Languages Online Research Articles

Nanotechnology-driven Microemulsion Based Intranasal Delivery to Neurotechnology-driven Neuralink: Strategies to Improve Management of Neurodegenerative Disorders.

Neurodegenerative disorder refers to malfunctioning of neuronstheirdegradation leading to death of neurons. Among various neurodegenerative disorders APHD (Alzheimer's, Parkinson's, and Huntington's Disease) are particularly concerning due to their progressive and debilitating nature. The therapeutic agent used for treatment and management of APHD often show unsatisfactory clinical outcome owing to poor solubility and limitedpermeability across blood brain barrier (BBB). The nose-to brain delivery can overcome this BBBchallenge as it can transport drug directly to brain though olfactory pathways bypassing BBB. Additionally, the nanotechnology has emerged as a cutting-edge methodology to address this issue and specifically mucoadhesive micro/nanoemulsion can improve the overall performance of the drug when administered intranasally. Beyond the therapy neurotechnology has emerged as are revolutionary AI-driven BCI (Brain computer interface) aimed to restore independence in patients with function loss due to neuron degeneration/death. A promising BCI Neuralink has been recently explored for clinical trials and results revealed that a quadriplegia bearing person with implanted Neuralink chip was able to perform few normal functions of daily routine such as playing online games, text messaging, reading, and learning foreign languages online through accessing the particular websites. This review will discuss the fundamental concepts of neurodegeneration, application of micro/nanoemulsion through intranasal route and integration of neurotechnology for the management and treatment of APHD.

How do high-achieving students learn languages online?

The impact of language learning strategy use on achievement has been extensively researched in the traditional foreign language classroom. However, little is known about this topic in the context of online learning. In addition, previous research has focused primarily on English as a foreign or second language. This study fills these gaps by investigating the use of language learning strategies by students taking a beginner-level online course in a foreign language other than English at a Swedish university. The study examined the extent to which students used language learning strategies, whether age was related to the use of language learning strategies, and whether language learning strategy use increased the likelihood of foreign language achievement, operationalised as receiving the highest final course grade. Participants (n= 108), aged 19–76 years (M = 37.6), completed the Strategy Inventory for Language Learning (Oxford, 1990). Three main findings emerged from the study. First, the students used metacognitive strategies most frequently, which could be explained by the fact that the online format requires great learner autonomy. Second, age was negatively but weakly related to the use of memory and affective strategies. Third, the use of cognitive strategies significantly increased the likelihood of foreign language achievement almost tenfold. Thus, this category of strategies appeared to be a strong predictor of achievement among the study participants.

Citizenship, language and digital rights: the question of language in the process of decolonising the internet and digital rights

PurposeMuch of the vocabulary of digital rights have not been translated into Kiswahili. This means that technology experts and digital rights defenders often use English words when they are discussing technology. This contributes to the frailty of efforts to defend digital rights because those who attempt to explain the importance of these issues to the broader societies are forced to rely on English vocabulary that is not rooted in or connected to Kiswahili contexts. This paper aims to discuss the importance of inviting people to use African languages on the internet.Design/methodology/approachKiswahili is the most widely spoken African language in the world. Nearly 140 million people in East Africa speak Kiswahili as a first or second language, including in Kenya and Tanzania where it is the national language. There is a long history of Kiswahili writing, publishing and cultural production in Kiswahili. Kiswahili is also the only African language that is an official language at the African Union. Even so, Kiswahili lags behind significantly in the development of a vocabulary and grammar of technology.FindingsBeyond vocabulary, the use of African languages online is important to strengthening democracy on the internet because language is keenly connected to identity. Efforts to translate the vocabulary of technology into Kiswahili are aimed at encouraging societies in East Africa to build communities online that represent their interests keenly. This article therefore looks at the importance of language in building society and the efforts by residents of East Africa to decolonise the internet, so that they are able to exist in their fullness on the internet. The article further examines the semiotics of language in digital innovation, and the importance of representing Kiswahili language communities properly online in efforts to decolonise the internet. This paper does not presume that Kiswahili is the only African language that can decolonise the internet, because even Kiswahili has a history of domination over other language communities in the region. Rather, the article uses the example of Kiswahili to urge the use of indigenous languages to defend digital diversity.Originality/valueThe importance of this article is in demonstrating the importance of language in the movement to develop digital rights and especially to remove colonial approaches to technology, an issue that, to the best of the author’s knowledge, has never been discussed in relation to the Kiswahili language.

Exploring the direct and indirect effects of EFL learners’ online motivational self-system on their online language learning acceptance: the new roles of current L2 self and digital self-authenticity

The impact of students' intrinsic or extrinsic motivations on their future intentions for online language schooling has been widely documented, but further emphasis needs to be placed on examining motivation beyond traditional theories. Thus, the current study sought to pivot the focus from intrinsic and extrinsic motivation to university language learners’ L2 self-identities in shaping their intention to learn language online. Toward this, we extended the technology acceptance model by integrating language learners’ L2 motivational self-system (L2MSS). Accordingly, 422 Iranian territory students who learned language online completed surveys covering language motivation and attitudes toward online language learning. The results of partial least squares structural equation modeling validated that current L2-self and digital self-authenticity can be used as separable subcomponents of L2MSS in the Iranian territory context. Moreover, learners with a higher level of future self-image and current L2 self-description found online learning more useful and easy to use. A further finding revealed an authenticity gap among higher educators since they were more motivated to learn language online than in face-to-face classrooms. Besides introducing a new conceptual framework into the literature, the researchers suggest that as a way of influencing higher education language learners’ intentions towards online language learning, lecturers should uncover language learners’ future ideal selves in advance of attending this online language course and design their language syllabus accordingly. It is also imperative for instructors to encourage students to self-describe their progress during online courses as it influenced their behavioral intention to learn languages online.

SPECIFICATION AND TYPES OF ASSESSMENT IN THE PROCESS OF ONLINE FOREIGN LANGUAGE LEARNING

The article investigates the specification of assessment in the process of distance foreign language learning and their types. The modern world is changing every minute, presenting new challenges for all sectors of society, including the process of teaching foreign languages, which has also undergone significant changes. Over the past few years, the technology and opportunities for organizing distance learning have significantly expanded, with the number and quality of available applications, podcasts, websites, and textbooks increasing. This article explores which types of assessment in the process of learning foreign languages online can be used as well as analyzes examples based on personal experiences and interaction with students. This article focuses on highlighting different types of assessment that can be implemented in remote foreign language education. With the help of the understanding of these types, organizing distance learning has become easier, and the interactivity of classes can be advantageous in engaging students in quality foreign language learning. Importantly, each type of assessment outlined in this article is illustrated by its own examples. The article expands the understanding of the topicality of organizing properly the specification of assessments during online learning. The aim of the research is highlight the specification and the types of assessment in distance learning and show how it can work during lessons.

Teaching and Learning Languages Online: Challenges and Responses

The outbreak of COVID-19 generated an unprecedented global push towards remote online language teaching and learning. In most contexts, language teachers and learners underwent a rapid switch to online instruction with limited resources and preparation. Their experiences demonstrate resilience, perseverance, and creativity under highly challenging conditions. This collection of studies examines the challenges that language teachers and learners have experienced in teaching and learning online, explores how they have addressed these challenges, and identifies critical lessons to help language educators better respond to emergencies like the COVID-19 pandemic. In this introductory article, we discuss the background of this special collection on teaching and learning languages online, provide a review of the growing body of research on online language education in the field, and introduce the studies published in the collection.

Teaching and Learning Languages Online: Challenges and Responses

The outbreak of COVID-19 generated an unprecedented global push towards remote online language teaching and learning. In most contexts, language teachers and learners underwent a rapid switch to online instruction with limited resources and preparation. Their experiences demonstrate resilience, perseverance, and creativity under highly challenging conditions. This collection of studies examines the challenges that language teachers and learners have experienced in teaching and learning online, explores how they have addressed these challenges, and identifies critical lessons to help language educators better respond to emergencies like the COVID-19 pandemic. In this introductory article, we discuss the background of this special collection on teaching and learning languages online, provide a review of the growing body of research on online language education in the field, and introduce the studies published in the collection.

МЕТОД УВАЖНОГО НАВЧАННЯ ДЛЯ СТУДЕНТІВ ЯКІ НАВЧАЮТЬСЯ ОНЛАЙН ІНОЗЕМНОЇ МОВИ В УМОВАХ ВІЙНИ

This article explores mindful learning as a possible means to overcome the mentioned problems, focusing on students studying foreign languages online in wartime conditions. It analyzes how mindful learning can become an effective tool for ensuring a quali

Exploring language practices on Namibian social media platforms

The goal of this qualitative study is to investigate Namibian users’ language practices in social discourses on Namibian social media platforms. A hybrid linguistic environment is created when users using multiple languages online. However, there appear to be no studies that look at the language practices of users on Namibian social platforms online. The sample consisted of Facebook comments from users in responses to articles on the Fishrot case published in 2019. The first five posts published in each of the selected Namibian media were chosen, and comments in which users directly responded to each other's were studied using internet ethnography, which tracks discourses across multiple online user comments. Discourse analysis was used as a method to analyse the data. Other sources on languages and multilingualism in Namibia were also used to inform the data. The data was organised under emerging themes that were informed by the central ideas in metrolingualism theory. According to the study, the language of socialization in Namibia remains primarily English; multilingualism is reflected in social online discussion but is limited to a few majority indigenous languages, Oshiwambo and Afrikaans.

Theoretical and empirical prerequisites for university foreign language classrooms (based on the opinions of Russian and Chinese university teachers)

Introduction. In the course of time and due to the development of science and technology, the understanding of the effective university foreign language classroom has changed. The most significant change took place during the pandemic when all the students had to attend online classes. Nevertheless, our assumption is that in view of the nature of the subject itself, teaching and learning languages either online or offline to science or humanitarian majors has common characteristics relevant to any type of the classroom. It has specific characteristics related to different educational traditions, ethnic cultures, learning environments, and primarily to the agents (both teachers and students) involved in the process. The purpose of this article is to explore what ideas are frequently proposed by researchers worldwide and their implementation in university foreign language classrooms in Russia and China both in online and offline types of teaching and learning. Materials and methods. The study involved 61 university teachers of foreign languages from Russia and China who answered the questions of the questionnaire. A combination of both qualitative and quantitative methods of action research was used in the study. The methods included a literature review, the development of teacher questionnaires, a comparative study, data analysis and data visualization. Results. The study has revealed the major trends that are apparent in university foreign language teaching and learning both online and offline. They are related to learner-centered (60% of Chinese teachers / 23% of Russian teachers), interactive (15% of Chinese teachers / 30% of Russian teachers) and fostering learners’ engagement (55% of Chinese teachers / 25% of Russian teachers) with an emphasis on the development of overall students` communication, social and thinking abilities (100% of Chinese teachers / 95% of Russian teachers). Among the didactic tools used by foreign language teachers in both countries interactive tasks are prevalent with 95% и 100% of the Chinese and Russian teachers choosing them respectively. Conclusion. The differences revealed during the study need further research due to a limited number of the teacher participants. The conclusions obtained in this study will help to understand the main trends in modern foreign language teaching and learning, and assist foreign language teachers in choosing appropriate classroom techniques for their practices in line with more specific aims and content.

The Effectiveness of Learners Adopting YouTube and Webcomics as English Language Teaching (ELT) Materials

Fully online language teaching is still a new approach in the Indonesian context, even though blended learning and technology have been integrated into English as a Foreign Language (EFL) classrooms for some time. The instructional design, YouTube and Webcomics (YouCom) as digital task-based language teaching (DTBLT) practices in synchronous and blended learning environments. The study investigates the effectiveness of learners adopting YouCom through determinants of engagement, motivation, cognitive process, and student satisfaction. It reflects what EFL students think about the difficulties faced by English majors when learning languages online through YouTube and Webcomic applications. The online survey was distributed to English learners in a university in Indonesia with 63 respondents through purposive sampling. The hypotheses were tested using multiple regression analysis (MRA). The results reveal that the cognitive process influences learners’ effectiveness, followed by student satisfaction, engagement, and motivation. The recommendation is to increase perceptions through the cognitive process, student satisfaction, and engagement because they are firmly and significantly associated with learners’ effectiveness. The expanded sample to other areas is suggested. The contribution could benefit educators in implementing English learners’ perceptions and increase their willingness to learn using Webcomics and YouTube as the teaching materials.

Synthesis of Attitudes and Opinions of Enthusiasts on Self-Directed Language Learning with Online Language Resources

This study synthesized the attitudes and opinions of language enthusiasts engaged in self-directed language learning through online resources. Enthusiasts include those who have learned languages online or have a keen interest in the mode, whether formally or informally. The motivation for this study stems from the increasing trend of language learners turning to online platforms, driven by technological convenience and recent events like the COVID-19 pandemic. Notably, research primarily focuses on these resources in formal settings, leaving a gap in understanding their role in informal learning. The researchers employed a qualitative phenomenological approach, analyzing twenty opinionated articles from diverse online sources. A purposive sampling technique ensured a balanced representation of positive, negative, and neutral opinions. Data analysis involved extracting and thematising perspectives from authors, commentators, respondents and customer reviews, covering language learning applications like Duolingo, Rosetta Stone and Babbel. Enthusiasts predominantly view online platforms as effective when combined with traditional methods, emphasizing learner motivation as crucial to technology-enhanced language learning. The study calls for innovative approaches from resource designers and administrators to sustain user engagement. In summary, this study enhances the understanding of enthusiasts' attitudes and opinions regarding self-directed language learning through online resources, highlighting the interplay between technology, motivation and effective language acquisition.

Effective Methods of Teaching Foreign Languages Online: A Global View

Foreign language acquisition has been a key issue in the field of language education. In recent years, the integration of Artificial Intelligence (AI) into language learning has brought about a transformative shift in the teaching and acquisition of the English language. This article delves into the tasks associated with implementing these actions and provides recommendations that form the methodological foundation for cultivating linguistic personalities in ELT. The research is dedicated to the analysis of prevalent and frequently employed methods and competency-based approaches to online foreign language instruction, grounded in both national and international experiences, illuminating the progress made in this burgeoning field. This comprehensive review of effective strategies for teaching foreign languages in the context of distance online learning offers valuable insights into contemporary language teaching.

Learning foreign languages online: A case of Chinese language learners in Ghana in the era of COVID -19

E-learning has gained prominence in education institutions across the world. Teaching and learning of the Chinese language at the University of Ghana has been done online due to the university’s announcement to use e-learning to curb the spread of the coronavirus. The aim of this paper is to investigate the online experiences of students learning Chinese language at the University of Ghana in the era of COVID -19. A structured questionnaire was employed using a simple descriptive case study to obtain the research information. The study selected two hundred and fifty (250) Chinese language learners who responded to the research questionnaires. Findings showed that the majority of the students desired to have training in e-learning because they considered it very useful since it enabled them to learn at their own pace and convenience. Most students shared that they have adequate skills in computing. The study also established that e-learning has become a new way of teaching and the study recommends adaptability in studying Chinese language through the internet.

Value Proposition of the Radiology Professional Society Meeting.

What is the value proposition of a radiology professional society meeting? The answer to this question may be different depending on which radiologist you ask and which meeting you are asking about. The Oxford English Languages online dictionary defines “value proposition” as “an innovation, service, or feature intended to make a company or product attractive to customers”(1). From a marketing standpoint, the ideal value proposition for an organization would be one that supplies features that the target customers wanted, that the index organization excels at delivering, and that the index organization's competition could not provide.

Motivation to Learn Online: An Analysis From Mcclelland’s Theory of Needs

Motivation has been identified as a main factor influencing engagement and achievement of learners in online learning. Studying the motivations of language learners is crucial to address the challenges of online learning. This quantitative study is done to explore learners’ online motivation (Fowler, 2018) from the point of view of McClelland’s (1965) theory. McClelland’s theory suggested three basic needs that people derive from their life experiences: Need for Achievement, Need for Affiliation and Need for Power. This study used a 5-point Likert Scale instrument consisting of 4 sections. Section A has 3 items on demographic profile. Section B has 12 items on Power, section C has 14 items on Achievements and section D has 12 items on Affiliation. A purposive sample of 156 participants from a public university in Malaysia responded to the survey. The major findings reveal the positive impact of McClelland’s Needs Theory on online language learning. Most students believed in their online learning abilities in terms of self-efficacy and desired motivation, control belief factors also led them to achieve desired outcomes. Students were also influenced by intrinsic and extrinsic motivation to perform better in online language learning. Students felt engaged and can interact freely in the language classroom. A strong positive correlation was found between all the variables to motivate online language learning. It is recommended that the motivation to learn languages online be further explored from a variety of perspectives and theories. Future research could also examine the comparison of motivation theories on online learning.

Modern technologies in digital communicative adaptation of bachelor degree students

The development of foreign language speech through communication is an axiom according to which those who master a foreign language must master sociolinguistic and practical rules. Modern technologies make it possible to form, develop and improve competencies in the field of speaking foreign languages. Digitalization of the educational environment is one of the most relevant topics in the research of Russian and foreign scientists today. The novelty and purpose of our work is to create an innovative adaptive-integrative approach and technologies in the field of digital communicative adaptation of undergraduate students of the language pedagogical direction. We have introduced and considered the concepts of digital communicative adaptation, adaptive-integrative approach, oral digital portfolio. The algorithm of the work of Pskov State University students in classes on the basic course of a foreign language in the conditions of digitalization of the educational environment is also shown and conclusions are drawn about the benefits and effectiveness of these technologies. The research methods were the study and referencing of scientific literature, analysis of the products of students' activities, questionnaires and pedagogical experiment. Practical significance is the possibility of teaching foreign languages online, as well as in mixed and hybrid formats at the level of higher education.

Learning How to Teach Languages Online: Voices from the Field

At this moment, fully online language courses are being taught all around the globe. In addition, blended courses offer an integration of online and live instructional experiences. This study examines who is instructing online language courses and what they point to as additive and advantageous to their online language teaching development. We set out to survey higher education faculty as to how they developed their knowledge and practices. Through an online survey and follow-up synchronous interviews, we asked practicing online language educators about the sources of their expertise. The resulting dataset has much to inform professional development and instructional support generally, as well as broader research and educator communities regarding the ongoing, open-ended, peer-supported, and social nature of this kind of educator learning. As more language educators move their instruction online, the question of how to maximize the pedagogical potential of the new medium can best be addressed by those who have successfully made and embraced this move.

TikTok and the translingual practices of Filipino domestic workers in Hong Kong

Recognizing the immense popularity of TikTok among the over 200,000 Filipino domestic workers in Hong Kong, this paper examines the translingual practices of these migrants from the Global South on a social media platform known for its act out memes, dance and lip-synch videos. Drawing on data from interviews and the multimodal discourse analysis of TikTok profiles, videos and captions, it pays particular attention to how recognizing these practices not as exotic or creative transgressions but as ordinary or normative (Agha, 2007) can enable a critical understanding of the lived experiences of these transnationals. Findings show that as they move across social media platforms and make linguistic and semiotic choices involving practical and material considerations, they perform moments of interaction or “small things” (Blommaert, 2019) online that are not unlike their mundane, offline counterparts. Moving across languages online is a way for users to negotiate multiple identities, position others, address diverse audiences, and signal group affiliations. By examining translingual interactions on social media as normative but negotiated across different orders of indexicality, this paper asserts that such reframing can draw attention to historical and material inequalities and modes of exclusion online.

EMERGENCY REMOTE TEACHING OF FRENCH AND ITALIAN AS A FOREIGN LANGUAGE

Although online teaching had already been an educational standard at higher education institutions throughout the globe even before the onset of the COVID-19 pandemic, its history in Croatia was quite short. Its implementation depended on the educational policy of a concrete institution and the readiness of individual teachers to grapple with digital technology. The aim of this research, conducted in 2021 among Croatian university students, is to document and survey students’ perceptions about the features of French and Italian teaching in the context of emergency remote teaching. The correlations between the evaluation of students’ online teaching experience and their level of use of digital technology in foreign language learning, language proficiency level, digital competence and activity during the classes were examined. Also, the correlations between the features of online teaching and students’ level of digital technology use in foreign language learning, their language proficiency level, digital competence, the duration of language learning and their grades were examined. The results obtained for the French and Italian subsamples were compared. The contribution of this research is manifested through its practical implications for the improvement of the quality of foreign languages online teaching.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0258/a.php" alt="Hit counter" /></p>