Non-native Speakers Research Articles

AL-USUS AL-TSAQAFIYAH LI I’DADI MAWAD TA’LIM AL-LUGHAH AL-’ARABIYAH

Language is the vessel of culture and is the primary means of expressing it in many fields. The Arabic language and its culture go hand in hand. It is difficult for a foreign student to understand the Arabic language accurately or to use it well without understanding the specific cultural concepts associated with it. The idea of ​​teaching the cultural content of the language comes first, not for cultural purposes, but for linguistic purposes. Literature review is a research methodology used in this study. When creating teaching materials, researchers collect information from textual and electronic publications regarding sociocultural concepts. The result of the study aims to discusses culture and its characteristics, the relationship between language and culture, culture and learning Arabic for non-Arabs as well as cultural content in teaching Arabic as a foreign language, especially things that need to be considered in the cultural aspect when preparing Arabic language teaching books for foreign students. Therefore, paying attention to the cultural foundations when preparing books for teaching the Arabic language to non-native speakers is important for achieving the goals of teaching the Arabic language. Every teacher must take into account the specific matters that must be taken into account when preparing books for teaching the Arabic language to foreigners so that it suits the learner’s linguistic and mental level.

Leveraging AI to Optimize English Academic Writing (EAW) in Intelligent Decision Support Systems (IDSS)

Many students and academics face difficulties in English academic writing, particularly non-native speakers of English. This paper examines the use of Artificial Intelligence (AI) in optimizing English academic writing in intelligent decision supporting systems (IDSS). Various literatures were studied to find out how AI can help improve English academic writing. The findings reveal that AI can improve grammar, spelling, sentence construction and make suggestions for clarity and cohesion through tools like Grammarly. Furthermore, integrating AI into IDSS also promotes more efficient and data driven decisions. However, there are still barriers like complex data analysis, ensuring accuracy and reliability of AI-generated content, and addressing ethical issues including bias and transparency. This simple paper highlights the importance of developing more sophisticated and user-friendly AI technologies and the need for further research to explore the long-term impact of using AI in English academic writing for Indonesia context. The results are beneficial to learners, educators and learning institutions as they employ AI tools with the purpose to improve the English academic writing quality and support better decision making.

Exploring the potential of artificial intelligence to enhance the writing of english academic papers by non-native english-speaking medical students - the educational application of ChatGPT

BackgroundAcademic paper writing holds significant importance in the education of medical students, and poses a clear challenge for those whose first language is not English. This study aims to investigate the effectiveness of employing large language models, particularly ChatGPT, in improving the English academic writing skills of these students.MethodsA cohort of 25 third-year medical students from China was recruited. The study consisted of two stages. Firstly, the students were asked to write a mini paper. Secondly, the students were asked to revise the mini paper using ChatGPT within two weeks. The evaluation of the mini papers focused on three key dimensions, including structure, logic, and language. The evaluation method incorporated both manual scoring and AI scoring utilizing the ChatGPT-3.5 and ChatGPT-4 models. Additionally, we employed a questionnaire to gather feedback on students’ experience in using ChatGPT.ResultsAfter implementing ChatGPT for writing assistance, there was a notable increase in manual scoring by 4.23 points. Similarly, AI scoring based on the ChatGPT-3.5 model showed an increase of 4.82 points, while the ChatGPT-4 model showed an increase of 3.84 points. These results highlight the potential of large language models in supporting academic writing. Statistical analysis revealed no significant difference between manual scoring and ChatGPT-4 scoring, indicating the potential of ChatGPT-4 to assist teachers in the grading process. Feedback from the questionnaire indicated a generally positive response from students, with 92% acknowledging an improvement in the quality of their writing, 84% noting advancements in their language skills, and 76% recognizing the contribution of ChatGPT in supporting academic research.ConclusionThe study highlighted the efficacy of large language models like ChatGPT in augmenting the English academic writing proficiency of non-native speakers in medical education. Furthermore, it illustrated the potential of these models to make a contribution to the educational evaluation process, particularly in environments where English is not the primary language.

Neural Delays in Processing Speech in Background Noise Minimized after Short-Term Auditory Training.

Background noise disrupts the neural processing of sound, resulting in delayed and diminished far-field auditory-evoked responses. In young adults, we previously provided evidence that cognitively based short-term auditory training can ameliorate the impact of background noise on the frequency-following response (FFR), leading to greater neural synchrony to the speech fundamental frequency(F0) in noisy listening conditions. In this same dataset (55 healthy young adults), we now examine whether training-related changes extend to the latency of the FFR, with the prediction of faster neural timing after training. FFRs were measured on two days separated by ~8 weeks. FFRs were elicited by the syllable "da" presented at a signal-to-noise ratio (SNR) of +10 dB SPL relative to a background of multi-talker noise. Half of the participants participated in 20 sessions of computerized training (Listening and Communication Enhancement Program, LACE) between test sessions, while the other half served as Controls. In both groups, half of the participants were non-native speakers of English. In the Control Group, response latencies were unchanged at retest, but for the training group, response latencies were earlier. Findings suggest that auditory training can improve how the adult nervous system responds in noisy listening conditions, as demonstrated by decreased response latencies.

Semantic effects on the perception of emotional prosody in native and non-native Chinese speakers

ABSTRACT While previous research has found an in-group advantage (IGA) favouring native speakers in emotional prosody perception over non-native speakers, the effects of semantics on emotional prosody perception remain unclear. This study investigated the effects of semantics on emotional prosody perception in Chinese words and sentences for native and non-native Chinese speakers. The critical manipulation was the congruence of prosodic (positive, negative) and semantic (positive, negative, and neutral) valence. Participants listened to a series of audio clips and judged whether the emotional prosody was positive or negative for each utterance. The results revealed an IGA effect: native speakers perceived emotional prosody more accurately and quickly than non-native speakers in Chinese words and sentences. Furthermore, a semantic congruence effect was observed in Chinese words, where both native and non-native speakers recognised emotional prosody more accurately in the semantic-prosody congruent condition than in the incongruent condition. However, in Chinese sentences, this congruence effect was only present for non-native speakers. Additionally, the IGA effect and semantic congruence effect on emotional prosody perception were influenced by prosody valence. These findings illuminate the role of semantics in emotional prosody perception, highlighting perceptual differences between native and non-native Chinese speakers.

P-475 Introducing the future of personalized fertility care - AndreiaAI

Abstract Study question Is it possible to build a robust and accurate large language model, from anonymized patient records, to predict live birth occurrence? Summary answer A prototype provides answers in different languages, creates charts/tables based on natural language inputs, and runs statistical analysis, predicting live birth occurrence with 78% accuracy. What is known already The capability for a non-technical person to query clinically valid information and safely managed data represents the single largest step towards the democratization of clinical knowledge to the layperson in the history of ART. Whilst patients are used to Googling their symptoms, Chat GPT was trained on the open internet and will provide equally poor advice. However, when the information is locked down and limited to a specific data set, the ability of a LLM to parse questions as code and return answers specific to the underlying data set presents great opportunities to improve patient and clinician awareness. Study design, size, duration Design: proof of concept Size: 1 million anonymized patient outcome records were gathered from the regulator’s anonymized register (i.e., HFEA, from 1991 to 2018) Duration: between August and December 2023 Participants/materials, setting, methods Participants/materials: 1 million anonymized patient outcome records were gathered from the regulator’s anonymized register (i.e., HFEA, from 1991 to 2018) Method: Data was merged and pre-processed for analysis. As an approach to machine-learning modeling, Ensembling with Random Forest and GB was chosen. Different models were tested to reach maximum accuracy and performance. Patient scenarios based on evidence-based cases were used. A ChatGPT-like interface was preferred as it is simple for doctors and patients to interact with. Main results and the role of chance A prototype model was created, using anonymized patient outcome records, and formulated various patient scenarios based on evidence-based cases, to demonstrate new capabilities. The capabilities include the ability to provide answers in different languages for non-native English speakers, to dynamically create charts and tables based on natural language inputs, and to run sophisticated statistical analysis linked to the underlying dataset for example predict live birth occurrence based on demographic inputs,s and presentation of symptoms. The prototype went as far as creating an ML model to predict live birth occurrence with a 78% accuracy. This was achieved by using an Emsebling method for a binary classification problem (random forest) with live birth occurrence as the target and 14 features, such as age, treatment, and diagnosis. Whilst the technical nature of how this was delivered is extremely important for explainable AI and to engender trust as opposed to replacing the doctor with just another black box, the fact that a predictive model based on 1 million patients and linked back to a specific patient scenario in under 30 seconds for the end-user perspective is proof of capability that personalized insights can be quickly and accurately generated in clinical consultation. Limitations, reasons for caution The study was a proof of concept which needs further research and validation in a clinical setting. Wider implications of the findings The proof of concept evidences the capabilities of LLMs to increase awareness of fertility information. It is accessible, in 40 different languages, on-demand, free to the end-user, and clearly visualized. Access to accurate information that provides personalized insights based on specific criteria, speeds up the time to diagnosis and treatment. Trial registration number n/a

Immigrants’ attitudes towards varieties of American English

Abstract Native speakers of English commonly perceive some social variants of their language to be more prestigious than others. It is less clear, however, whether nonnative English speakers from immigrant communities come to internalize similar language stereotypes. The present study analysed, through a language attitude survey, a total of 40 Korean American college students’ reactions to tape-recorded samples of five socially stratified varieties of English commonly heard in the U.S. Results indicated that Korean American college students perceived a Standard American English (SAE) typical of broadcast English in the U.S. most favourably. Nonstandard varieties (regional and ethnic dialects), especially African American English, were judged as less favourable. SAE and its speaker was associated with positive qualities on rating scales, while nonstandard guises were rated less favourably on the same characteristics. This study provides a greater understanding of how different English varieties are perceived by an immigrant community in the U.S. and invites future studies of English language attitudes in other minority communities.

Intelligibility of Natively and Nonnatively Produced English Speech Presented in Noise to a Large Cohort of United States Service Members.

A corpus of English matrix sentences produced by 60 native and nonnative speakers of English was developed as part of a multinational coalition task group. This corpus was tested on a large cohort of U.S. Service members in order to examine the effects of talker nativeness, listener nativeness, masker type, and hearing sensitivity on speech recognition performance in this population. A total of 1,939 U.S. Service members (ages 18-68 years) completed this closed-set listening task, including 430 women and 110 nonnative English speakers. Stimuli were produced by native and nonnative speakers of English and were presented in speech-shaped noise and multitalker babble. Keyword recognition accuracy and response times were analyzed. General(ized) linear mixed-effects regression models found that, on the whole, speech recognition performance was lower for listeners who identified as nonnative speakers of English and when listening to speech produced by nonnative speakers of English. Talker and listener effects were more pronounced when listening in a babble masker than in a speech-shaped noise masker. Response times varied as a function of recognition score, with longest response times found for intermediate levels of performance. This study found additive effects of talker and listener nonnativeness when listening to speech in background noise. These effects were present in both accuracy and response time measures. No multiplicative effects of talker and listener language background were found. There was little evidence of a negative interaction between talker nonnativeness and hearing impairment, suggesting that these factors may have redundant effects on speech recognition. https://doi.org/10.23641/asha.26060191.

A Study on the Use of Supplementary Materials in Teaching English Speaking Skills at Tuyen Quang School for Excellence

This study investigates the impact of supplementary materials on the development of English speaking skills among students at Tuyen Quang School for Excellence. Recognizing the challenges faced by non-native English speakers in achieving oral proficiency, this research explores how diverse and carefully curated supplementary resources can enhance the teaching and learning experience. By integrating multimedia tools, authentic materials, and interactive activities into the curriculum, the study aims to provide a comprehensive approach to language acquisition that goes beyond traditional textbooks. Through a mixed-methods approach, including surveys, interviews, and classroom observations, we examine the effectiveness of these materials in improving students' fluency, accuracy, and confidence in speaking English. The findings indicate a significant positive correlation between the use of supplementary materials and students' speaking performance, highlighting the importance of resource diversity in language education. This research underscores the need for innovative teaching strategies that cater to the dynamic and multifaceted nature of language learning, advocating for a pedagogical shift that embraces modern educational tools. The implications of this study are far-reaching, offering valuable insights for educators, policymakers, and curriculum developers aiming to enhance English speaking skills in similar educational contexts.

Factors Deterred BA English Major Students’ Academic Achievements at Nangarhar University

Learning academic and professional English is essential for nonnative speakers. However, learning this international language is not as simple as students and teachers think in the EFL context. In Afghanistan, students study English language programs up to undergraduate and graduate levels. They join the programs to overcome written and oral communication problems, comprehend English text, and learn language-related issues such as linguistics, EFL research, and macro skills of the English language. The major purpose of this scientific study is to find the factors that challenge students from achieving academic success in BA English studies at Nangarhar University Moreover, it aims to identify appropriate strategies for implementing creative teaching approaches and their effects on undergraduate students’ academic achievement. This study was conducted through a systematic review of literature and individual interviews. Twenty-four senior and junior students were interviewed about levels of student engagement through semi-structured interviews. The participants pointed out factors such as lack of innovative teaching approaches, shortage of technological tools in the classroom, no or less motivation, outdated teaching materials, lesson extracurricular activities, and students’ weak English background as factors that deter learners from fluent speaking, critical reading, and creative writing. The scientific study found that creative teaching approaches develop critical thinking and help students to become autonomous learners which is important for academic achievement in undergraduate programs.

The Significance of the Language Laboratory for Arabic Non-Native Speakers in the Arabic Teaching Institutes of Sri Lanka

In Sri Lanka, where Arabic is not a native language, the Establishment of Arabic language laboratories presents significant opportunities for enhancing linguistical proficiency among non-native speakers. This study aims to explore the impact of Arabic language laboratories on language proficiency and cultural understanding among non-native speakers in the Arabic teaching institutes of Sri Lanka and evaluate the effectiveness of technological tools in Arabic language laboratories for facilitating language acquisition among non-native speakers in the Arabic teaching institutes of Sri Lanka. This study concluded that Establishing Arabic language labs in the Arabic teaching institutes of Sri Lanka is a strategic investment, offering diverse benefits beyond linguistic proficiency. These labs foster cultural awareness and open avenues for academic and professional growth. Recommendations include investing in technology, updating the curriculum to reflect linguistic and cultural trends, and providing teacher training. Cultural immersion programs and ongoing research are also crucial. Collaboration with international partners and promoting Arabic learning are essential for enriching educational experiences and fostering a globally competitive workforce.

Interferencia morfosintáctica del quechua al castellano en la provincia del Cusco

The Spanish spoken in the province of Cusco belongs to Andean Spanish, this because of the linguistic contact between Quechua and Spanish. This linguistic relationship generates various linguistic cases such as bilingualism, interference, substitution of one language for another, etc. The objective of this investigation is to describe and analyze the morphosyntactic interference from Quechua into Spanish spoken by bilinguals in the province of Cusco. The methodology used the qualitative approach and, consequently, the descriptive explanatory method. The linguistic corpus is made up of the information noted in the linguistic record sheet and the series of recordings of the interview. Also, the techniques that were used were observation andthe interview.The instruments used were the linguistic record sheet and a semi-structured questionnaire for the interview. The study design is of a non-experimental, cross-sectional nature. The results obtained show that morphosyntactic interference from Quechua to Spanish is manifested in linguistic insertion, omissions, grammatical substitutions, grammatical discordance, and solecism. Finally, the linguistic cases analyzed are natural expressions of the bilingual, without taking into account whether the bilingual is a native or non-native speaker.

Filipino English teachers in Japan: Exploring subject positioning in teaching experiences

This paper focused on the teaching experiences of Filipino English teachers in Japan. It aimed to find out how the Filipino teachers position themselves and establish their own identities as teachers of English as a foreign language. The first research question sought to find out the roles and responsibilities the Filipino English teachers have in the school. The second question wanted to know the achievements and successes that they have had as teachers in Japan. The third question wanted to find out the challenges that the Filipino English teachers have encountered and how they overcame them. Results showed that aside from a more relaxed and less stressful teaching English as a foreign language task, Filipino English teachers in Japan also serve as cultural ambassadors of the Philippines in their respective classrooms. And although they are usually recognized for doing a very good job, Filipino teachers also face some challenges that stem up from their being non-native English speakers.

On Non-Native Listeners’ Ability to Identify Prominence and Pitch Accents in EnglishMonologic Speech

A comparative perceptual study involving two experimental groups with different native languages (Russian and Czech) shows that phonologically trained non-native speakers of English are good at identifying basic suprasegmental features of the English language, namely prominence (sentence stress) and accent types, which potentially makes it possible to use their prosodic annotations when validating cross-language intonation research. The occasional failure of both experimental groups to identify certain accent types is explained in the study by the annotators’ mother tongue’s prosodic interference: Czech and Russian speakers rely on different acoustic cues when identifying prosodic features in their native languages and transfer this habit to the discrimination of English prosodic characteristics. The study demonstrates that when a prosodic cue is not marked in the speaker’s mother tongue, it will likely be ignored in the foreign language.

Digitalizing Arabic Teaching for Non-Native Speakers in Sri Lanka: Challenges and Opportunities

Arabic is an important language for Muslims, as it is the language of the Quran and essential religious texts. In Sri Lanka, the Muslim community prioritizes teaching and learning Arabic to ensure a deep connection with their faith. Arabic teaching is integrated across various sectors, including Madrasas, schools, universities, and community programs. However, in Sri Lanka, Arabic teaching traditionally depends on conventional methods, but there's a pressing need for digitalization. This study aims to find the challenges associated with integrating digital technologies in Arabic language teaching for non-native speakers in Sri Lanka, to confirm the effectiveness of existing digital tools and resources in facilitating Arabic language learning in Sri Lanka, and to explore opportunities for enhancing Arabic language teaching through digital platforms in the Sri Lankan context. The researcher used descriptive and analytical methods to complete this study. To meet the objectives of the study, primary and secondary data were used with qualitative and quantitative approaches. This study addresses the challenges and opportunities in digitalizing Arabic teaching for non-native speakers in Sri Lanka. This study concluded that, by developing vast online resources and interactive platforms, suitable materials for local needs, and integrating digital assessment tools, the research highlights how digital transformation can enhance the effectiveness and accessibility of Arabic language teaching in Sri Lanka. The findings aim to provide actionable insights for policymakers, teachers, and technology developers to overcome barriers and maximize the benefits of digital learning in this context.

A Comparative Corpus-Based Study of Genitive Variation in Written Native and Non-Native Speakers’ Narratives

A Comparative Corpus-Based Study of Genitive Variation in Written Native and Non-Native Speakers’ Narratives

Morphological and semantic priming in word recognition

Word recognition is investigated along with semantic priming. While semantic priming has received attention among scholars investigating language processing in the last five decades, the literature lacks an investigation of semantic priming in word recognition among native and non-native German-speakers. To investigate the differences in how native speakers (L1) and non-native speakers (L2) of recognize words, and their corresponding speed, we designed two experiments consisting of two conditions; when the primes are associated with the target word, and when the primes are not related to the target word. For the semantic category, identical conditions were designed; when the primes are associated with the target word, and when they are not related to the target word. Reaction Time (RT) and accuracy were obtained during the experiments on both groups (L1 and L2). The experiment was controlled by the DMDX software package. The results indicate that there are no such differences among native speakers(L1) and non-native speakers of the German language unless in individual choices. There are similarities among first language speakers (L1) and second language speakers (L2) in both categoriesــــmorphology and semantics. The delay would occur when non-native speakers see a word in morphological and semantic priming.

Native speakerism crossing borders: comparing stakeholders’ attitudes towards English and Basque native and non-native teachers

Perceptions towards English native and non-native speaking teachers have drawn the attention of researchers in language acquisition. However, no study has examined its implications in the teaching of minority languages. This study aims to analyze 563 students’, parents’, and teachers’ attitudes and preferences towards English and Basque native and non-native teachers. Using questionnaires and group discussions, education stakeholders were questioned about their teacher preferences and their beliefs concerning assessment and support, attitudes, motivation, culture, and perceived linguistic abilities. Results revealed that education stakeholders appeared to assign concrete characteristics to native and non-native speaking teachers, regardless of the language under scrutiny.

Navigating English-mediated online discourse: Communication strategies of Indonesian EFL learners in online discussions

For non-native English speakers, effective and meaningful communication in English can pose challenges due to potential limitations in their communicative competence. Such challenges can cause communication breakdowns if not effectively managed. This complexity is compounded when English communication occurs in an online setting, where technological issues and lack of social presence may disrupt the communication. This study aims to explore the communication strategies utilized by Indonesian EFL learners when participating in online group discussions. The data were collected from six groups of first-year English Department students involving a total of twenty-two students engaged in 20-minute online discussions per group. The analysis focused on the discourse produced by the participants during these discussions observing the strategies employed by the participants. The findings indicated that Indonesian EFL learners predominantly applied achievement and compensatory strategies. These strategies encompassed code-switching, circumlocution, approximation, the use of all-purpose words, word foreignizing, and appealing for help. Among these strategies, code-switching emerged as the prevailing strategy for Indonesian EFL learners engaged in online group discussions. While conversing, code- switching was automatically and naturally used, particularly when referring to Indonesian acronyms and names. At last, implications and future directions are addressed.

Action research: Increasing Turkish EFL Learners’ Speaking Self-Efficacy in English Online Sessions

The main purpose of this study is to investigate the critical role of students' speaking self-efficacy, motivation and engagement during English online sessions. Additionally, the current research aims to provide a fresh perspective on addressing challenges such as low self-efficacy, speaking anxiety, and low motivation among the students, which may hinder effective communication in the target language. This study provides a valuable starting point for language educators and researchers to explore the potential benefits of incorporating interaction with non-native speakers in language learning settings. The action research design employed in this study, guided by the identified sources of self-efficacy proposed by Bandura (1994). The research was successfully carried out in a Compulsory Preparatory Group in Listening & Speaking sessions, where students' proficiency level in English was pre-intermediate (B1). The primary goal of English as a Foreign Language (EFL) learners in compulsory prep classes is to achieve mastery of English language skills. This proficiency is crucial as it enables the students to effectively engage with the extensive number of texts they will encounter, write essays, and, most importantly, communicate orally and deliver presentations in the target language once they transition to their respective faculties. Five guest-speakers from Egypt, Korea, Australia, Iran and Ethiopia were invited to join the sessions. The research procedure incorporates focus group discussions, enabling active student participation and feedback provision on each guest speaker, thereby promoting the development of speaking self-efficacy and boosting students’ motivation. Through this approach, students were exposed to essential opportunities for real-time language performance. The participation of foreigners in these sessions had a positive impact on students' English speaking self-efficacy and their overall performance. The findings of this research support the idea that integrating foreign guest-speakers effectively address challenges such as speaking anxiety, low self-efficacy, and low motivation among students in English online sessions.