Meaningful Communication Research Articles

Engagement, Proficiency, and Cultural Understanding in the Impact of Interactive Teaching in English Education

English is a global language, making it imperative for educators to adopt effective pedagogical strategies to enhance language acquisition. In recent years, interactive teaching methods have gained significant attention due to their ability to actively engage learners, foster meaningful communication, and promote deeper comprehension of linguistic and cultural aspects. Unlike traditional lecture-based approaches, interactive methods encourage dynamic participation, collaboration, and real-time feedback, thereby improving overall learning outcomes. This article examines the impact of interactive teaching methods in English language education, emphasizing their role in enhancing language proficiency, fostering student engagement, and promoting intercultural competence. By integrating techniques such as group discussions, role-playing, gamification, digital learning tools, and problem-solving activities, educators can create a more immersive and effective learning environment. Furthermore, interactive methods contribute to the development of critical thinking skills, personalized learning experiences, and a learner-centered approach that caters to diverse student needs. As the landscape of education continues to evolve, it becomes essential for educators to embrace these innovative techniques to ensure effective English language instruction. This study highlights best practices for implementing interactive methodologies and discusses potential challenges faced by educators in integrating them within the curriculum. The findings underscore the need for continuous professional development and adaptive teaching strategies to maximize student engagement and language acquisition. By leveraging interactive teaching methods, educators can significantly enhance the effectiveness of English language instruction, equipping learners with the necessary skills to navigate an increasingly globalized world.

Next-Gen Pharma Communication: Revolutionizing Doctor-Pharma Relationships Using AI-Driven Messaging & Insights

The pharmaceutical industry is a highly competitive industry which strives to build strong, meaningful relationships with doctors but, often struggles to maintain meaningful and timely communication with doctor’s post- meetings. Conventional engagement strategies such as manual post-visit communication is time-consuming, inconsistent, and lacks personalization and often results in generic interactions, reducing the impact of medical representatives' efforts and brand recall. To increase timely and relevant interactions between the pharmaceutical representatives and doctors, we aim to create an AI-driven post-visit messaging service that proactively improves engagement via automated bespoke messages responding to the representative’s conversation with the doctor. The proposed solution integrates LLaMA 3 (Large Language Model Meta AI), the system is fine-tuned to understand the sentiment and intent and learns from previous pharma representative inputs and generates personalized thank you or feedback messages based on the pharma representative’s input. The AI model ensures messages remain highly professional, relevant, and aligned with brand guidelines. A standalone application for the existing pharma company app that the representatives would deploy is created. Minimal post-visit feedback is provided by the representative to be converted by the model using tuned NLU (Natural Language Understanding), which it integrates with. The structured answer is transformed into a message using dynamic AI featurette system, and sent out through available email, SMS, or WhatsApp thus closing the engagement loop. The entire system is fully automated, guaranteeing compliance while maximizing efficiency. The system maximizes engagement and trust by ensuring every interaction correlates with the representative's message, thus building long lasting relationships with the doctors, and enables the company to stand out in a crowded market, strengthening the firm’s dedication to authentic relationships with physicians which ultimately enhances the company’s competitive advantage. Encourage effective communication using AI personalization’s builds trust and dramatically changes market penetration and physician retention.

Teach Us English But Without Its Cultural Values

As English becomes the global lingua franca, the debate intensifies over whether it should be taught it with or without its cultural context, particularly in non-Western countries. Critics fear cultural imperialism and the erosion of local identities, while proponents argue that language and culture are inseparable, and teaching English devoid of its cultural context undermines meaningful communication and intercultural competence. This article explores the arguments for and against cultural integration in English language teaching, backed by recent studies and real-world examples. It also underscores the benefits of culturally responsive teaching, which enhances linguistic proficiency and intercultural understanding while safeguarding local identities. Practical strategies for balancing cultural sensitivity with global communication needs are proposed, emphasizing the importance of fostering intercultural competence. The article concludes by asserting that teaching English rooted in its cultural context is essential for preparing learners to navigate effectively in an interconnected world.

Exploring the Potential of a Digital Intervention to Enhance Couple Relationships (the Paired App): Mixed Methods Evaluation.

Despite the effects of poor relationship quality on individuals', couples', and families' well-being, help seeking often does not occur until problems arise. Digital interventions may lower barriers to engagement with preventive relationship care. The Paired app, launched in October 2020, aims to strengthen and enhance couple relationships. It provides daily questions, quizzes, tips, and detailed content and facilitates in-app sharing of question and quiz responses and tagged content between partners. To explore the potential of mobile health to benefit couple relationships and how it may do this, we examined (1) Paired's impact on relationship quality and (2) its mechanisms of action. This mixed methods evaluation invited Paired subscribers to complete (1) brief longitudinal surveys over 3 months (n=440), (2) a 30-item web-based survey (n=745), and (3) in-depth interviews (n=20). For objective 1, survey results were triangulated to determine associations between relationship quality measures and the duration and frequency of Paired use, and qualitative data were integrated to provide explanatory depth. For objective 2, mechanisms of action were explored using a dominant qualitative approach. Relationship quality improved with increasing duration and frequency of Paired use. Web-based survey data indicate that the Multidimensional Quality of Relationship Scale score (representing relationship quality on a 0-10 scale) was 35.5% higher (95% CI 31.1%-43.7%; P=.002), at 7.03, among people who had used Paired for >3 months compared to 5.19 among new users (≤1 wk use of Paired), a trend supported by the longitudinal data. Of those who had used Paired for >1 month, 64.3% (330/513) agreed that their relationship felt stronger since using the app (95% CI 60.2%-68.4%), with no or minimal demographic differences. Regarding the app's mechanisms of action, interview accounts demonstrated how it prompted and habituated meaningful communication between partners, both within and outside the app. Couples made regular times in their day to discuss the topics Paired raised. Daily questions were sometimes lighthearted and sometimes concerned topics that couples might find challenging to discuss (eg, money management). Interviewees valued the combination of fun and seriousness. It was easier to discuss challenging topics when they were raised by the "neutral" app, rather than during stressful circumstances or when broached by 1 partner. Engagement seemed to be enhanced by users' experience of relationship benefits and by the app's design. This study demonstrates proof of concept, showing that Paired may have the potential to improve relationship quality over a relatively short time frame. Positive relationship practices became embedded within couples' daily routines, suggesting that relationship quality improvements might be sustained. Digital interventions can play an important role in the relationship care ecosystem. The mixed methods design enabled triangulation and integration, strengthening our findings. However, app users were self-selecting, and methodological choices impact our findings' generalizability.

Translanguaging practices in adult ESL classrooms: Fostering investment in language learning and identity construction

The purpose of this study is to investigate the role of translanguaging practices in adult ESL classrooms in shaping learners’ investment in language learning, particularly their engagement, language preference in external interactions, and identity construction. Using translanguaging as a theoretical framework and adopting a qualitative ethnographic approach, data were gathered from five adult immigrant learners participating in an intermediate-level English-speaking course. Each learner wrote a total of ten weekly narratives in a shared Google Doc about their experiences of using language in real life. Learners were instructed to use their preferred language(s) in brainstorming sessions and producing narratives. To analyze the data, learners’ written narratives and brainstorming session notes were collected. The findings of the study show that translanguaging practices in the adult language classroom not only foster learners’ investment in language learning but also function as a decolonizing tool that promotes justice by advocating learners’ linguistic identities, facilitating meaningful communication both inside and beyond the classroom.

Comparative representation of intercultural communicative competence in textbooks: are Spanish and Iranian EFL/ESL textbooks preparing learners for a globalized world?

Purpose This study aims to investigate the representation of intercultural communicative competence (ICC) in two English as a Foreign Language (EFL) textbooks, Vision 1 (Iran) and Network ESO 4 (Spain), to evaluate how effectively they foster students’ intercultural understanding and prepare them for global communication. Design/methodology/approach A comparative content analysis was conducted to examine the extent to which ICC components are integrated into the textbooks. The analysis focused on cultural representation, diversity and the promotion of intercultural skills. Findings The analysis revealed that both textbooks inadequately incorporate ICC components, thereby limiting students’ exposure to diverse cultural perspectives. Vision 1 predominantly centers on Islamic-Iranian culture. While Network ESO 4 includes international content, it frequently reinforces cultural stereotypes. These shortcomings highlight a gap in the promotion of intercultural competence in EFL/English as a Second Language (ESL) materials. Originality/value This study provides valuable insights into the limitations of current EFL/ESL textbook design concerning ICC. It underscores the critical need for material developers to integrate ICC components more effectively into EFL/ESL curricula. Furthermore, it offers practical suggestions for educators to enhance intercultural learning activities, contributing to the broader discourse on preparing learners for meaningful global communication.

Developing Critical Thinking in Schoolchildren: The Neuroscientific Aspect

<p dir="ltr"><span>The article discusses the development of critical thinking in schoolchildren. This topic is significant because critical thinking is an essential cognitive skill that helps children adapt to society, engage in meaningful communication, respond effectively to various situations, and feel a sense of accomplishment. The article aims to define critical thinking, identify the characteristics of individuals who think critically, examine tools for promoting critical thinking in schoolchildren, highlight the relationship between neuroscience and critical thinking, and present effective strategies for fostering its development. Research methods include a detailed analysis of scientific literature and systematic analysis.</span><span> Research methods include a detailed analysis of scientific sources, as well as systematic analysis. Research in this field confirms that critical thinking is a higher-order cognitive process that requires individuals to engage in intellectual self-improvement actively. It follows that schoolchildren with well-developed critical thinking skills can analyse information, assess arguments, and accept or reject ideas based on evidence rather than personal assumptions. The article also provides strategies for educators to enhance critical thinking in the educational process.</span></p><div><span><br /></span></div>

The Impact of AI-Driven Tools on Foreign Students’ Chinese Language Acquisition: A Case Study at Southwest University

This study explores the use of AI-powered tools such as language learning applications, chatbots, adaptive learning systems, and speech recognition software in the context of Chinese language acquisition by international students. Using a qualitative phenomenological approach, the study investigates how fifteen international students at Southwest University engaged with these tools, the challenges they encountered, and how such technologies shaped their linguistic development and cultural integration. Data were gathered through semi-structured interviews, focus group discussions, and reflective journals, and were analyzed thematically. The findings indicate that 80% of participants reported improved speaking confidence, 75% experienced enhanced listening comprehension, and 85% found chatbot-based interactions engaging. However, 65% of students noted insufficient cultural immersion and contextual learning in AI tools. Based on these insights, the study recommends integrating culturally immersive features such as virtual simulations and role-play into AI systems. It concludes that while AI tools can personalize and accelerate language acquisition, their impact can be maximized when aligned with cultural learning, supporting not only proficiency but also meaningful intercultural communication.

The Impact of AI-Driven Tools on Foreign Students’ Chinese Language Acquisition: A Case Study at Southwest University

This study explores the use of AI-powered tools such as language learning applications, chatbots, adaptive learning systems, and speech recognition software in the context of Chinese language acquisition by international students. Using a qualitative phenomenological approach, the study investigates how fifteen international students at Southwest University engaged with these tools, the challenges they encountered, and how such technologies shaped their linguistic development and cultural integration. Data were gathered through semi-structured interviews, focus group discussions, and reflective journals, and were analyzed thematically. The findings indicate that 80% of participants reported improved speaking confidence, 75% experienced enhanced listening comprehension, and 85% found chatbot-based interactions engaging. However, 65% of students noted insufficient cultural immersion and contextual learning in AI tools. Based on these insights, the study recommends integrating culturally immersive features such as virtual simulations and role-play into AI systems. It concludes that while AI tools can personalize and accelerate language acquisition, their impact can be maximized when aligned with cultural learning, supporting not only proficiency but also meaningful intercultural communication.

PROMOTING PRACTICAL GRAMMAR AS A SUBJECT

Practical grammar refers to the application of grammatical rules in real-life communication rather than justtheoretical knowledge. It focuses on how grammar functions in spoken and written contexts, ensuring that learnerscan effectively use grammatical structures in everyday conversations, academic writing, and professional settings. Byintegrating grammar into meaningful communication, learners can develop fluency and accuracy, making their Englishmore natural and effective. This study emphasizes the importance of learning grammar in a way that directly contributesto real-world language proficiency.

Second Language Learning in a Multilingual Environment: Displaced Ukrainian Primary School Students’ Experiences of Learning German in Switzerland

Drawing on international pedagogical discourse on multilingual learning contexts, extensive research on second language acquisition and learning, and our previous research on Ukrainian refugee perspectives on primary school in German-speaking Switzerland, the author examines experiences of learning German as a second language by displaced Ukrainian children in Swiss primary schools. The longitudinal study allowed for the exploration of dynamics of German language acquisition by displaced children in conditions of full immersion in the target language environment and the identification of factors influencing their second language learning and performance. The exploratory study was carried out within the framework of a qualitative methodology with data collection through semi-structured interviews, narrative inquiry, and participant observations as research tools. Data analysis revealed that the effects of the second language learning environment are the strongest compared to other learner-external factors and vary within the research period. Placed in regular Swiss classes to ensure their non-segregated mainstream education in the host country, displaced children are exposed to two languages at school – Standard German (the official language of school) and the Swiss dialect, which is spoken by the local Swiss population in the German-speaking part of Switzerland and, correspondingly, by the local school community. Although perceived in the early stages of inclusion as a major hindrance to meaningful learning and communication with peers, over time, the diglossic school setting has proven to be a path to displaced learners’ sociolinguistic competence and integration in the local school. Also, the learning of German by displaced children in conditions of full immersion is greatly influenced by the availability of structured forms of learning, exposure to interactional activities with native speakers in informal settings, and the target language socialization contexts.

Practice Research on Generative Artificial Intelligence Assisted Junior High School English Reading Teaching

With the rapid development of modern information technology, especially artificial intelligence technology, technology enabled English teaching has become a new direction and pursuit of current English education. It not only provides English teachers with more accurate language knowledge and rich teaching resources, but also helps to improve students' learning efficiency and promote the implementation of English subject core literacy goals in the classroom. As a chat robot program based on natural language processing technology, generative artificial intelligence can recognize and understand the input text, output answers and feedback similar to human text in the form of text according to instructions and context, and realize meaningful dialogue and communication with users. This paper attempts to integrate generative artificial intelligence. It can be applied to high school English reading teaching. Combined with specific cases, this paper discusses the possibility of AI technology enabling English teaching, in order to provide experience for front-line teachers to carry out English reading teaching practice.

How to Implement Communicative Language Teaching in Chinese Senior High Schools

Communicative Language Teaching (CLT), which emerged in the 1960s as a response to the limitations of traditional grammar-translation approaches, emphasizes the functional use of language and practical language use in real life. It has been recognized as an effective approach in English teaching. However, integrating CLT into the English curriculum in Chinese senior high schools faces numerous obstacles, including cultural barriers, large class sizes, limited resources, and students’ reluctance. Aiming to harness the full potential of CLT in senior high school English teaching, this article critically examines the adoption problems in Chinese senior high schools and proposes some practical strategies to solve the problems. The significance of learner-centered teaching, collaborative activities, authentic context and comprehensive assessment is emphasized. By addressing these challenges and implementing appropriate strategies, we can significantly improve the effectiveness of CLT in Chinese senior high schools, empowering students to use English for meaningful communication and prepare them for the next phase of their academic and professional lives.

The Evolution and Effectiveness of Communicative Language Teaching: A Comprehensive Literature Review

Communicative Language Teaching has long been a prominent approach in language education, emphasizing the importance of meaningful communication in language learning. This literature review comprehensively explores the background, origins, theoretical foundations, effectiveness, challenges, and future directions of Communicative Language Teaching. Communicative Language Teaching emphasizes the cultivation of practical communication skills and the enhancement of student motivation and engagement. By examining perspectives from key proponents and critics, we gain a deeper understanding of its core concepts and features. Research indicates that Communicative Language Teaching effectively improves students’ language proficiency and stimulates their interests. Despite its advantages over traditional methods, challenges in teacher training and professional development still remain. Future research should explore innovative approaches to adapt Communicative Language Teaching to evolving educational landscapes, providing valuable insights for practice and research.

Good or bad? An Analysis of Social Media Participation in Family Relationships

The relationship between social networks and family relationships is an area that has been extensively researched worldwide. Research shows that excessive use of social media can disrupt face-to-face family interactions and weaken relationships. People who have a large number of online relationships may experience a substitution effect compared to face-to-face interactions. The study examines the role of social media in affecting family relations through the lens of uses and gratification theory by studying variables of social media use i.e Social Interaction, Information Seeking and Entertainment. This study examines how the use of social media has affected family relationships among students of Government College University Faisalabad (GCUF). Using a quantitative approach, the study surveyed 348 students and examined correlations between time spent on social media, devices used to access it, purpose of use, and family dynamics. The reliability analysis yielded a moderate Cronbach's alpha of 0.641. Correlation and ANOVA analyses showed that, although time spent on social media has a weak negative relationship with family relationships, the device used for social media (smartphone, tablet or computer) does not significantly influence family relationships. However, the purpose of social media was found to be an important factor: the use of social media for entertainment is correlated with a reduction in family relationships, while the social interactions and goals of information do not have any negative effect. These findings suggest that while device type and time spent on social media are not critical factors, the motivation behind social media use particularly influences family relationships and use for entertainment represents a potential challenge for family cohesion. To address these concerns, policymakers should encourage the development of digital literacy programs to teach families how to use social media responsibly, encourage platforms to develop features that enable meaningful communication and support parental guidance programs.

The Psychology Behind Viral Content: What Makes It Click?

In today's digital landscape, viral content holds immense power in shaping public conversations, consumer behaviour, and online trends. While countless posts, videos, and articles flood social media daily, only a select few capture widespread attention. This study delves into the psychology behind viral content, exploring the key factors that drive engagement and sharing. Gaining insight into these mechanisms is essential for content creators, marketers, and policymakers who seek to navigate and influence the digital space effectively. This research is built upon a questionnaire-based survey, gathering responses to understand how users interact with viral trends. The study examines the patterns of content consumption, the emotional triggers that encourage sharing, and the perceived influence of social media platforms in amplifying or restricting content reach. By analyzing these responses, the research aims to uncover underlying psychological motivators that make certain content more shareable than others. A major focus of this study is the role of emotion in virality. Whether through humour, relatability, or strong emotional appeal, content that evokes a response tends to spread rapidly. Social media algorithms also play a crucial role, selectively pushing certain content while suppressing others, often shaping what users see and engage with. This raises questions about algorithmic influence and whether virality is purely organic or strategically curated by platforms. Another key area explored is misinformation and content manipulation. With concerns growing over the rapid spread of misleading or false information, this study investigates whether users perceive viral trends as natural phenomena or as tools engineered to shift public focus. These findings contribute to discussions on digital ethics and content authenticity, shedding light on the responsibilities of platforms in moderating online discourse. The study's insights hold significant value for brands looking to craft impactful digital campaigns, content creators aiming to maximize engagement, and policymakers addressing online misinformation. Understanding why certain content spreads while others remain unnoticed provides a competitive advantage in the fast-paced world of digital media. Beyond marketing applications, this research also explores the broader social and cultural implications of viral trends. As online platforms continue to shape public narratives, it becomes increasingly important to understand the psychological and technological forces at play. This study provides a foundation for further discussions on how viral content can be leveraged for meaningful communication and ethical digital engagement. By offering a comprehensive exploration of viral content psychology, this research serves as a valuable resource for those seeking to understand, predict, and harness digital influence effectively. As online behaviour continues to evolve, these findings pave the way for future studies on optimizing content strategy in an ever-changing digital ecosystem.

Exploring Emerging Translanguaging Practices among International Undergraduates in EAP Courses in South Korea

As the number of international students in South Korean universities increases, top-tiered institutions are gradually adopting English-Medium Instruction (EMI) policies without considering the linguistic diversity of these students (Lee & Lee, 2018). Similarly, my English for Academic Purposes (EAP) courses were initially designed to be solely conducted in English, assuming that it would be the most effective medium of instruction. However, this English-only approach created tensions between academic and local language practices, which affected language use in my classes. These tensions mainly arise from the differences between students' local language practices and the language used in academia, making it challenging for EAP instructors to design courses that cater to both Korean and international students. To address these gaps, this autoethnographic case study draws on the frameworks of EAP, translanguaging, and action research. The study explores the challenges faced in EAP classes at a regional Korean university and how a bilingual Korean-English instructor addressed them. Throughout one semester in 2022, I conducted action research and redesigned my EAP course to create a translanguaging space for multilingual students. The findings revealed that English-only practices hindered students' ability to fluidly switch between languages, limiting their proficiency in using English for everyday and academic communication (Canagarajah, 2011). Monolingual values embedded in EAP courses also hindered meaningful communication among students with different language backgrounds. To address these challenges, a transition from English-only to multilingual practices was necessary in EAP courses, requiring the development of pedagogical approaches that activate students' multilingual resources in English as a Foreign Language (EFL) contexts. This study suggests the need for more action research in EAP and EFL settings to improve classroom teaching practices and enhance students' learning experiences (Efron & Ravid, 2019).

Using Sand Trays Within An Online Arts Based Review of Current Emotional Climate

In this paper, the authors present using sand trays alongside improvised dance, music, art, poetry, and fairytale making to explore the current emotional climate across several countries and cultures during online meetings. This project included creative arts therapy colleagues from New Zealand, China, Switzerland, and the United States. These participants had met together regularly throughout the COVID 19 pandemic among a larger group from more countries to consider their personal experiences using nonverbal expressions to co-create meaningful communication using arts-based interactions on the internet during that global event. The group did not all share a primary common language. In this series of three Zoom meetings, this smaller group addressed the current global emotional climate as the pandemic has lessened. They included sand trays as an expressive form in this series to investigate how this medium could contribute as part of an integrated response within the context of arts-based multi-modality improvisations. The metaphors were reviewed using creative processes of art-based inquiry. Two major themes were identified from the collection of these multimodal expressions. These themes included, 1) the sense of an approaching threat, and 2) the emergence of a long journey of transitions to find hopefulness. The inclusion of sand trays with these episodes of improvisation appeared to open the collaborative metaphors to more collective symbolism.

Exploring Social Presence for Economics and Business Preservice Teachers

Social presence is a social interaction that involves emotional and psychological feelings mediated by information technology that aims to create real and meaningful communication experiences in their connectedness in the network. This research aims to construct a social presence model in online learning for economics and business preservice teachers. In theory, social presence consists of three dimensions, awareness, cognitive, and affective as exogenous. Furthermore, the quality of social presence interaction has the concepts of intimacy and immediacy as intervening. This research involved 680 economics and business preservice teachers who studied at Universitas Negeri Medan, Universitas Muhammadiyah Sumatera Utara, Universitas Muslim Nusantara Al-Washliyah, and Universitas HKBP Nomensen Medan. Data collection used a questionnaire distributed randomly to the campuses involved using google forms. Data analysis uses a structural equation model through measurement and structural models via SmartPLS. Findings show that the measurement model is reflective through testing construct validity and reliability. The model structural constructed by awareness, cognitive, affective, intimacy, and immediacy has been proven through GoF testing. Implicatively, cognitive and affective significantly impact social presence through intimacy and immediacy in online learning for economics and business preservice teachers. However, effort is still needed to raise awareness for preservice teachers to accept virtual interactions immediately, which is expected to improve social presence interaction in online learning.

Concept analysis of health research translation nomenclature

IntroductionTranslating health research into clinical practice is a complex process aimed at enhancing healthcare quality and patient outcomes. The terminology surrounding this process is varied and often used interchangeably, leading...