Proficient Participants Research Articles

Language contexts induced by the interlocutors’ proficiencies modulate bilingual language monitoring

Abstract Using a voluntary object-naming paradigm, we examined if bilinguals with high or low L2 proficiency monitor their language selection and production according to their interlocutors' L2 language proficiency. Telugu (L1)–English (L2) bilinguals were introduced to audio-visual stimuli that consisted of animated interlocutors that were high or low proficient in English. In Experiment 1, interlocutors were presented at different frequencies in each block, and in Experiment 2, the presentation of each interlocutor was blocked. We predicted that the frequency of interlocutors would modulate language activation and selection. The participants named the objects language that came to their minds to respond to interlocutors. Indeed, consistent with our predictions, monitoring contexts induced by such interlocutors influenced latencies, language choice and switch-cost. High-L2 proficient participants employed higher language control than low-L2 proficient participants. These results support the hypothesis that bilinguals are sensitive toward their interlocutors' language proficiency and employ context-appropriate cognitive control.

Digital-based human resources training for DPD KNPI Papua Province in the Tanah Tabi customary region

The need for competent human resources in the field of digital technology in the current digital era is crucial. The Regional Board of the National Youth Committee (DPD KNPI) of Papua Province, a youth organization that plays an important role in the development of Indonesia, particularly in Papua Province, faces this challenge in the digital era. Therefore, this community service aims to provide digital training to KNPI members in the Tanah Tabi customary region, which includes Jayapura Regency, Jayapura City, Keerom Regency, and Sarmi Regency. The implementation method of this community service is divided into three stages: preparation, implementation, and evaluation. The results of this training demonstrate an improvement in the participants' abilities. Prior to the training, only 11% of the participants were proficient in using digital applications, but after the training, the number of proficient participants increased to 39%.

Neural signatures of second language proficiency in narrative processing.

Making sense of speech in a second language relies on multiple abilities. Differences in brain activity related to proficiency in language tasks have often been attributed to processing demands. However, during naturalistic narrative comprehension, listeners at different proficiency levels may form different representations of the same speech. We hypothesized that the intersubject synchronization of these representations could be used to measure second-language proficiency. Using a searchlight-shared response model, we found highly proficient participants showed synchronization in regions similar to those of native speakers, including in the default mode network and the lateral prefrontal cortex. In contrast, participants with low proficiency showed more synchronization in auditory cortex and word-level semantic processing areas in the temporal lobe. Moderate proficiency showed the greatest neural diversity, suggesting lower consistency in the source of this partial proficiency. Based on these synchronization differences, we were able to classify the proficiency level or predict behavioral performance on an independent English test in held-out participants, suggesting the identified neural systems represented proficiency-sensitive information that was generalizable to other individuals. These findings suggest higher second-language proficiency leads to more native-like neural processing of naturalistic language, including in systems beyond the cognitive control network or the core language network.

Not all English Resultative Constructions (ERCs) are equal: The acquisition of ERC by Spanish speakers

ABSTRACT The English Resultative Construction (ERC) is a satellite-framed structure with no identical equivalent in Spanish. In a series of studies, we analyzed and compared recognition (acceptability judgment task) and comprehension (sentence comprehension task) of three ERC subtypes with the English Depictive Construction (EDC) (which has a Spanish counterpart) by Spanish speaker learners of English as a Foreign Language (EFL). Results showed that: 1) EDCs were better recognized than ERCs by L2 learners, but highly proficient participants were closer to English native speakers’ performance, 2) Less proficient EFLs comprehended EDCs better than those ERC subtypes that were further from Spanish (ERC Property and Fake Reflexive). We interpret our findings in terms of an interlinguistic distance gradient, where those constructions present (EDC) or closer (ERC-Path) to L1 are more readily acquired. This effect seems more prominent at lower EFL proficiencies, and fades as proficiency increases, evolving towards a more native-like pattern.

The Effects of Input Enhancement on Incidental Academic Word Learning

Reading contributes to vocabulary development and is regarded as an efficient pedagogical approach to vocabulary learning. Through reading, learners are exposed to new words in their rightful context of use. This study investigates the effects of input enhancements on incidental academic word learning through reading English academic texts among English as a Second Language (ESL) undergraduates. The study compares different input conditions, gloss, contextual clue and no clue. Twelve academic words from Coxhead’s Academic Word List (AWL) were selected as the target words for this study. Three vocabulary tests were employed to assess academic words learnt incidentally from the texts in terms of their form, meaning recognition and ability to recall. Seventy-nine proficient and less proficient Malaysian ESL undergraduates participated in this study. Findings revealed that proficient participants recognised more target words compared to less proficient participants. In addition, gloss increases the noticeability of the target words, at least at the form recognition level. The study’s findings suggest that input enhancement would better impact vocabulary learning if integrated into a reading task or facilitated by vocabulary learning instruction.

Technological Proficiencies, Engagement, and Practical Considerations for mHealth Programs at an Urban Safety-Net Hospital Emergency Departments: Data Analysis.

BackgroundSafety-net emergency departments often serve as the primary entry point for medical care for low income predominantly minority patient populations. Herein, we sought to provide insight into the feasibility, technological proficiencies, engagement characteristics, and practical considerations for a mHealth intervention at a safety-net emergency department.ObjectiveWe aimed to analyze patient technological proficiency to understand the feasibility of and draw practical considerations for mobile phone technology (mHealth) solutions for patients with chronic disease served by safety-net emergency departments.MethodsWe analyzed data from a previous diabetes randomized clinical mHealth trial for a diabetes social support intervention. Patients from a safety-net emergency department with preexisting diabetes who used SMS text messages, owned a mobile phone, and with hemoglobin A1c levels >8.5% were enrolled. A text message–based mHealth program to improve disease self-management was provided to all patients. Supporters of patients were randomized to receive a mailed copy or mHealth-based curriculum designed to improve diabetes support. Among enrolled patients, we surveyed mobile technological capacity and frequency of use. We performed latent class analysis to identify classes of patients by level of technological proficiency and compared demographic characteristics between the latent classes to identify demographic subgroups that may require more training or tailoring of the mHealth approach. Study engagement between classes was assessed by comparing the mean number of text messages exchanged, loss to follow-up, and early termination.ResultsOf 1876 patients who were approached, 44.2% (n=829) of patients had a stable mobile phone and were able to use text messages. Among them 166 met the trial inclusion and enrolled, 90% (149/166) of the cohort were ethnically diverse. Significant variance was found in technology capacity and frequency of use. Our latent class analysis classified 75% (124/166) of patients as highly technologically proficient and 25% (42/166) patients as minimally technologically proficient. Age (P<.001) and level of education (P<.001) were associated with class membership. Highly technologically proficient patients were younger and had higher levels of education (45.74 years old; high school or more: 90%) than minimally technologically proficient patients (53.64 years old; high school or more: 18%). Highly technologically proficient participants exchanged a mean of 40 text messages with the system coordinators compared to a mean of 10 text messages by minimally technologically proficient patients (P<.001).ConclusionsThis study found that nearly half of the patients screened at the safety-net emergency department were equipped for an SMS text message–based mHealth intervention. In the small sample of patients who were enrolled, the majority were classified as highly technologically proficient. These highly proficient patients had greater study engagement. mHealth use in emergency departments may be an opportunity to improve health of ethnically diverse populations by pairing sophisticated chronic disease self-management program with SMS text message–based and traditional in-person interventions to reach patients through the method that is most familiar and comfortable.International Registered Report Identifier (IRRID)RR2-10.1016/j.cct.2019.03.003

Mapping Pitch Accents to Memory Representations in Spoken Discourse Among Chinese Learners of English: Effects of L2 Proficiency and Working Memory.

We examined L2 learners’ interpretation of pitch accent cues in discourse memory and how these effects vary with proficiency and working memory (WM). One hundred sixty-eight L1-Chinese participants learning L2-English listened to recorded discourses containing pairs of contrastive alternatives and then took a later recognition memory test. Their language proficiency and WM were measured through standard tests and the participants were categorized into low, medium, advanced, and high advanced language proficiency groups. We analyzed recognition memory task performance using signal detection theory to tease apart response bias (an overall tendency to affirm memory probes) from sensitivity (the ability to discern whether a specific probe statement is true). The results showed a benefit of contrastive L + H* pitch accents in rejecting probes referring to items unmentioned in a discourse, but not contrastive alternatives themselves. More proficient participants also showed more accurate memory for the discourses overall, as well as a reduced overall bias to affirm the presented statements as true. Meanwhile, that the benefit of L + H* accents in rejecting either contrast probes or unmentioned probes was modulated for people with greater working memory. Participants with higher WM were quite sure that it did not exist in the memory trace as this part of discourse wasn’t mentioned. The results support a contrast-uncertainty hypothesis, in which comprehenders recall the contrast set but fail to distinguish which is the correct item. Further, these effects were influenced by proficiency and by working memory, suggesting they reflect incomplete mapping between pitch accent and discourse representation.

Hospitalized Children With Limited English Proficiency: The Strive to Improve Analgesia.

Hospitalized Children With Limited English Proficiency: The Strive to Improve Analgesia.

Association Between Limited English Proficiency and Healthcare Access and Utilization in California.

In this study, we aimed to investigate healthcare access and utilization among patients with limited English proficiency (LEP). We analyzed aggregated data from the 2018 California Health Interview Survey, a large population-based survey. Survey weighted univariate and multivariable logistic regression analyses were conducted. A total of 21,177 participants were included with 8.2% having LEP. Compared to participants with proficient English, LEP participants were less likely to have a usual place to go to when sick other than the ER or have a preventive care visit in the past year after adjusting for sociodemographic characteristics. However, LEP participants were also less likely to need to see a medical specialist and less likely to delay necessary medical care compared to English proficient participants. While patients with LEP were less likely to have access to preventative care, they were also less likely to delay necessary care.

Analyzing the Effect of EFL Learners’ Writing Practice on their Speaking Performance

This study explored the effect of writing activity on EFL participants’ speaking performance. In order to attain this purpose, three research questions were presented; 1) What are the characteristics of learners’ writing? 2) How does their speaking fluency change during the writing sessions?, and 3) What is the effect of writing practice on learners’ speaking fluency, in terms of features of spoken grammar? Four college students participated in this study. Pre- and post-oral proficiency test scores, the participants’ writing products, and recorded data of their speaking performance were used for data analysis. Results of data analysis showed that, first, the more proficient participants were, the fewer the errors they made in their writing. Second, there was an increase in scores of intermediate- and beginning-level of students between the pre- and post- oral tests while the scores of advanced level of students did not show any differences between those two tests. Lastly, the result shows that the learners with higher proficiency in writing ability have higher recognition to the spoken grammar. Pedagogical implications are also made on the effective teaching of English writing and speaking in the Korean classroom setting.

Effects of gloss type, gloss position, and working memory capacity on second language comprehension in electronic reading

This study explores the role of glosses and working memory capacity (WM) in second language (L2) learners’ recall and comprehension in electronic reading. Glosses were investigated in terms of the type of information they provided (lexical versus topic-level) and their location on the screen (pop-up window versus separate window). One hundred-twenty highly proficient participants were classified into high- and low-WM groups and were assigned to one of the four treatment conditions, namely pop-up window topic-level glosses, separate window topic-level glosses, pop-up window lexical glosses, separate window lexical glosses. The participants were asked to read an electronic text while a built-in tracking software recorded their interactions. After reading, the participants were given a free recall task and a multiple choice comprehension test. Findings showed that the effects of gloss content depended on the type of task used to gauge comprehension while the effect of gloss location was less clear-cut. Additionally, WM capacity played a major role in comprehension. Probing into the participants’ use of annotations revealed that lexical glosses led to longer reading times and pop-up conditions triggered more frequent look-up behavior.

How do Dutch adolescents translate Latin into coherent Dutch? A Journey into the Unknown

Abstract This article discusses translation processes of proficient students who translate Latin fables into Dutch in secondary school. The participants performed two tasks on a computer. They translated a Latin fable and edited a Dutch translation of another Latin fable while their activities were monitored by eye-tracker, screencast and keystroke logging. Immediately after the tasks the participants were invited to view their eye-tracking film and retrace their thoughts at the time of translating (stimulated recall). The article focuses on the stimulated recall interviews, and more specifically on the role of revision in the translation process. It presents a case study of one participant, as well as the strategies participants described to have used in tackling two specific translation problems. Data suggest that proficient participants rely on text comprehension rather than morphological knowledge to solve translation problems. The research shows three key elements as indicators for successful translation process resulting in a coherent target text: (1) a wide variety of problem-solving strategies and the ability to switch strategies, (2) the availability and use of metalanguage to verbalise the chosen strategy, and (3) revision of the target text.

Application of Sentiment Analysis to Language Learning

Emotion vocabulary has been studied in various disciplines, such as psychology, linguistics, and computational linguistics. Recently, it plays a requisite role in sentiment analysis or opinion mining. However, emotion vocabulary has not received considerable attention in second or foreign language learning. The insufficient pedagogical materials and inefficient tool support seem to provide little help for learners to master emotion words. The current study considers the application of sentiment analysis to language learning. To achieve this goal, we developed RESOLVE, a context-aware emotion synonym suggestion system, for educational purposes. Utilizing machine-learning techniques, the system is capable of suggesting synonymous emotion words appropriate to learners’ contexts. Importantly, the usage information of each emotion word, including scenario descriptions, definitions, and example sentences, is provided in order to help develop language learners’ vocabulary knowledge as well as help facilitate their word use. A pedagogical evaluation of the system’s effectiveness was conducted using a writing task and a survey questionnaire. The results indicate that the participants achieved substantial progress on emotion word use with the help of the proposed system. In particular, less proficient participants demonstrated greater improvements. Meanwhile, participants showed positive attitudes toward the tool support, as it helps them to have a better command of emotion words in their writings.

Diferenças individuais no processamento neural de frases em bilíngues do par linguístico português-inglês: um estudo com fMRI dos efeitos da compreensão leitora na ativação cerebral

Embora um considerável número de estudos comportamentais tem se dedicado a examinar os efeitos de diferenças individuais como proficiência na segunda língua (L2) e capacidade de memória de trabalho (CMT) na compreensão leitora de bilíngues, poucos estudos de neuroimagem comparam os efeitos dessas diferenças individuais nos processos de compreensão leitora no cérebro de bilíngues. Este artigo apresenta um recorte de uma tese cujo estudo, de natureza transversal, quantitativa e exploratória, objetivou investigar cérebros de monolíngues e bilíngues e sua resposta neuroanatômica ao processamento de frases escritas. Para os fins deste artigo, delimitou-se desenvolver o objetivo de explorar em que medida diferenças individuais como proficiência na segunda língua e CMT modulam a ativação cerebral em bilíngues tardios. Doze bilíngues tardios do par linguístico português brasileiro-inglês leram 60 frases nas duas línguas enquanto imagens funcionais do cérebro eram adquiridas em dois dias distintos. Os resultados corroboraram a hipótese de que bilíngues mais proficientes engajariam a rota usual de compreensão (maior ativação na região temporal superior esquerda) enquanto os bilíngues menos proficientes recorreriam a áreas no hemisfério direito. Em relação à CMT, bilíngues com menor CMT, além de recrutar mais áreas do hemisfério direito, estariam recorrendo a processos menos proficientes para compreender as frases que bilíngues com maior CMT. O estudo acrescenta evidência à ideia de que o processamento de frases, as conexões entre as palavras na L2 e as representações semânticas da L1 se fortalecem conforme a proficiência na L2 aumenta.

A Procedural Content Generation-Based Framework for Educational Games: Toward a Tailored Data-Driven Game for Developing Early English Reading Skills

Automated content generation for educational games has become an emerging research problem, as manual authoring is often time consuming and costly. In this article, we present a procedural content generation framework that intends to produce educational game content from the viewpoint of both designer and user. This framework generates content by means of genetic algorithm, and thereby offers designers the ability to control the process of content generation for various learning goals according to their preferences. It further takes into consideration how the content can adapt according to the skill of the users. We demonstrate effectiveness of the framework by way of an empirical study of human players in an educational language learning game aiming at developing early English reading skills of young children. The results of our study confirm that users’ performance measurably improves when game contents are customized to their individual ability, in contrast to their improvement in uncustomized games. Moreover, the results show that the lowest proficiency participants demonstrated greater improvements in performance while playing the customized game than did the more highly proficient participants.

THE EFFECT OF THE LANGUAGE OF THOUGHT ON PRIVATE SPEECH PRODUCTION

Investigations into the application of foreign language to mediate psychological activity have produced contradictory results. The present paper reports two experiments designed to examine the influence of L1 and L2 on cognitive regulation and private speech production. Results indicate the important role that L1 plays in cognitive reasoning of the participants. Advanced participants, however, had significantly better performance when they used L2 for mental activity. The language used for self-rgulation though, did not seem to relate to the amount of private speech produced. More proficient participants, on the other hand, seemed to produce qualitatively different kinds of L2 private speech. These findings indicate that it is necessary to consider quality, not just quantity, when studying constructs such as cognitive regulation, private speech production and the relations between them. In addition, findings have important practical implications for both language learners and instructors in creating more constructive language learning environments.

Perception and Production of Thai Learners on English Prepositions

In this paper, Iadopt Best’s (2001) Perceptual Assimilation Model (PAM) to account for how Thai learners acquire English prepositions in prepositional phrases and propose the ranking order of English preposition acquisition into three different categories. The ranking is as follows: Category A is a one-to-one semantic mapping between English and Thai prepositions, therefore ranked first suggesting that they would be the easiest to be acquired. Category B is a one-to-many semantic mapping between English and Thai prepositions. Acquisition of Category B should be more difficult than Category A because one English preposition can have more than one correspondence in Thai. Category C is one-to-null mapping between English and Thai prepositions. A preposition that exists in one language can be null in another language. Category C would rank the lowest in terms of acquisition. The participants consisted of 20 graduate students in the MA program at a university in Bangkok. They were placed into medium (8-10) and low (6-7) proficiency levels of English by a placement test called the Language and Instructor System (ELLIS) administered via computer. The two tests used in this study were a grammatical judgment test for English prepositions and a writing test. The two tests were exactly parallel in each item. The correlation between their awareness in spotting incorrect prepositions and the ability to use correct ones were measured using Pearson’s correlation coefficient. The results were consistent with the ranking proposed here. It showed that L2 Thai acquirers of English prepositions were able to judge grammatical and ungrammatical sentences correctly with respect to the ranking A>>B>>C. However, no significant difference of the correlation between perception and production in all categories was found. The results further revealed that both medium and low proficient participants were able to perceive and produce dependent prepositions more accurately than independent prepositions.

Personality and risky downhill sports: Associations with impulsivity dimensions

Studies show high-risk sports participants report higher levels of Sensation Seeking compared to non-participants, but few have explored other aspects of impulsivity. Using principal component scores to summarize measures of Reward Sensitivity, Punishment Sensitivity, and Rash Impulsivity we compared downhill sport participants (both beginner and proficient) to non-participants in an undergraduate sample (N=279, 50% female). Downhill sport participants scored significantly higher on Reward Sensitivity, possibly driven by the anticipatory approach facets of the BAS, and proficient participants scored significantly lower on Punishment Sensitivity than beginners and non-participants, driven by traits related more closely to fear than anxiety. No differences were found in Rash Impulsivity. Popular high-risk sports may serve as an important example of an exception to the co-occurrence of common impulsive traits.

A randomized controlled trial of a video module to increase U.S. poison center use by low-income parents

Context. U.S. poison centers decrease medical visits by providing telephone advice for home management of potential poisonings, but are underutilized by low-income African-American and Latino parents, and those with limited English proficiency, due to lack of knowledge and misconceptions about poison centers. Objectives. To assess the effectiveness of a poison prevention video module in improving knowledge, behavior, and behavioral intention concerning use of poison centers in a population of low-income, language-diverse adults attending parenting courses offered by a community organization. Methods. A randomized, blinded, controlled trial was conducted at 16 parenting course sites of a community organization and included 297 participants. The organization's instructors presented the video module (intervention) or the usual class curriculum (control). Participants completed questionnaires at baseline and a telephone interview 2–4 weeks later. Changes from baseline to follow-up were compared between the intervention and control groups using analysis of variance and Chi-square tests. Intervention group participants were stratified by English proficiency and compared to assess baseline and follow-up responses by language. Results. After the intervention, participants in the intervention group had a significantly greater increase in knowledge about the poison center, were more likely to have the correct poison center phone number at home, and had greater behavioral intention to use the poison center compared to control group participants. At baseline, Spanish-primary-language participants with limited English proficiency had less knowledge about the poison center, were less likely to have the poison center number at home, and had lower behavioral intention to use the poison center than English proficient participants, but significantly improved after the intervention. Conclusions. This video module, when presented by a community organization's instructors, was highly effective in improving knowledge, behavior, and behavioral intention concerning use of poison centers within a low-income, language-diverse population.

Learners' Beliefs about English Language Learning: Examining the Impact of English Proficiency Level on the Motivation of Students among Non-English Major EFL Students

The current study aims at examining language learning beliefs of non-English major EFL students with different levels of English language proficiency on language learning. More specifically, it seeks to investigate the effect of English proficiency level on the motivation of students. The participants surveyed in this study were 125 (86 female and 39 male) Iranian non-English majors who were studying in biology, geography, accounting and science from Marand Azad University. Two research instruments, i.e. the Michigan Language Proficiency Test (ECPE) and the translated version of Beliefs about Language Learning Inventory (BALLI) were administered to collect the required data sets. Statistical procedures used to analyze data revealed that proficiency level had a significant effect on the motivation of students. The more proficient participants reported holding strong beliefs in the category of ''motivation and expectations''.