Lexical Resources Research Articles

ChatGPT Affordances and Indonesian EFL Students’ Perceptions in L2 Writing: A Collaborative Reflexive Thematic Analysis

ABSTRACT This study explores ChatGPT affordances, students’ use of prompts, and their perceptions of using the tool in EFL writing. With screen capture technology to observe students’ interactions with ChatGPT during writing process and semi-structured interviews, the data were analysed using a collaborative reflective thematic analysis. The results revealed that students’ use of ChatGPT has the potential to improve their essay quality in terms of lexical resources, grammatical range and accuracy, and coherence and cohesion. ChatGPT also provides such affordances as brainstorming, essay outlining, idea development, and feedback on hedging devices. Overall, students considered ChatGPT a valuable personal learning tutor that may stimulate student autonomy by offering immediate feedback in a less anxiety-provoking learning environment. However, some experienced challenges in producing effective prompts and understanding ChatGPT’s feedback. The study concludes that while the use of ChatGPT can enhance L2 writing development, teachers’ guidance is necessary during students’ interaction with the tool.

Appraisal Attitude Analysis of Korean Expatriates' Cross-Culture Experience in Indonesia: The Implication for BIPA Teaching

AbstractThis research investigates the appraisal attitude framework to identify the level of attitude (affect, judgment, and appreciation) in Korean expatriates in Indonesia in their reflective journals (R.J.). The research uses the grant theory proposed by (J.R Martin & White, 2005; Oteíza, 2017). The study employed a descriptive qualitative method. This article describes their cultural competence and its implication for Indonesian language teaching for foreign speakers (BIPA ). Eight Korean expatriates wrote their R.J.s. The data in this study were lexical resources and phrases for appraisal attitudinal framework. The data is obtained from the expatriates' journals analyzed by U.A.M. Copus, and their appraisal of Indonesian culture is used as the data for the BIPA program. It was also taken from interviews and small surveys about their cultural experience to enrich the data. The results indicate two findings. Firstly, the appraisal attitude analysis of Korean expatriates' cross-cultural experience in Indonesia in their reflective journal showed affect (24.2%%), judgment (52.6%), and appreciation (23.2%). Most Korean expatriates express more positive (47.7%) than negative judgments (30.5%). Second, the system amplification text analysis reveals that the writer primarily uses other people's perceptions (judgments) rather than their own (affect). Lastly, text analysis based on the source of attitude indicates that the writer is the primary source of attitude, meaning that they are primarily responsible for assessing the subject matter they write about, which is Indonesian culture concerning time concepts and religion. In conclusion, it might be said that the expatriates have a more favourable opinion of Indonesian culture. Secondly, the implication of BIPA teaching (Indonesian language teaching for foreign speakers) can be implemented into the curriculum for their training.

Input hypotheses for developing EFL/ESL learners’ listening comprehension skills

The objective of this study is to examine the significance of the input hypothesis in enhancing the listening comprehension abilities of EFL/ESL learners. The methodology employed in this study is a critical literature review. This entailed a comprehensive search for relevant articles and other sources, a meticulous reading of the material, the categorization of data, a thorough analysis, and the synthesis of findings. The findings of this study indicate that the input hypothesis plays an essential role in developing ESL/EFL learners' listening comprehension abilities through the acquisition of comprehensible inputs. The activation of linguistic background knowledge enables EFL/ESL learners to develop pronunciation skills, understanding of grammatical accuracy, lexical resources, and meaning. Optimizing the inputs of the listening strategy (cognitive, metacognitive, socio-affective) assists EFL/ESL learners in activating their memory about listening materials. This is achieved through making inferences, elaborations, summaries, translations, observations, assessments, and becoming involved in the community. Inputs from media, audio (visual), and practices can develop EFL/ESL learners' cognition, motivation, stimulating perception, activating prior knowledge. In conclusion, the components of the comprehensible inputs must be integrated and developed in a coordinated manner during the teaching and learning process of listening skills.

Writing pedagogy in higher education: The efficacy of mediating feedback with technology

Background: Research in the field of writing pedagogy within higher education has extensively examined the significant roles that feedback plays in the development of students’ writing skills. However, comparative studies that investigate the efficacy of teacher-provided written and oral feedback, both with and without the aid of technology, remain scarce. Such research is crucial for understanding the impact of different feedback modalities on student learning and could inform best practices in educational settings.Objectives: This research, which was part of a larger study, specifically examined the impact of teacher-provided feedback—both written and oral—on the development of students’ writing skills. We conducted this evaluation within the framework of the process-genre approach, comparing the outcomes of technology-facilitated feedback with traditional methods of delivery. The study sought to determine which forms of feedback, technology-mediated or otherwise, are the most effective in enhancing students’ writing proficiency.Method: It used a sequential explanatory design, selecting 28 first-year students from a veterinary international programme through purposive sampling. The participants were divided into control and experimental groups. Data collection methods included written and oral feedback surveys, pre-test and post-test evaluations, formative essay assessments, and participant interviews.Results: The experimental group, receiving technology-mediated teacher feedback through writeabout.com, demonstrated significantly better writing skills compared to the control group with a conventional lesson plan. Students found the technology-mediated written feedback efficient and precise, but faced language proficiency challenges and sought more personalised interaction. There was a strong positive correlation between this feedback and various aspects of writing achievement, including task response, coherence, lexical resources, and grammatical accuracy.Conclusion: The research highlights the significance of a balanced feedback provision strategy that accommodates the varied preferences of students.Contribution: It adds to the wider conversation on efficacious writing pedagogy within Thai Higher Education, spotlighting the beneficial effects of technology-mediated feedback as part of the process-genre approach.

Investigating the effects of speaking tasks in clubhouse on EFL learners’ speaking and foreign language speaking anxiety

This quasi-experimental study examined the effects of speaking tasks on EFL learners’ speaking skills and Foreign Language Speaking Anxiety (FLSA) using a mobile application conducted outside the classroom. A total of sixty Iranian upper-intermediate level EFL students were divided into experimental and control groups to compare the effectiveness of speaking tasks using the Clubhouse application. Data were collected using the FLSA scale and the speaking pre-and post-test scores of the participants. The speaking proficiency of the participants was assessed based on the IELTS band descriptor, which included fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation. Utilizing one-way ANCOVA and Mann-Whitney U test, it was concluded that participation of the experimental group in speaking tasks at the Clubhouse improved their speaking proficiency and reduced their anxiety when speaking in the target language compared to traditional classes. The findings of the study call for the integration of synchronous mobile-based apps such as Clubhouse for out-of-class speaking tasks to improve EFL learners’ speaking skills and reduce their FLSA levels.

Communication Strategies, Difficulties, and Speaking Tasks in Foreign Language Learning

This study explored the communication strategies of college students majoring in one of five modern foreign languages (i.e., English, French, German, Japanese, and Spanish) and their relation to communication confidence. It also explored the association between their strategy use and the difficulty regarding the speaking components, and students’ feedback on pedagogical tasks to improve their speaking ability. A questionnaire survey of communication strategy was distributed to 538 college students in Taiwan, and semi-structured interviews were conducted with 20 students. The results showed that there was a statistically significant difference between the majored language and the use of communication strategies. Specifically, a one-way between-groups MANOVA revealed that the participants adopted the message reduction/alteration and fluency-oriented strategies frequently and equally, regardless of the language they studied. English and Spanish learners employed social affective, phonological awareness, and negotiation for meaning while speaking strategies more frequently than German learners. Students who reported difficulties in fluency, lexical resources, grammatical accuracy, and pronunciation while speaking the major language employed social affective strategies less frequently. Finally, students’ preferences for particular tasks reflected the speaking components they wished to foster. It is concluded that lexical and grammatical knowledge should be emphasized first to build communication confidence and strengthen fluency.

Combination of Lexical Resources and Support Vector Machine for Film Sentiment Analysis

Text data generated by internet users holds potentially valuable information that can be researched for new insights. One strategy for obtaining information from a text data set is to classify text into predetermined categories based on existing data. Text classification is an aspect of Text Mining. One of the popular approaches in Text Mining uses the Support Vector Machine (SVM) classification algorithm, which aims to classify text and separate data into different classes. However, in some cases, SVM classification algorithms may face difficulties in understanding the context of the text properly due to unclear wording, varying sentence structures, or a lack of understanding of interpretation. To address this problem, applying SVM classification using lexical resources can be an effective solution. In this research framework, the first step is to obtain data, which in this case is a film review dataset taken from the kaggle.com site. After obtaining the data, the next step is preprocessing. The results of the preprocessing are then divided into 80:20 percentages. The 80% training data is used to search for the form of polarization, and this training data lexicon is used for training the SVM model. Based on the modeling results, the overall model accuracy is around 85%, calculated using the confusion matrix. The precision value, which shows the proportion of correct positive predictions, reached 88%. The precision for negative predictions reached 80%, and for neutral predictions, it reached 0%. These results show that the Lexicon+SVM model has good performance, with an accuracy of 85%.

Lexical richness in Lithuanian beginner learners’ spoken and written language: a focus on production

ABSTRACT The present research explores the productive vocabulary that beginner learners of Lithuanian as a foreign language use when speaking and writing. This study is based on the newly developed Lithuanian Learner Corpus (LLC) and uses its subcorpus of beginner texts (103,148 tokens). It measures lexical richness in Lithuanian learner language (LLL) by examining lexical variation, distribution of lexical word classes, lexical errors, and formulaic language in spoken and written language. The results show that beginner learners of Lithuanian use minimal lexical resources, and lexis used for pragmatic purposes is scarcely employed in either mode.

Humorous elements in virtual onymic creations

Informal use of anthroponymy is an integral part of the lexical resource of every language. The subject of this article is issues related to media onomastics (the review concerns terminology in internet forums). The aim of the article is the material exemplification of proper names, emphasising their formal features and ways of functioning on a specific communication plane. The task is to show certain tendencies and motivations in the field of creating virtual proper names in terms of their humorous value. In accordance with the adopted research perspective and the purpose of this article, when explaining the process of creating media onyms, reference was made to the mechanisms of name-forming derivation and the theory of humour, in particular the theory of incongruity. The specific communication channel creates new opportunities for language users and is an interesting research field for onomasts because, with the development of computer technology, the terminology began to go beyond the traditionally accepted standards.

The potential of the dynamic platform webtoons.com/fr in the teaching/learning of French as perceived by students of Romance philology

Reading is an important element of independent work on the language, but offering students additional reading to improve their linguistic and cultural competences is an extremely difficult task, due to the evolving tastes of young people and the variability of the media they use. Given the popularity of manga and digital comics in France, Romance philology students were asked to read a series selected from the webtoons.com/fr platform in French. A survey was then carried out to find out their views on how this tool could be used in French language learning. The results of the survey clearly indicate that the webtoons.com/fr platform can be used as an effective tool for learning French. According to the respondents, reading the selected series allowed them, above all, to develop lexical resources and was also an enjoyable pastime that increased motivation to learn the language. Students also paid attention to the combination of word and image, appreciating both the aesthetic and practical side of reading digital comics. Finally, the practicality of using the platform, its ease of use and accessibility was emphasised.

Variants and social interaction: A study of the Acehnese Daya Dialect

Every language has its varieties or dialects, including the Acehnese language, which includes the Daya dialect. This paper examines how the variants of the Acehnese Daya dialect are used in social interactions. The study employed a qualitative method, with primary data obtained from speakers of the Acehnese Daya dialect in each variant. Secondary data sources included literature on the Acehnese language and its variants, contributing to the interpretation of the primary data. Data collection involved observation and interviews, with data analysis conducted using the interactive model analysis, which includes four stages: data reduction, data categorization, data presentation, and conclusion. The study reveals that the Acehnese Daya dialect, as a variety of Acehnese, can be distinguished as the Meulon and the Meuke languages. The Meulon dialect does not have variants, while the Meuke dialect has two variants characterized by phonetic differences: ‘bune’, ‘mane’, ‘jine’, ‘lake’, and ‘bunai’, ‘manai’, ‘jinai’, and ‘lakai’, which mean ‘earlier’, ‘taking a bath’, ‘now’, and ‘husband’, respectively. Each variant also exhibits some phonetic, lexical, and semantic similarities. Unique lexical resources in the Acehnese Daya dialect are another distinguishing feature compared to general Acehnese. Code-switching and code-mixing between variants are also found in the speech of Acehnese Daya dialect speakers. The distinctiveness of the Acehnese Daya dialect, particularly its variants, emphasizes the importance of preserving linguistic diversity within communities.

Toward a Representation of Semantic Change in Linked Data

In this article, we introduce a new framework, the Intensional–Ontological Model (IOM), for representing meaning, and especially for representing semantic change, in linguistic linked data resources. This framework, which makes use of previous work in the literature on lexical semantics and ontologies, is intended to help clarify what we mean when we model semantic change and to assist in elaborating different ontology patterns for doing so. In this work, we assume a simple architecture, one which is at the basis of the well-known OntoLex-Lemon vocabulary and which consists of one or more lexicons linked to an ontology. Our model, which is based on this architecture and informed by previous work on word senses and ontologies, is intended to provide a clear interpretation for the modelling of both onomasiological and semiasological changes, in both static and dynamic versions. This article describes how the IOM framework represents word meaning as the relationship between a word and an ontological concepts in the ’static’ case, demonstrating that the IOM is compatible with OntoLex-Lemon (while at the same time providing a greater level of detail as to the meaning of the ’sense’ and ’reference’ relationships). It then goes on to detail how the IOM can help us understand how to model semantic shifts in linked data lexical resources with a focus on conceptual change and the addition of temporal information to semantic shift data.

A narrative discourse analysis of soldier’s home by Ernest Hemingway: A micro and macro-structural narrative analysis

This article employs narrative discourse analysis to analyze Ernest Hemingway’s Soldier’s Home by using two narrative analysis frameworks that focus on the Macrostructure and Microstructure aspects of the story. The study aims to unveil the intricate structural and linguistic choices contributing to the meaning and impact of “Soldier’s Home” and the simple writing approach that Hemmingway utilized to write this story. This analysis has been chosen to explain and understand that stories are not merely a sequence of events but mirrors reflecting the intricacies of our psyche, inviting us to confront our fears, desires, and the enigmatic depths of human nature, and how lexical resources are deployed to express them. The analysis covers the story’s generic structure using Paltridge’s model of schematic structure, thematic nuances, psychoanalysis, and lexico-grammatical cohesion. Findings show that the writer follows a series of structural moves and uses a variety of narrative strategies such as a high level of involvement and a wide range of lexical and grammatical cohesive ties, which contribute to the creation of a well-formed text that has effectively achieved its purpose and made its intended effect. Keywords: Macrostructure; microstructure; narrative strategies; soldier’s home; storytelling.

Compilation of Dictionaries and Scientific and Technological Translations by Western Protestant Missionaries in China in the Nineteenth Century

The 19th century saw the important transformation of modern Western concepts into Chinese lexical resources. The missionaries were the initiators and important driving force for the translation of Western books into Chinese in modern China. They promoted ‘translating terms’ and ‘coining terms’ in their translations of Western books and the compilation of dictionaries with the cooperation of Chinese intellectuals. Their work provided a tangible ‘word’ carrier of ‘concepts’ for disseminating modern knowledge from the West to the East. Compiled by missionaries, the English–Chinese bilingual dictionaries introduced a brand-new concept of dictionary compilation and changed China’s history of having zidian (字典, character dictionaries) but no cidian (辞典, specialized dictionaries). In particular, John Fryer applied the translation method of creating new words or characters in the translation of chemical terminology. Members of the School and Textbook Series Committee, including John Fryer and Calvin Wilson Mateer, made great contributions to theories and strategies for translation, which keep inspiring Chinese–English translation of terminology and its theoretical construction.

Active Models in Modern Portuguese Neology: New Words and the Pandemic

In this paper, neology is considered as a heuristic activity that is carried out with the help of language. The article uses materials from modern Portuguese-language media discourse, specifically from the internet versions of the leading media resources in Portugal and Brazil. The combination of structural, psycholinguistic, functional-stylistic, denotative, cognitive-discursive and lexicographic approaches helps to identify the main active models in the field of Portuguese neology. During the coronavirus pandemic, Portuguese neology developed in the classical way, although some new phenomena are observed at the same time. Processes that traditionally occur include word formation (affixation, abbreviation and word composition), semantic reinterpretations of lexical units, and borrowings. There is a large proportion of initial abbreviations in word formation, both alphabetic (sigla) and phonetic (acronyms). Many initial abbreviations are of an international origin. Compound words function alongside scientific symbols. In affixation, prefix word-formation prevails. To enrich the dictionary, borrowings are mostly taken from English. New neological models are associated with the determinologization of medical vocabulary, which migrates into everyday discourse. Proper names are interpreted in a new way. Some anthroponyms, mythonyms and toponyms acquire associative connotations or become part of complex words. Derivation in the field of phraseology, in which the number of fixed combinations increases, has become more common. Paremiology is renewed with antiproverbs. Linguocreative activity is represented by expressive memes and hashtags. In the pandemic period, along with neologisms, potential words with great expressiveness appear. Portuguese neology actively conceptualizes the events of the coronavirus pandemic. In the field of conceptualization, the subdomains of medicine, media and everyday discourse, in the focus of which lies the concept of “disease,” are distinguished. The latter is understood with the help of conventional lexical means and lexical resources from different styles. During the pandemic, the neological field “coronavirus pandemic” appears as part of the constantly expanding neologosphere of the language.

The impact of mobile-assisted project-based learning on developing EFL students' speaking skills

Combining mobile-assisted language learning (MALL) with project-based learning (PBL) might be the potential framework for enhancing EFL learners' speaking skills. However, only a few studies have scrutinised the impact of modern technologies on project work. More importantly, investigating how MALL, as a new field within ICT with unique pedagogical affordances, and PBL can enhance learners' speaking skills is still lacking in the literature. Accordingly, this study examines how integrating MALL through mobile phones and PBL, defined as mobile-assisted project-based learning or mobile-assisted projects, improves Moroccan secondary school students’ speaking performance. A true experimental study was conducted with 91 students assigned randomly to one experimental group and two control groups. The experimental group received instruction through mobile-assisted projects over one semester. In contrast, participants in the first control group taught speaking through project-based learning, and participants in the second control group received traditional teaching. Two instruments were employed to collect data: a speaking pre- and post-test to evaluate the three groups’ oral proficiency and a 5-Likert scale survey to detect the experimental group participants’ experience and attitudes toward the implementation. Based on independent sample t tests and paired sample t tests (SPSS-26), it was found that instruction through mobile-assisted projects was considerably more effective than project-based learning and conventional teaching in enhancing learners’ overall speaking performance and sub-skills: fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation. Further, the results of the attitude post-questionnaire demonstrated a very high positive perception of the participants toward the implementation. As a result, these findings confirm the pedagogical role of combining MALL with PBL as an innovative mode of instruction in enhancing EFL learners’ speaking performance.

DEVELOPING METHODS FOR AUTOMATIC PROCESSING SYSTEMS OF KAZAKH LANGUAGE

The linguistic diversity of the Kazakh language poses unique challenges and opportunities for the development of automatic processing systems. This research explores a comprehensive array of methodologies employed in advancing automatic processing systems tailored for the Kazakh language. The study encompasses morphological analysis, sentiment analysis, speech recognition, machine translation, and other key facets crucial for understanding and enhancing linguistic interactions. Additionally, the research delves into the creation of lexical resources, sentiment analysis tools, and named entity recognition models specific to the Kazakh language. Drawing on interdisciplinary approaches, the study investigates the integration of Kazakh language processing into e-learning systems, social media analysis, and explores challenges and opportunities in developing a Kazakh language corpus. The incorporation of cutting-edge technologies, such as neural networks and transformer-based models, is examined to address emerging trends in language processing. Through an exploration of cross-cultural collaboration, ethical considerations, and policy implications, this research contributes to the global dialogue on inclusive language technology. The findings provide insights into the current state of Kazakh language processing research, highlight persisting challenges, and suggest avenues for future exploration and development in the field.

WONDER and AWE in the Old English Martyrology: Expression, Feeling Norms and Narrative Motifs

ABSTRACT Following recent research on the conceptualisation and expression of amazement and on cognitive models for wonder and awe, this paper examines these two emotional responses in the Old English Martyrology (OEM). Using different Old English lexical resources, and a bilingual edition of the OEM this paper analyses these two aesthetic emotions with the aim of determining what role they played in the emotional community where this text was composed. Additional aims include establishing whether there is a secular dimension to these emotions and whether it is censored in this text. This research argues that, while the author of the OEM does employ the terms in these two lexical domains in instances of emotional education, the text also contains examples where these emotional experiences are more consistent with how they are described in contemporary aesthetic emotion models, unlike other Old English hagiographical writings, where these emotions are fundamentally religious and spiritual responses.

The Transformative Power of AI Writing Technologies: Enhancing EFL Writing Instruction through the Integrative Use of Writerly and Google Docs

AI technologies transform language instruction by offering feedback, support, and guidance to students, ultimately leading to a more effective and efficient learning experience. The present study investigated the impacts of integrating Writerly and Google Docs to enhance EFL writing instruction. It also assessed students’ perceptions towards using these AI technologies. The study employed a quasiexperimental pretest-posttest two-group design. It used a mixed-methods approach, utilizing tests, questionnaires, focus group discussions, and teacher diaries to gather data from a sample of 92 randomly selected participants. In the experimental group, students enhanced their writing skills through the integration of Writerly and Google Docs, while the control group students received instruction using the traditional paper and pencil feedback system. When the quantitative data were analyzed through independent samples T-test and descriptive statistics, the qualitative data were analyzed thematically. The results confirmed that the integration of Writerly and Google Docs AI technologies, significantly improved EFL writing instruction, as evidenced by a statistically significant difference in writing performance between the experimental and control groups. Hence, students who learned through the integration of Writerly and Google Docs showed improved writing performance as they were able to produce essays that effectively addressed task achievement, coherence and cohesion, lexical resource, and grammatical range and accuracy, whereas those who learned through the conventional method were less effective in producing quality essays. The findings also revealed that the experimental group students had positive perceptions towards integrating Writerly and Google Docs because they found these AI writing technologies interesting, effective, goal-oriented, and supportive. Consequently, this study recommends researchers, curriculum designers, material designers, teachers, and students pay due attention to Writerly and Google Docs.

Effect of Supervised Sense Disambiguation Model Using Machine Learning Technique and Word Embedding in Word Sense Disambiguation

Natural language processing includes a subfield called word sense disambiguation, which focuses mostly on words that might have several meanings. Polysemous terms are also referred to as confusing phrases in some circles. The performance of word sense disambiguation depends on how effectively the ambiguous word is recognized by the machine. The discussed word embedding model for the ambiguous words represents the words from the document space to vector space with no data loss. The most identified challenge of ambiguous word representation is the features. The selection and representation of ambiguous words with respect to the features is the tedious task of word embedding. The discussed word embedding model uses countable features of available context for disambiguation. The proposed model is implemented for ambiguous words with context information. The available context of ambiguous/polysemous words is used for disambiguation. The unavailability of the context is the challenge in this model. The Recurrent Neural Network with Large Small Term Memory is used for the classification. The output of the RNN-LSTM is the sense values which are further mapped with the freely available lexical resource WordNet for retrieving the correct sense(meaning).