Language Problems Research Articles

Development of a New ‘Engineering English for Intercultural Communication’ Online Course to Prepare New Engineers for Working in Intercultural Workplace Settings

This study aimed to develop a tailor-made online course called “Engineering English for Intercultural Communication (EEIC)” for undergraduate engineering students based on the self-report on English language proficiency, intercultural communication competence (ICC) as well as needs of a diverse set of stakeholders in the engineering professions and education. It comprises two phases: (1) analyzing the data from the stakeholders, and (2) designing and developing a course. In the first phase, a mixed-methods approach was adopted. A questionnaire was employed for a self-report on English language proficiency and problems in language use, as well as the ICC of 108 Thai engineering students at an autonomous university in Thailand and 22 Thai engineering professionals working in international companies. Then, semi-structured interviews on the necessity of engineering English and ICC for novice engineers were conducted with 16 engineering course lecturers. The second phase involves the design and development of the EEIC course. The ADDIE model was adopted and the findings from the analysis of the data collected in the first phase were used to guide the design and develop such a course with four units, each with a different focus, specifically. This study contributes to the ELT field by showcasing a course design process to meet the needs of a set of diverse stakeholders. Specifically, the course was developed based on real-life information obtained from both educational and professional contexts analyzed to provide guidance for the course design and development.

International legal regulation of integration of migrants children into the educational environment. Overview of national practices

As a result of the present migration situation, an increasing number of foreign-born youngsters struggle to integrate into the host nation's educational system. Although the universal international legal level has established the fundamentals of foreign residents' legal status, including their right to education, the process of integrating into the educational system is still outside its purview complicating the regulation of the process. Language problems and educational institutions' reluctance to modify the curriculum to accommodate this group of children's demands are additional challenges that are emphasized. The worldwide legal framework for integrating migrants’ children into the educational system is analyzed in this study, along with state policies that assist educational institutions and children.

ChatGPT 기능이 대학생의 학습성과와 학업성취도를 매개로 지속이용의도에 미치는 영향

With the change of the 4th Industrial Revolution era and the radical development of computing technology, the importance of software is increasing and software technology is being used in all industries throughout life. In addition, chatGPT, a GPT-based interactive artificial intelligence service developed by Open AI, is also showing rapid development. Based on a vast knowledge database, chatGPT provides sophisticated answers in a variety of knowledge areas. As chatGPT gradually develops, it is being used to perform tasks that require human intelligence, especially its impact on education is increasing. chatGPT, based on artificial intelligence (AI), is a natural language processing model that allows users to understand and solve programming concepts and problems in natural language, analyzes learners' questions and answers, and provides an optimized learning path to individual learners, thereby improving learning efficiency or learning outcomes. This paper focuses on the effect of chatGPT on college students' learning outcomes, achievements, and continuous use intention. Therefore, in this study, the concept of chatGPT and the user's intention to continue using it were clarified by classifying it into five functions: efficiency, convenience, problem-solving ability, usefulness, and interaction. In addition, in this study, two parameters, learning outcomes and academic achievement, were presented, and a corresponding research model was presented. Samples were collected using questionnaires and the hypothesis was verified by questionnaire analysis using SPSS 23.0 and Smart PLS 4.0. The following conclusions were drawn. First, H1 was partially accepted. Second, because the convenience of chatGPT did not have a positive effect on academic performance and academic achievement, H1-2 and H2-2 were rejected. chatGPT was adopted because its efficiency, usefulness, and interactivity had a significant impact on learning outcomes and academic achievement. Therefore, H2 is partially accepted. Third, because learning outcomes have a significant impact on the intention to continue using chatGPT, H3 was adopted. Fourth, because academic achievement had a significant effect on the intention to continue using chatGPT, H4 was adopted.

The Relationship between Congenital Hearing Loss Risk Factors and Outcomes of Otoacoustic Emission Screening Test in Neonates at Dr. Zainoel Abidin Hospital (RSUDZA) Banda Aceh

Background: Congenital hearing loss is deafness that occurs before childbirth. Infant hearing impairment can affect speech, language, cognitive, social, and emotional problems. Otoacoustic Emission (OAE) screening test was used for early detection of hearing function. Objective: To determine the relationship between congenital hearing loss risk factors and outcomes of Otoacoustic Emission screening test in neonates at RSUDZA Banda aceh. Methods: Case control study in Perinatology and Neonatology Intensive Care Unit RSUDZA on April-Jun 2022. Study sample carried out on 80 respondents consist of 40 case group (pass) and 40 control group (refer). The risk factors which were researched including Low Birth Weight (LBW), premature, hyperbilirubinemia, low APGAR score, craniofacial anomalies, staying in NICU more than 5 days, and family history of congenital deafness. Each group was analyzed using Chi-Square test or Fisher's exact test and the Ods ratio was calculated. Result: There were four risk factors that had a significant relationship (p<0.05), such as Low Birth Weight (OR=0.294), hyperbilirubinemia (OR=0.103), low APGAR score (OR=0.107), and craniofacial anomalies (p=0.026). LBW is the most significant risk factor. Conclusion: Low birth weight, hyperbilirubinemia, low APGAR scores, and craniofacial anomalies are risk factors for referral results on OAE screening test in neonates.

MANIFESTAÇÕES E COMORBIDADES DA DOENÇA DE ALZHEIMER: UMA REVISÃO SISTEMÁTICA

Objective: The aim of this review was to report the current knowledge on the main clinical manifestations and comorbidities associated with Alzheimer's disease (AD). Methodology: Searches were performed in the PubMed Central (PMC) databases. Three descriptors were used in combination with the Boolean term "AND": Alzheimer Disease, Signs and Symptoms, Clinical Diagnosis. From this search, 440 articles were found, which were subsequently submitted to the selection criteria. After applying the inclusion and exclusion criteria, 25 articles were selected from the PubMed database to compose the review. Results: The studies highlight the diversity of clinical manifestations of AD, which include memory loss, cognitive difficulties, language problems, and mood swings. Comorbidities often seen in AD patients include cardiovascular disease, diabetes mellitus, depression, and migraine. The identification of genetic factors and biomarkers, such as alterations in the ApoE, ENPP6 and SOMA1 genes, reveals the biological complexity of the disease. Sex differences in AD manifestations are significant, with women having a higher prevalence of depressive and psychotic symptoms, while men are more prone to apathy. Innovative therapeutic approaches, such as modulation of brain rhythms and artificial rhythmic stimulation, show promise for improving cognitive function. Conclusion: The integration of multidisciplinary and innovative approaches is essential for advancing the diagnosis and treatment of AD. A detailed understanding of clinical manifestations and comorbidities, combined with the identification of biomarkers, is essential to develop more effective therapies. In short, progress in AD management requires a holistic and collaborative approach, aimed at meeting the individual needs of patients and promoting their overall well-being.

Neuronal ceroid lipofuscinoses type 7 (CLN7): a case series reporting cross sectional and retrospective clinical data to evaluate validity of standardized tools to assess disease progression, quality of life, and adaptive skills

BackgroundThis study evaluated the clinical characteristics of neuronal ceroid lipofuscinosis type 7 or CLN7 disease spectrum to characterize the clinical, electrophysiologic and neuroimaging phenotypes.MethodsWe performed a single-center cross sectional data collection along with retrospective medical chart review in patients with a genetic diagnosis of CLN7. This study received ethical approval by the University of Texas Southwestern Medical Center Institutional Review Board. A total of 8 patients were included between the ages of 4 to 6 years. All patients had a genetic diagnosis of CLN7 with homozygous or compound heterozygous mutations in the MFSD8 gene. The information collected includes patient demographics, developmental history, neurological events including seizures and neurodevelopmental regression along with further evaluation of brain magnetic resonance imaging and electrophysiological findings. The clinical phenotype is described through cross sectional and retrospective data collection and standardized tools assessing quality of life and functional skills.ResultsOur findings in this cohort of CLN7 patients indicated that development is initially normal with onset of clinical symptoms as early as two years of age. Language problems were noted prior to or at the onset of seizures in all cases. Gait problems were noted prior to seizure onset in 3 of 8 patients, and at or within 6 months after the onset of seizures in 5 of 8 patients. All patients followed a progressive course of language, motor, and neurocognitive deterioration. Congruent with the medical history, our patients had significantly low scores on adaptive abilities. Natural history data such as this can be used to support future clinical trial designs.ConclusionsThis study provides a comprehensive description of CLN7 disease, highlighting clinical data alongside standardized neuropsychological assessments, neuroimaging, and electrophysiologic data. It emphasizes the value of importance of standardized tools for understanding disease phenotype and their potential use as endpoints in future clinical trials. The findings established can provide a baseline for developing future prospective natural history studies and potential therapeutic clinical trials.

Social Network, Performative Language, and Platonic Problems. About Creativity in the Virtual World

Social Network, Performative Language, and Platonic Problems. About Creativity in the Virtual World

PURPOSE AND PROBLEMS OF LISTENING COMPREHENSION

This article discusses the role of listening comprehension in native language classes today, the formation of an understanding of this skill in students, training them to work with this skill task, the teaching of listening comprehension skills abroad and in our native language classes, problems and solutions.

Cultural Competence Among Nursing Students in Pakistan: A Literature Review

Today's nursing practice mostly draws on cultural competence in light of patients' diverse needs. This literature review explores ways in which structural learning techniques, such as settings like clinics, simulations, and in vivo cultural learning, could strengthen the teaching of cultural competencies in nursing training. Aim: To evaluate the progression of cultural competence and various educational interventions' effectiveness for the advancement of the culture, after taking into account the most relevant research works such as Leininger's Transcultural Nursing Theory and Social Identity Theory. Different research has proven that cultural competence reduces health inequities and improves patients' outcomes, satisfaction, and adherence to treatments. However, despite these benefits, many educational institutions face many challenges, especially in Pakistan. The different cultural barriers to the training initiative include language problems, gender conventions, and resources. The review findings provide a basis for calling for organized programs, tying the theoretical construction together with effective practical experience. The most crucial aspect in conducting such a gap-closing, culturally competency-building program lies in the necessity to use only evidence-based training methods. More study should be focused on long-term studies and high-tech techniques, such as simulation-based learning, to better promote culturally competent care in nursing education. To enhance their readiness to offer equitable treatment in multicultural settings, especially in culturally variant countries like Pakistan, it will be essential to strengthen the cultural competency of healthcare workers.

Are Speech Sound Difficulties Risk Factors for Difficulties in Language and Reading Skills? A Systematic Review and Meta-Analysis.

Children with speech sound difficulties often require educational psychology services, yet systematic reviews examining the association between these difficulties and language or reading problems are lacking. This meta-analysis examines whether these children are at higher risk of language and reading difficulties compared to their peers. The study analyzed 290 effect sizes from cross-sectional and longitudinal studies that compared language and reading skills between children with speech sound difficulties and controls. Additionally, we evaluated 37 effect sizes from correlational studies in general populations to examine the relationship between speech sound skills and language or reading skills. Children with speech sound difficulties showed significant concurrent language (Hedges' g = -0.60) and reading (Hedges' g = -0.58) problems. Correlational studies also demonstrated a relationship between speech sound skills and language (r = .23) and reading (r = .23) skills. Phonological awareness and study quality were significant moderators. Longitudinal studies showed persistent or increasing group differences over time in language (Hedges' g = -0.85) and reading (Hedges' g = -0.50). These findings were consistent regardless of the severity or types of speech sound difficulties, nonverbal IQ, country, age, and publication year. However, a precision-effect test and the precision-effect estimate with standard errors analysis suggested a potential decrease in effect size due to publication bias from small sample sizes in primary studies. Children with speech sound difficulties are at an increased risk of language and reading difficulties, emphasizing the need for broader language assessments and early interventions to mitigate future academic difficulties. https://doi.org/10.23641/asha.27849828.

The Effect of Metabolic Disease on Language and Swallowing Skills in Children: A Case Report

Objectives: The present research aims to highlight the impact of hyperammonemia, a common pediatric metabolic disease, on children’s language and feeding skills. This research was conducted through a literature review and the presentation of a 2.5-year-old girl diagnosed with hyperammonemia. Case Presentation: The research was conducted on a 2.5-year-old girl who had been diagnosed with a sudden-onset metabolic disorder that resulted in swallowing, speech, and language problems. The child’s receptive and productive language and feeding history were obtained through interviews with her mother. Formal and informal tests were used to assess the child’s language and feeding skills at two different times after the onset of symptoms. Discussion: This study presents a new and unique case of a child with very high levels of ammonia and severe clinical manifestations of cognitive, language, and motor dysfunctions. Although the child did not receive any direct interventions during the study, a secondary assessment revealed slight improvements in some language and oral motor skills, possibly due to maturation and advice provided by rehabilitation team members.

Syntax Language Skill in Children with Down Syndrom: A Systematic Review

Background: Down syndrome (SD) is the most common genetic disorder and the easiest to identify. SD or better known as the genetic disorder trisomy, where there is an extra chromosome on chromosome 21. Objectives: Analyzing syntax abilities in Down Syndrome children and learning materials in writing scientific research as well as providing additional information regarding syntax abilities in Down Syndrome children. Methods: The research carried out is a systematic review research. This research uses data from previous research. A quantitative systematic review combines findings from various independent studies, and produces a statistical summary of those findings (Last, 2001 in Murti, 2018). Results: Down syndrome children show conditions of intellectual problems that are continuous with language problems. Where cognitive abilities are the main capital in communication. Conclusion: Syntax communication abilities create core impairments in the narratives of children with Down syndrome. Syntax difficulties and deficits in global executive function when compared with children with other typical development.. Keywords: Syntax Language, Down syndrome, Systematic review

MODEL OF DEVELOPMENT OF TEACHING MATERIALS FOR ARABIC LANGUAGE SKILLS AT AL MAAHIRA IIBS MALANG "AL-HIWARAT AL-YAUMIYAH"

IIBS Al Maahira Malang. This institution is a boarding school based on Islam and international standards. So, the lessons in it must more or less use the language of AISNG. This includes learning Arabic. Here, the researcher will specialize more on learning Arabic in Islamic boarding schools. Currently, Al-Maahira has an Arabic textbook called "Al-Hiwarat Al-Yaumiyah." In it there are several maharatul kalam combinations from a technical point of view, for example, it even contains several friends related to daily life and of course many collections of mufrodat that are relevant to the themes in it. This research aims to determine the feasibility of Arabic textbooks used at IIBS Al-Maahira. Knowing the presentation of Arabic textbooks at IIBS Al-Maahira. Knowing the background of the development of teaching materials at IIBS Al-Maahira. This study uses a qualitative method with a field observation process carried out by the researcher. The results were obtained: First, the development of the maharatul kalam textbook is the initial solution to the problem of students' language from the beginning of the institution's pioneering. Second, this textbook is compiled by involving material experts, learning media experts, linguists, and of course the language section at Al-Maahira IIBS. Third, this textbook is systematically arranged with the division of themes, the existence of mufrodat related to the theme, conversations related to the theme. And special guidance for teachers in delivering material.

An Analysis of Students' Perspective Toward the Classroom Management of English Teaching-Learning Process at MTs NW Putra Rinjani NW

This study has two objectives. The first objective is To describe the Students' Perspective Toward the Classroom Management of English Teaching-Learning Process at MTs NW Putra Rinjani NW .The second objective is To know what the students Problem in learning English Language. The data collection methods used in this study observation and interview. The data analysis method uses a qualitative descriptive method with the stages of data collection, data reduction, data presentation, and drawing conclusions. The result of the study shows that to handle a big class, the teacher uses the conventional seating arrangement. The teacher uses both English and Indonesian in the teaching and learning process in order that the students understand the lesson. To make the students easy to understand the material, the teacher acts as an informer and monitor in the teaching and learning process. The teacher uses small groups in grouping students. The teacher corrects the students’ spoken and written language by checking students’ pronunciation and writing one by one. The teacher gives feedback to the students individually or in groups. The teacher’s voice is loud in explaining the material. It is aimed to make the students hear the teacher’s voice clearly. The teacher’s pronunciation is correct and clear.

Learning Languages in the 21st Century: the Digital and Ai Transformation

The article deals with the problem of the learning languages in the 21st century: the digital and AI transformation. The aim of this article is to explore and clarify the transformative impact of digital technologies on foreign language teaching. This article explores the evolution of language learning from classroom-based methods to the incorporation of digital instruments, Artificial Intelligence (AI), and Information and Communication Technologies (ICT). Digital tools such as language learning applications, online dictionaries, multimedia resources, and language exchange platforms have made language acquisition more accessible and engaging. AI technologies introduce intelligent tutoring systems, personalized learning experiences, and advanced language processing capabilities, while ICT tools like Learning Management Systems (LMS) and virtual classrooms facilitate effective communication and information processing. The benefits of these advancements are multifaceted, including increased accessibility and flexibility, enhanced engagement and motivation, personalized learning paths, and improved collaboration and communication. However, challenges such as the digital divide, variability in resource quality, data privacy concerns, and the need for continuous teacher training must be addressed. Looking ahead, future trends such as augmented and virtual reality, blockchain technology, AI-driven content creation, IoT integration, and multimodal learning experiences promise to further transform the landscape of language education. These innovations will pave the way for more immersive and interconnected language learning experiences, contributing to a more multilingual global society.

Amphibolism of Legal Discourse, or the Art of Word Mastery in Professional Legal Activity

Introduction: the paper discusses the problems and prospects of the study of legal discourse in procedural law. On the one hand, the lack of unity and unambiguity in the definition of legal discourse makes it possible to characterize the situation as amphibolic. On the other hand, there is an awareness that everything new is just well-forgotten old. The development of the problem of language and law began as early as ancient Greek philosophers and lawyers of Ancient Rome, who for the first time drew attention to the fact that the words of the law were not identical with its “power and authority” (vin ac potestatem). Therefore, it would be at least doubtful to talk about the relevance of the problem from a position of novelty today. The art of using the word in professional activity has always been of concern to the legal community. Therefore, the paper attempts to show continuity in the study of the issue and the possibility of enriching developments in this direction, taking into account modern achievements. In this regard, the purpose of the study is to generalize the positions available in various branches of knowledge regarding what is included in the content of legal discourse, as well as to identify the functions and properties of this multidimensional concept. Methods: in the course of the research, the dialectical and general scientific methods of cognition were used – observation, description, and theoretical understanding of the material, systematic interpretation. Among the specific scientific methods of studying the subject of scientific research were the formal legal and generalization methods. Results: it is advisable to abandon the complication of the definition of legal discourse by eliminating the accumulation of various components in its content, devoid of practical content. “Do not multiply entities unnecessarily” – this is how Occam’s principle sounds. The definition of legal discourse through words in law most clearly and fully characterizes the essence of this phenomenon. Conclusions: legal discourse is the art of using the word in the professional activity of a lawyer, human common sense.

On probabilistic and causal reasoning with summation operators

Abstract Ibeling et al. (2023, Annals of Pure and Applied Logic, 103339) axiomatize increasingly expressive languages of causation and probability, and Mossé et al. (2024, The Review of Symbolic Logic, 17, 106–131) show that reasoning (specifically the satisfiability problem) in each causal language is as difficult, from a computational complexity perspective, as reasoning in its merely probabilistic or ‘correlational’ counterpart. Introducing a summation operator to capture common devices that appear in applications—such as the $do$-calculus of Pearl (Causality. Cambridge University Press, 2009) for causal inference, which makes ample use of marginalization—van der Zander et al. (The hardness of reasoning about probabilities and causality. In Proceedings of the Thirty-Second International Joint Conference on Artificial Intelligence, IJCAI-23, E. Elkind, ed., pp. 5730–5738. International Joint Conferences on Artificial Intelligence Organization. Main Track. 2023) extend these earlier complexity results to causal and probabilistic languages with marginalization. We complete this extension, fully characterizing the complexity of probabilistic and causal reasoning with summation, demonstrating that these again remain equally difficult. Surprisingly, allowing free variables for random variable values results in a system that is undecidable, so long as the ranges of these random variables are unrestricted. We finally axiomatize these languages featuring marginalization (or more generally summation), resolving open questions posed by Ibeling et al. (2023, Annals of Pure and Applied Logic, 103339).

Digital health literacy of adults with low reading and writing skills: A mixed-methods study

Abstract Background Around 12% of the adult population living in Germany have low reading and writing skills. Little is known about their digital health literacy and use of digital health technologies. The objectives of the Liter@te study were to assess the digital health literacy of adults with low reading and writing skills and to explore which digital tools they used in everyday life. Methods A cross-sectional survey (n = 96) and five focus groups (n = 39) were conducted with adults aged 18-64 years with low reading and writing skills. Digital health literacy was measured using the eHEALS scale and compared with results from a nationwide sample. Focus group participants completed a task course on digital health information and then discussed their experiences. Survey data were analyzed using descriptive statistics and logistic regression. Qualitative content analysis was applied to analyze the focus group data. Results Survey participants were on average 44 years old, 72% were female and 92% were not born in Germany. Compared to the nationwide survey, use of digital health technologies and digital health literacy were lower. In addition, use of digital health technologies was associated with higher digital health literacy. Lack of technical skills, language problems, and searching and finding health information online were most challenging for focus group participants (mean age 43 years, 87% female). Focus group participants reported that they prefer videos when searching for health information online and seek support from family members or local organizations if they cannot find a solution to their health issue. Conclusions Adults with low reading and writing skills search for health information online, but have difficulties to find the appropriate information. Interventions to promote digital health literacy are needed to ensure that persons with low reading and writing skills are not further left behind. Key messages • Adults with low language skills have a low digital health literacy. • Reading and writing requirements and lack of technical skills make it difficult for them to search health information online.

Risk factors of speech and language disorders in children

Background Speech and language problems are developmental disorders often observed in children. Risk factors for speech and language disorders can occur prenatally, perinatally, or postnatally. Recognizing the risk factors for speech and language problems is essential for early diagnosis and intervention. Objective To identify risk and protective factors of speech and language disorders in children. Methods This case-control study was conducted in the Growth and Development Clinic at Dr. Soetomo Hospital, Siloam Hospital, Kendangsari Merr Hospital, and Darmo Hospital, Surabaya, East Java. Subjects with normal development were included in the control group, subjects with speech-language development disorders with no additional problems were included in the primary case group, and subjects with speech-language disorders and additional problems were included in the secondary case group. Subjects underwent history-taking and developmental examinations to assess for risk factors and types of speech-language disorders. Results During March – July 2023, 162 subjects aged 2-6 years met the inclusion criteria. The significant risk factors in the primary group were male sex (P=0.000), age 2-3 years (P=0.01), and maternal age 19-35 years (P=0.018). The protective factor identified was not bilingual (P=0.046). In the secondary group, the significant risk factor was male gender (P=0.002). The protective factors obtained were absence of seizures (P=0.028) and not being bilingual (P=0.045). Conclusion Male gender is a risk factor while non-bilingual is protective for speech-language disorders in children.

Meta-analysis reveals low language capacity in childhood is associated with mental health problems in adulthood.

Children and adolescents with language problems have poorer mental health compared with their non-language impaired peers. Less is known about mental health in adults with a history of language problems. This paper presents a systematic review and meta-analysis that addresses this gap in the literature. Specifically, it summarisesthe results from studies examining anxiety and depression in adults (aged 18 years and over) who were identified with language impairments or problems earlier in development. Five electronic databases (PsycINFO, ERIC, CINAHL, EMBASE and PubMed) were searched for studies comparing anxiety and/or depression in a sample of adults with and without a history of language problems. Nine studies were found that met the inclusion criteria. From each, an odds ratio (OR) was computed measuring the relationship between childhood language problems and anxiety or depression in adulthood. The OR was computed so values > 1 which indicated anxiety/depression were associated with a history of language problems. ORs were averaged using multilevel random effects meta-analysis. Averaging the study's findings across both anxiety and depression outcomes, we found that a history of childhood language problems was associated with poorer mental health in adulthood (OR = 1.79, p = 0.004). The association for anxiety was also significant (OR = 1.80, p = 0.012) and close to statistical significance for depression (OR = 1.60, p = 0.054). This review reveals that adults with a history of language problems are more likely to experience poorer mental health outcomes compared with controls. These findings demonstrate childhood language problems affect not only communication but also mental health and well-being in the long term. What is already known on the subject Prior research examining mental health in children and adolescents with language problems reveals a twofold increased risk of internalisingproblems, including anxiety and depression. However, little is known about mental health outcomes in adults with a history of language problems. What this paper adds to the existing knowledge The main finding was that childhood language problems are associated with increased risk of anxiety and depression in adulthood. What are the practical and clinical implications of this work? First, the study demonstrates childhood language problems increase the risk of poor mental health in adulthood. Second, in adult mental health settings there is a need to screen for language problems and, where applicable, adjust interventions to accommodate communicative needs for patients/clients. Solving these issues requires integration and recognition of the importance of speech-language therapy in the adult mental health system.