Global Language Research Articles

A Multidimensional Analysis of Foreign Language Anxiety among Students: Implications for Academic

Inside the realm of second language acquisition, Chinese university students encounter significant subjective challenges, particularly Foreign Language Anxiety (FLA), which is widely recognized for its broad impact. As globalization and foreign language instruction intensify, FLA has become a key research area in education and psychology. A wealth of literature has delved into FLAs influence on learners psychological well-being, cognition, and behavior. This study systematically reviews the literature to explore the role and effects of FLA in Chinese students second language learning. It reveals that FLA impacts emotional states and cognitive processing, leading to heightened emotional filtering that impedes language acquisition. This anxiety can result in psychological, cognitive, and behavioral stress, negatively affecting language development and academic success. Employing a literature analysis approach, the study compiles and analyzes both domestic and international sources, identifying the ubiquity of FLA among Chinese university students and its detrimental effects on academic performance, mental health, and physical well-being. The research aims to inform educational practices and guide the development of teaching strategies to mitigate FLA, thereby enhancing the second language acquisition of Chinese university students.

Considerations for the continuation of blended learning and teaching modes in English education within Cambodian public schools

The global language of English is widely acknowledged for connecting people worldwide, including in Cambodia, where the field of English education has been working to incorporate blended learning (BL) and blended teaching modes into public schools. This integration is aimed at addressing the shortage of qualified English teachers and learning resources for English for specific purpose courses, showing significant potential in enhancing the educational experience for students. A comprehensive study was conducted to ensure the effectiveness and sustainability of this innovative approach, focusing on various aspects of English knowledge content delivery. The study revealed major concerns over the use of certain knowledge content websites, led by the European Union and the Cambodian government to act toward regulating and improving the quality of such sources; however, the primary responsibility for ensuring that selected knowledge content meeting the need of students lies in the schools themselves. It is essential to address the challenges and concerns related to the selection and preparation of English knowledge content sources to fully realize the potential of blended learning and teaching modes in English education in Cambodia. By collaborating with external stakeholders, schools can play a crucial role in providing students with high-quality and appropriate English content. Future studies can consider the effectiveness and concerns of BL in different educational settings using different research designs.

“Teacher, I Don't Know How to Describe ‘Tom Yum Kung’ in English, but I Know ‘Hamburger’ and ‘Pizza’:” Will Global Englishes Language Teaching be a Beacon of Hope or a Recipe for Disaster in Thai ELT?

ABSTRACTThe emerging linguistic landscape of English as a global language calls for practitioners in Teachers of English to Speakers of Other Languages (TESOL) to move beyond monolingual instruction and adopt a more plurilingual pedagogy. Despite substantial research on implementing global Englishes language teaching (GELT) across the three circles, a research gap persists, especially in secondary education. To bridge the gap, this qualitative study explored the possibility of GELT integration in English classrooms from the lens of 18 students, nine teachers, and nine administrators at nine secondary schools in southern Thailand through focus group discussions and semi‐structured interviews. The data from the qualitative content analysis revealed participants’ positive perceptions of GELT since it was viewed as instrumental in preparing learners to take a practical approach when utilizing English beyond specific forms and norms. However, challenges remained in establishing GELT, especially in contexts dominated by native‐speakerism and linguistic imperialism ideologies. Achieving this goal demands coordinated efforts among TESOL practitioners at all levels. These initiatives involve both policymakers who shape English education through top‐down directives and educators, who implement these strategies from the bottom up. The success of this collaboration is critical in revisiting English learning aims, repositioning English proficiency assessment, embracing sociocultural relevance in ELT, introducing translanguaging pedagogy for ELT, and redefining English instructional models to reflect the global diversity of English more accurately.

The role of large language models in self-care: a study and benchmark on medicines and supplement guidance accuracy.

The recent surge in the capabilities of artificial intelligence systems, particularly large language models, is also impacting the medical and pharmaceutical field in a major way. Beyond specialized uses in diagnostics and data discovery, these tools have now become accessible to the general public. The study aimed to critically analyse the current performance of large language models in answering patient's self-care questions regarding medications and supplements. Answers from six major language models were analysed for correctness, language-independence, context-sensitivity, and reproducibility using a newly developed reference set of questions and a scoring matrix. The investigated large language models are capable of answering a clear majority of self-care questions accurately, providing relevant health information. However, substantial variability in the responses, including potentially unsafe advice, was observed, influenced by language, question structure, user context and time. GPT 4.0 scored highest on average, while GPT 3.5, Gemini, and Gemini Advanced had varied scores. Responses were context and language sensitive. In terms of consistency over time, Perplexity had the worst performance. Given the high-quality output of large language models, their potential in self-care applications is undeniable. The newly created benchmark can facilitate further validation and guide the establishment of strict safeguards to combat the sizable risk of misinformation in order to reach a more favourable risk/benefit ratio when this cutting-edge technology is used by patients.

THE USE OF VIDEO YOUTUBE TO IMPROVE STUDENTS ENGLISH VOCABULARY AT SMK MITRA NUSANTARA KOTA BEKASI IN ACADEMIC 2023/2024

English is a global language that serves as a link between different parts of the world. Rich vocabulary and mastery of sentence structure are two of the many important elements in learning English. This study aims to identify the effectiveness of using YouTube videos in improving students' vocabulary and learning motivation in learning English. The method used is Classroom Action Research (PTK) involving cycles of planning, action, observation, and reflection. The research subjects were 28 students of class XI of Light Vehicle Engineering at SMK Mitra Nusantara in the academic year 2023/2024. Data were collected through observation, interviews, and initial and final tests. Data analysis was carried out qualitatively and quantitatively. The results showed that there was an increase in students' active participation and an increase in vocabulary scores. The pre-test average score of 59.64 increased to 70.07 in the cycle 1 post-test, and to 80.39 in the cycle 2 post-test. The number of students who met the Minimum Completion Criteria (KKM) increased from 10 students in the pre-test, to 18 students in cycle 1, and 24 students in cycle 2. The findings indicate that the use of YouTube videos as learning media is more effective than conventional methods in improving students' English vocabulary. The researcher suggests that teachers consider the integration of audio-visual media such as YouTube videos in English language learning to improve students' learning outcomes.

Children as Linguistic Rights Holders in the Swedish Welfare System

This paper investigates an encounter in a multilingual welfare setting where a child with migration experiences is the rights holder. The empirical basis is a story told by the interpreter Nour, about an encounter at a youth clinic. The analysis is guided by the concept of linguistic (in)justice. Findings show that linguistic injustices are a result of the reproduction of monolingual mindsets and linguistic paternalism in the intersection of layers of power asymmetries when welfare professionals do not let the child client talk, when adults talk on the child’s behalf, and the speakers give priority to the majority language on behalf of the language that the child speak. These findings suggest that professionals and policymakers must recognise the special conditions of a multilingual setting and children as a particular group of language rights holders.

Translanguaging in the linguistic landscape: creative scripts in Yi ethnicity students’ handwritten signs

Abstract This paper focuses on the creative scripts in handwritten signs as part of the ‘linguistic landscape’ created by high school students of Yi ethnicity in Liangshan, China. It investigates the translanguaging practices of ethnic minority students and language teachers’ attitudes towards these sociolinguistic realities. It was found that Yi students adopted a wide range of translanguaging strategies such as trans-scripting, trans-modal writing, and trans-literation, but their translingual practices were mediated by the social orders inscribed in different spaces of the classroom. The more loosely managed the space, the more diverse students’ translanguaging practices would be. Language teachers tended to subscribe to the official ideology that primed standardised Chinese as the language for national unity and English as the global language. They generally held conservative attitudes towards the translanguaging practices exhibited by ethnic minority students. Examining the school’s linguistic landscape as publicly displayed language items from the theoretical lens of translanguaging, this study contributes important insights into the trans-lingual and trans-modal practices of Yi ethnic minority students in the Chinese context.

English Lexicography: The Glossarization Stage

This study explores the glossarization phase within English lexicography, emphasizing its theoretical foundations, practical applications, and its significance in modern linguistics. Glossarization, as a crucial process, enhances clarity and accessibility in English materials across scientific, technical, and cultural domains, particularly in a globalized context where English functions as a lingua franca. The research examines historical and contemporary lexicographic practices, analyzing landmark contributions such as Samuel Johnson’s and Noah Webster’s dictionaries, while also addressing modern challenges like balancing theoretical principles with practical needs. Proposing innovative methods, the study highlights the importance of glossarization in fostering cross-disciplinary communication, multilingual understanding, and linguistic diversity. The findings underscore glossarization’s critical role in advancing lexicographic practices to meet the evolving demands of global communication and language education.

The recruitment of global language inhibitory control and cognitive-general control mechanisms in comprehending language switches: Evidence from eye movements

Abstract Prominent models of the bilingual lexicon do not allow for language – wide inhibition or any effect of general cognitive control on the activation of words within the lexicon. We report evidence that global language inhibitory control and cognitive general control mechanisms affect lexical retrieval during comprehension. Spanish–English bilinguals read language-pure or sentences with mid-sentence switches while their eye movements were recorded. A switch cost was observed in aspects of the eye-tracking record reflecting early spread of lexical activation, as well as later measures. The switch cost was larger for L2-to-L1 switches and was not attenuated when switched words were cognates (Experiment 1). In Experiment 2, switch costs were reduced when the sentences contained a language color cue. These findings are inconsistent with the predictions of the Bilingual Interactive Activation Plus (BIA+) but support the architecture of its predecessor, the BIA. They refute the assumption that early lexical activation is impervious to nonlinguistic cues.

Science is a global language

Science is a global language

Migrant Identity: Maintenance of Lithuanianness, Language Attitudes and Language Policy in Lithuanian Diaspora

Abstract Ethnic, linguistic identity, heritage language maintenance and transmission, language attitudes and policies remain important topics in nowadays globalized world. The main purpose of this study, which is a part of a large-scale research on Lithuanian heritage language, was to analyze the linguistic and ethnic identity development within Lithuanian diaspora. The article investigates the linguistic attitudes, language practices and language policies within the Lithuanian diaspora in Ireland and Norway, paying extra attention to the younger (K2) generation of Lithuanian migrants. A specialized sociolinguistic questionnaire was developed for this study. A total of 74 first-generation Lithuanian emigrants based in Ireland (n = 18) and Norway (n = 56) participated in the online survey. All participants had children aged 4–17. The data from the questionnaire survey are also illustrated with examples from 5 semi-structured interviews. The study revealed that emigrants from both countries maintain a strong connection with their country of origin. Almost half of the respondents claim that their children visit Lithuania at least once a year, while more than a third of respondents’ children visit Lithuania twice a year or more often. A third of participants are planning to return to Lithuania. Most of the respondents enroll their children to Lithuanian Saturday schools. However, the younger generation seem to differ from their parents in their language attitudes and practices: Lithuanian children based in Ireland tend to feel a stronger connection with the majority language (English) than Lithuanian. Meanwhile, children in Norway are multilinguals, having more than two languages in their everyday repertoire. To summarize, the study demonstrated the main language attitudes and practices of Lithuanians abroad and also highlighted some differences between the first and the second generation of Lithuanian migrants. The results from this study might provide interesting insights for future studies in the fields of sociology, sociolinguistics, and diaspora studies.

Reflecting on Equitable Grading Practices in the World Language Classroom

ABSTRACT: This article discusses how adapting assessment and grading practices based on equity principles may impact students positively, considering their specific needs in the post pandemic era. We reflect on how some equitable grading practices such as flexible deadlines, a friendly tone of communication, and allowing multiple attempts have a positive impact on students’ personal and academic life.

The Influence of Vowels on the Identification of Spoken Disyllabic Words in the Malayalam Language for Individuals with Hearing Loss.

The present study investigates the reasons for better recognition of disyllabic words in Malayalam among individuals with hearing loss. This research was conducted in three experiments. Experiment 1 measured the psychometric properties (slope, intercept, and maximum scores) of disyllabic wordlists. Experiment 2 examined PBmax scores across varying degrees of sensorineural hearing loss (SNHL) and compared these findings with studies in other Indian and global languages. Experiment 3 analyzed the recognition performance of different vowel combinations across varying degrees of hearing loss. Experiment 1: Psychometric functions for disyllabic word recognition were derived from 45 individuals with normal hearing. Word recognition was tested in quiet at nine hearing levels ranging from -10 to +40 dB HL. Experiment 2: 1000 participants with SNHL were categorized by hearing loss severity (mild, moderate, moderately severe, severe, and profound). Word recognition scores, including PBmax, were analyzed and compared across severity levels. Experiment 3: Percent error scores for 17 vowel combinations were assessed in 37 participants with SNHL. Ten disyllabic words represented each combination. Disyllabic wordlists showed significantly higher word recognition scores than monosyllabic lists across all degrees of hearing loss. Individuals with mild-to-moderately severe SNHL achieved higher PBmax scores, with performance declining at severe- and profound-loss levels. The higher recognition of disyllabic words was attributed to contextual cues and low-frequency vowel-based information, particularly benefiting those with residual low-frequency hearing. Error analysis highlighted the influence of specific vowel combinations on word recognition performance. Disyllabic words are easier to recognize than monosyllabic words for individuals with SNHL due to their rich contextual and low-frequency energy cues. Disyllabic wordlists sustain higher recognition scores up to moderately severe hearing loss but show a marked decline with more severe losses. The phonemic balance of wordlists and vowel combinations significantly influences word recognition, emphasizing the importance of these factors in developing wordlists for clinical use.

Philantrocapitalism and the languaging of empowered women in the Global South

Abstract This article explores the impact of market-driven corporate philanthropy on educational institutions and their social actors, with a focus on how ideas of English and women’s empowerment become institutionally entrenched with subject-making processes in the context of higher education in Bangladesh. While questions about how late capitalism as a global phenomenon shapes language education policy and practice have been raised and discussed widely within the applied linguistics and sociolinguistic literature, we argue that there has been less academic attention to how these logics penetrate institutions of higher education through partnerships between private universities, local governments, work industry and multinational philanthropic organisations. The potential social cost of accepting the offer or seeking social responsibility from the philanthrocapitalists for educational institutions, particularly for women in the Global South, has also evaded scholarly scrutiny in the language disciplines. Drawing from an ethnographic study of a group of women garment workers from socio-economically less privileged backgrounds studying in a private international university, the article addresses these gaps by examining the communicative modelling of the social persona of an “empowered woman”, with attention to the affects and effects involved in the process.

Islamophobia Agenda in Islamist Magazines in Türkiye: A Content Analysis

The presence and capabilities of religious groups in Turkey, particularly in terms of their propaganda power, is an undeniable reality. These groups have a well-established institutional infrastructure in magazine publishing, and the magazine industry has successfully transitioned into the digital realm. However, there is a lack of sufficient studies in the literature concerning the role of Islamist magazines in Turkey in addressing Islamophobia on a global scale. Religious groups in Turkey have historically and culturally established strong ties with society, particularly in utilizing magazines as a tool for propaganda. In this context, the study examines the theme of Islamophobia, which has become increasingly widespread globally, especially in Europe and the United States, in the magazines published by religious groups in Turkey. Using a qualitative methodology, the article analyzes the publications of the five major religious groups in Turkey, focusing on the concept of Islamophobia. The data collected has been examined through semiotic analysis and content analysis techniques. The findings of the study reveal that religious groups exhibit shortcomings in publishing articles that generate counterarguments to Islamophobia and in utilizing global language in their magazine publications. It is believed that this study will contribute to future research on the relationship between religious groups, Islamophobia, propaganda, and digital communication.

Multiracial Korean Americans negotiating Korean and English

AbstractUsing the case of multiracial Korean Americans, who are positioned across/between the boundaries of language and race, we explore language choice and use as sites for reimagining intercultural communication. Analyzing in‐depth autobiographical interviews, we ask how cultural difference and sameness are constructed and how understandings of English as a world language shape multilingual interactions. Findings reveal how, despite being familiar with cultural norms of Koreanness, multiracial Korean Americans are still constructed as cultural others by Korean speakers and rely on understandings of English as a world language to resist the metapragmatic frames their interlocutors would inscribe onto them. Use of English became a method for protecting their Korean identity, thus challenging the notion that use of a heritage language is essential for maintaining the ethnic identity. Consequently, we discuss the intersections of multiraciality and multilingualism to refine understandings of race and culture in intercultural communication and the globalization of English.

From EFL to ESL: unveiling willingness to communicate (WTC) in English among Chinese international students in a multilingual context

ABSTRACT Chinese international students are often observed to be reticent or less willing to communicate in their L2 in both English as a Foreign Language (EFL) contexts and during their studies abroad in Western countries. However, as English solidifies its status as a global language, effective communication skills are increasingly prioritised over attaining native-like proficiency. Consequently, more EFL learners are seeking opportunities to study in ESL countries, such as Malaysia. Despite this trend, research on L2 Willingness to Communicate (WTC) among Chinese students in English as a Second Language (ESL) contexts remains limited. This mixed-methods study reveals that Chinese international university students in Malaysia demonstrate a moderate level of L2 WTC, with the highest levels occurring in interactions with friends and the lowest in interactions with strangers. Additionally, they exhibit a greater propensity to engage in public and group settings than in dyadic interactions. The study identifies four categories of factors influencing participants’ WTC in English: individual, socio-cultural, educational, and environmental factors. These findings offer valuable insights into the challenges Chinese students face in communicating in English within ESL settings, illuminating the factors affecting their WTC during their study abroad experiences.

Review of Language Structures and NLP Techniques for Chinese, Japanese, and English

The increasing demand for cross-lingual communication in a globally interconnected world has spurred significant advancements in Natural Language Processing (NLP), a branch of artificial intelligence aimed at enabling computers to comprehend, generate, and process human language. Over the past few years, NLP has transitioned from traditional rule-based and statistical approaches to deep learning-based methods, with pre-trained models like BERT and GPT demonstrating remarkable performance across a variety of tasks, including text classification and machine translation. However, the linguistic diversity of the world's languages presents ongoing challenges, as many NLP models are primarily developed for high-resource languages like English, leaving other languages underserved. This paper examines the linguistic features of three representative languagesChinese, Japanese, and Englishand explores NLP methodologies tailored to their distinct grammatical, lexical, and structural properties. Through comparative linguistic analysis, this study discusses the challenges of multilingual NLP and the potential for cross-lingual applications. The findings underscore the importance of adapting NLP models to different language characteristics to enhance the effectiveness and inclusivity of cross-lingual processing.

РОЛЬ ХУДОЖНЬОГО ПЕРЕКЛАДУ У ФОРМУВАННІ ЛІТЕРАТУРНО-КУЛЬТУРНОГО ПРОСТОРУ І КОНСТРУЮВАННІ НАЦІОНАЛЬНОЇ ІДЕНТИЧНОСТІ

The article analyses the role of literary translation in the shaping of literary and cultural space and construction of national identity. The research is carried out in line with the Cultural Studies approach in Translation Studies, according to which literary translation is interpreted not as a purely linguistic phenomenon, but primarily as a refl ection of a cultural tradition, a kind of projection of events of historical, nation-building and nationwide dimensions. In particular, the author explains the need to rethink certain concepts and methodological approaches in Translation Studies due to the dynamic interpretation of borders and rethinking of the concept of identity. An attempt is made to identify the essential aspects of literary translation as a form of interliterary interaction and intercultural communication. The paper illustrates the distinction of the nation-building function of literary translation in Ukrainian Translation Studies. The interrelationships between literary translation, culture and national identity are established. The polysphere model of cultural space is outlined. Varieties of national identity are considered. The author characterizes literary translation as an important practice of forming a national cultural space as a process of creation, dissemination and consumption of such cultural texts as translated literature. Translators are participants in intercultural communication, they create translations and facilitate their dissemination and reception in various public spheres from the global to the niche levels around various generating centres. A cultural centre-generator whose identity is in line with the national identity of the country and which makes deliberate eff orts to ensure that its discursive identity is shared by the entire public sphere contributes to the formation and strengthening of the national identity of its audience. The problem of the unity and integrity of the national cultural space is caused by the cultural compatibility of all its public spheres, an important factor of which is the use of language as a cultural code. The spread of electronic global communication and the growing trend towards the use of a global language reduces the presence of the national language in the global communication space, which leads to the levelling of national identities. In such circumstances, highquality translation will help preserve the national identity of the cultural space. Key words: literary translation, interliterary interaction, intercultural communication, translation function, literary and cultural space, national identity, model of cultural space.

Problematizing and reexamining the notion of taking another introductory-level language class at college

Abstract Existing literature shows that discrepancies between the expectations of students and language instructors might discourage high school students from progressing in their language learning at college. This study aims to address such discrepancies by examining students who studied Chinese in high school but were still taking an introductory-level language course at college, with the intention of declaring a minor or major in Chinese Studies at a Midwestern university in the United States. Drawing on the concept of identity and investment, a qualitative research method was employed to address the time- and context-sensitive nature of identity and investment. Data were collected from interviews and reflection journals to reveal their investment in Chinese language learning and how they coalesced their identities as Chinese language learners in high school and college. Findings show that they firmly fought against the stereotypical assumption that taking another introductory-level class at college was for an easy A, as current world language education policy and implementation rendered them voiceless in the top-down implementation process. This present study provides new insights into the connections between investment and articulation in world language education, and invites stakeholders to reevaluate the predominant emphasis placed on language proficiency in foreign language research and education.