental group did not differ anymore from the rest of the class in retelling (when considering the trained story) nor in story generation. However, data analysis revealed weaknesses in the implementation of the intervention, both in content and dosage. Conclusion: The results contribute to the existing research supporting the effectiveness of group narrative intervention. Furthermore, they suggest the possibility of replicating a tier 2 indirect narrative intervention conducted by the teacher, by enhancing the professional development framework.