Sentence Construction Research Articles

Syntactic Analysis of Nominal Clauses Based on Chomsky’s Generative Grammar and Implications for Language Teaching

Nominal clause is a clause with nominal feature and syntactic analysis is the study of laws of sentence constructions. And Chomsky’s Generative Grammar is a very useful method to analyse a sentence in an explanatory way. This paper aims to focus on how to understand a nominal clause under Generative Grammar (GG) for the explanatory adequacy. In doing so, it will give a brief explanation to the generative mechanisms of simple sentence under GG, then move on to the similar mechanisms of complex sentence, here, it will focus on nominal clauses. On the syntactic analysis of nominal clauses, there are two steps: first recognizing its position in the whole sentence, then picking a proper connective for the nominal clause. Notice this paper will analyse a complex noun sentence for two sentences, one is the whole sentence, and another is the small clause, namely, the nominal clause within the whole sentence. Thus, it can conclude a way to analyse nominal clauses syntactically, and understand their inner constructions. Furthermore, it can explain why a nominal clause form like this and have a better understanding of complex sentences. More importantly, such method can play its role in linguistics and foreign language teaching, which would help language teachers build up a better understanding of the nature of language and the process of language learning.

The Parataxis and Hypotaxis in Recount Text Writing of Second-Grade Students at SMA Negeri 17 Medan

This research aims to discover the parataxis and hypotaxis in recount text writing of second-grade students at SMA Negeri 17 Medan. This research uses qualitative research with an interactive model. In collecting data, this research employs observation and document analysis. Then, an interactive model for analyzing data has three steps: data condensation, data display, and conclusion/drawing verification. The research results show that the data findings on 15 students' recount text writings were found to use Parataxis can be seen by the appearance of 16 clauses, namely: 11 clauses “and”, 2 clauses “then”, 2 clauses “while”, 1 clause “but”, and 1 clause “before”. Hypotaxis found 21 clauses, namely: 12 clauses “after”, 3 clauses “because”, 5 clauses “when”, and 1 clause “which”. The study is essential for understanding how students construct sentences and organize their thoughts in recounting text. Parataxis involves the juxtaposition of clauses or sentences without subordinating them, while hypotaxis uses subordination to show the relationship between clauses.

Assessing indoor and outdoor noise quality and associated health impacts at selected schools in Surat, India

An optimal ambient environment is crucial for healthy development, yet the excess of vehicles and inadequately planned educational infrastructures compromise cognitive growth in children. This study evaluates the impact of ambient noise on student cognition in five schools situated along city arterial and sub-arterial roads. A total of 717 students from grades 7, 8, 9, and 11 participated. Noise levels were measured in prevailing noisy conditions (PC) and controlled silence conditions (SC) within classrooms using the Kimo dB300 sound level meter. The observed differences in noise levels between PC and SC varied across grades, showing reductions of 4.7 ± 3.5 dB, 6.1 ± 0.7 dB, 6.7 ± 1.3 dB, and 4.4 ± 3.46 dB for grades 7, 8, 9, and 11, respectively. Statistical analyses revealed significant differences in the average noise levels under both conditions. Furthermore, cognitive task performance in PC and SC was significantly different, as evidenced by paired t-tests in tasks such as multiplication, word formation, reasoning, and sentence construction. Dimension reduction techniques identified room acoustics, task difficulty, speech intelligibility, mental deficiency, and annoyance as critical factors affecting learning abilities. Teachers reported that major impacts of noise include annoyance, sleeplessness, headache, and hearing impairment.

Grammatical Alliance in Malay Language: A Study of Linguistic Typology

This article is entitled Aliansi Gramatikal Na Lingua Melayu: Study of Linguistic Typology. This study of the Malay language's grammatical alliance aims to understand (1) the basic construction of clauses, (2) the construction of complex sentences, (3) the pivotal system, and (4) ultimately the definition of the grammar alliance system. This study uses the theory of language typology as the main theory proposed by Comrie. (1988). These research data are clauses and sentences. Qualitative descriptive. This approach aims to understand the existence of the overlap of different external and internal symptoms of the subject being the subject of the study. Data from the coordinative construction and subordinative construction of the Malay language typologically leads to the finding that in syntax, the Malay languages treat S equally with A, and give different treatment to P (S`=`A`≠ P). The Malay language is a group of languages that works with the S/A pivot system. A system of grammatical alliances such as this suggests that Malay is syntaxically a language of nominative-akusative type. Observing the behavior of S on the intransitive clause with the behaviour of A and P on the transitive clauses of Malay language which indicates that S is equal to A and equally equal with P, then morphologically Malay language has a tendency as a nominative-akusative language.

FORMATION OF CONCEPTUAL AND TERMINOLOGICAL APPARATUS AS A COMPONENT OF PROFESSIONALLY ORIENTED FUTURE PHARMACIST TRAINING

The article analyzes the process of forming the conceptual and terminological apparatus as a component of professionally oriented training of future pharmacists; based on generalization of theoretical foundations, the features, strategies, and methods, the formation of the conceptual and terminological apparatus that contribute to the efficient training of future pharmacists in the process of studying the discipline «Analytical Chemistry» are revealed. The following criteria for the selection of chemical terms and concepts are proposed: thematic affiliation (exclusion of terms from related fields), focus on the vocabulary, systematicity, completeness of terminology coverage, as well as synchronicity (time factor), usage (frequency), semantic value of the term, term-forming capacity, normativity, and connectivity. The article considers the holistic organization of work on the qualitative mastering of the terminological vocabulary of analytical chemistry, and the development of professionally oriented communicative competence of future specialists majoring in the specialty 226 «Pharmacy, Industrial Pharmacy». It involves the use of proven methods and techniques for the rational selection, semantization and presentation of terminological language units. The exercises are divided into types, and their sequence in working with terms is established: introduction of terminological vocabulary (preparatory exercises) – language exercises – communicative and linguistic exercises, which involve the simultaneous selection and functioning of pre-text, while-text, and post-text exercises in such work. Post-textual tasks and forms of application of exercises have been developed. They are the following: work in pairs, organizing a cluster based on reference material, sentence construction, terminological dictation, and crossword puzzles. microtext construction, formulating definitions of terms, working with mental maps, using multimedia, trainings, video presentations, and the game «Guess the term!». It has been concluded that the usage of various communicative and speech exercises aimed at mastering terminological vocabulary in the process of teaching analytical chemistry contributes to professional communication skills improvement in the discipline and, by forming terminological experience, increases the level of professional language competence of future pharmacy specialists.

Enhancing Middle-School Students’ Textual Expression: The Complementary Role of Speech-to-Text Technology

Literature on the impact of speech-to-text (STT) technology on text production is limited, with a predominant focus on students with learning disabilities. The widespread availability of STT suggests its potential integration into regular teaching practices; however, this remains understudied. The present study explored two conditions of narrative text production—STT and keyboarding—using a counterbalanced within-group design to measure text productivity, vocabulary, and sentence construction. Eighty-one middle-school students (Grades 4 and 5), typically from regular classrooms, participated in the study. The results revealed that students produced longer texts and in less time with STT than with keyboarding, and they used more diverse vocabulary. Sentence structures revealed an increase in punctuation and sentence length with STT. The text-based measurements were positively correlated; for instance, if students produced longer texts using the keyboard, they did so similarly with STT. In conclusion, young students can benefit from STT as a complement to traditional transcription, developing their narrative textual expression and reflective skills in knowledge acquisition. The implications of these results are discussed.

Nurse-Patient Communication: An Examination of Student-Nurses of Post Basic Nursing Anesthesia (PBNA) and Peri-Operative Nursing (PON) of Jos University Teaching Hospital (JUTH), Plateau State, Nigeria

Effective nurse-patient communication is essential for providing high-quality healthcare and ensuring patient safety and satisfaction. Proficiency in English is crucial for nurses to effectively interact with patients, families, and other healthcare professionals. However, many nurses face challenges in using correct grammar and language, which can impact communication and care delivery. This paper explores the relevance of English proficiency in nurse-patient communication, examines the grammar challenges nurses face, and suggests potential strategies to overcome these challenges. A total of 35 student-nurses were randomly selected from the Post Basic Nursing Anesthesia (PBNA) and Peri-Operative Nursing (PON) program at JUTH. The study adopted a mixed-methods research design, combining both qualitative and quantitative data collection and analysis methods. Among other challenges, the study discovered that nurses face problems in the areas of tenses, choice of words, sentence construction, and patients’ poor grasp of English. The study suggests that language training and support, and continuous professional development, etc. can help improve the communication among nurses and with patients. The study thus concludes that proficiency in English and proper grammar usage are essential for effective nurse-patient communication, and overcoming language and grammar challenges can improve patient safety, satisfaction, and healthcare outcomes.

Use of Worksheet on the Development of the Writing Skill in English Language Learning

The worksheet is an invaluable tool for developing English writing skill, encompassing grammar, vocabulary, reading comprehension and creative writing exercises, which can be adapted to different skill levels. The aim of this study is to evaluate the impact about the use of the worksheet on ninth and tenth grade students; focusing on the development of writing skill. Methodology: it is a qualitative-quantitative research using the inductive – deductive – analytical and synthetic methods, techniques were used such as the interview of 8 English teachers and a structured survey to 54 students of ninth and tenth grade of upper basic education in a rural school of Jama, the analysis of the qualitative data provided by the interview technique were transcribed verbatim and the responses of the surveys were tabulated and analyzed quantitatively using descriptive techniques, such as frequencies and percentages. The results revealed that the worksheet has had a positive impact on English learning, there is improvement in writing skill, the worksheet allowed them to learn vocabulary, connectors and the effective construction of sentences and paragraphs. In conclusion, this study demonstrates the importance of the worksheet in the classroom, as it promotes thinking and application of acquired knowledge, thus avoiding reliance on translation and allowing students to think, understand, and speak in the target language more effectively.

Unveiling maritime English communication needs for seafarer: Strategic reformation for classroom instructional design

The significance of onboard maritime English communication has led to the needs of innovation in language teaching strategies and instructional design. Mostly Indonesian seafarers faced serious problems to join ocean-going vessels due to maritime English proficiency. This study attempted to capture the essential demands of Indonesian seafarers joining an ocean-going vessel for their communication techniques using maritime English, with the goal of having a greater impact on the development of instructional design for Indonesian curriculum. Semi-structured interviews were conducted with 14 Indonesian seafarers assigned to different ocean-going vessels of various sorts, sizes, and foreign flags. Semi-structured interview was performed with three maritime English lecturers from different maritime education institutions in Indonesia. This study employed qualitative research by combining theory and using NVivo 12 Plus software as the coding method to understand and analyse data. The first finding indicated that operational maritime communication strategies such as in routine and special-message communication like safety, distress and urgency communications were required to create communication patterns. Second finding denoted challenges faced by Indonesian seafarers in having maritime communication such as unclear meaning resulted from improper word choices, different accents and pronunciations of the different socio-cultural of radio officers they spoke to, and due to sentence construction. The third finding revealed the focus of materials for each language skill for communication onboard. The whole findings implied that maritime-ESP teaching should reform with solemn education packages and instructional design heading toward the communicative competence to prepare cadets with the required needs of their future seafaring job.

Приховані семантико-синтаксичні відношення в системі складносурядних речень сучасної української мови: лінгвістичний та лінгводидактичний аспекти

Various types of semantic-syntactic relations can be observed in the structure of compound sentences. Typically, in the presence of specialized formal-semantic means of explication, the process of their identification by the addressee occurs quickly and smoothly. However, if conjunctions are absent or have atypical manifestations, the semantic-syntactic relations between the predicative parts of a compound sentence are hidden. This complicates their establishment by the recipient, and therefore prevents him/her from adequately perceiving and understanding the communicated information. Consequently, systematic research of the specifics of hidden semantic-syntactic relations in different types of compound sentences is required. The purpose of this article is to conduct a comprehensive analysis of hidden semantic-syntactic relations at the level of compound sentences in the modern Ukrainian language in linguistic and linguo-didactic aspects. The achievement of the goal was facilitated by the application of linguistic methods such as descriptive, structural, transformational, componential analysis, and contextual-semantic analysis. The research is based on the material of sentence constructions selected from the texts of the artistic style of the modern Ukrainian language. Results. In the system of compound sentences, hidden semantic-syntactic relations primarily represent causal and conditional sentences with an semantic conjunction «і», which is a purely formal marker of coordinate connection. Hidden semantic-syntactic relations are also characteristic of compound adjoining constructions with conjunctions «і», «а», «але». Their establishment by the recipient is facilitated by the lexical content, the arrangement of the predicative parts, syntactic parallelism, the correlation of the forms of predicate verbs, and the intonation of the utterance. Observations of compound sentences in fictional texts indicate that the conjunction «і» is not always a marker of actually coordinative relations, «а» – of comparative, and «але» – of adversative relations. Although each of them undoubtedly specializes in expressing its own relation, through appropriate transposition into secondary semantic spheres, partially losing their semantic significance, they become indicators of adjoining semantic-syntactic relations, which acquire a hidden character in the structure of a compound sentence. Originality. The hidden content relations in various structural-semantic types of compound sentences are characterized. The derivational and synonymous relations between compound and complex subordinate constructions are established. Criteria for identifying hidden semantic-syntactic relations at the level of compound sentences are offered. This will contribute to the proper decoding of the information contained in it by the addressee and the implementation of high-quality syntactic analysis in Ukrainian language classes in educational institutions. Conclusion. Hidden semantic-syntactic relations in compound sentences can hinder effective verbal communication between the addresser and the addressee. This requires the participants of the communicative process to have thorough linguistic knowledge of structural-semantic specificity, syntactic synonymy, derivational connections, intonation, punctuation, stylistic use, and expressive possibilities of compound sentences. Sufficient linguistic-communicative competencies will enable the recipient to establish these relations and adequately perceive the communicated content, while education seekers will be able to properly analyze expressions at the syntactic level. Research on hidden content relations in complex subordinate and conjunctionless constructions is considered promising.

Pemanfaatan modalitas dalam pidato inspiratif: analisis retorika pidato Maudy Ayunda sebagai JUBIR G20

This study examines Maudy Ayunda's speech as a spokesperson at the G20 Presidency event from December 1, 2021, to November 30, 2022, with the theme "Increasing tax transparency globally to overcome tax avoidance." This research employs rhetorical theory. The aim is to understand Maudy Ayunda's rhetoric when delivering a speech at the G20 forum. Data collection was conducted by watching and analyzing audio-visual articles. The research results indicate that Maudy Ayunda's language style encompasses the rhetorical theory of clarity, accuracy, and appropriateness. This is also evidenced by Maudy Ayunda's ability to construct sentences with clarity, strength, harmony adeptly, and the use of non-verbal language styles.

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.

Counterfactual conditional strategies in some Amazonian languages

Studies on individual Amazonian languages have shown that these languages can contribute to informing and refining our theories of counterfactual conditional constructions. Still missing, however, is an attempt at exploring this complex sentence construction across different genetic units of the Amazonia in a single study. The paper explores counterfactual conditionals in a sample of 24 Amazonian languages. Special attention is paid to the range of TAM markers and clause-linking devices used in counterfactual conditionals in the Amazonian languages in the sample. As for TAM markers, it is shown that protases tend to be unmarked (they do not occur with any TAM values), and apodoses tend to occur with irrealis or frustrative marking. As for clause-linking devices, it is shown that most Amazonian languages in the sample contain counterfactual conditionals occurring with non-specialized clause-linking devices. This means that the distinction between counterfactual conditionals and other types of conditionals (e.g., real/generic) is not grammaticalized in clause-linking devices. Instead, the counterfactual conditional meaning resides in the combination of specific TAM markers. The paper also pays close attention to the distribution of TAM markers and clause-linking devices in counterfactual conditional constructions in the Vaupés. In particular, special attention is paid to how Tariana counterfactual conditional construction have been shaped by Tucanoan languages through language contact.

APPLYING THE DIALOGUE METHOD IN TEACHING THE ARABIC LANGUAGE AT SMAIT AL-ARABIYAH

The Dialogue method is considered one of the most effective ways to teach Arabic, as it helps students achieve fluency in pronunciation and sentence construction. Hence, the researchers aim to implement this method in their Arabic teaching due to the struggle of students at SMAIT Al-Arabiyah with sentence construction. The research questions are: What is the process of learning Arabic using the Dialogue method at SMAIT Al-Arabiyah, and how effective is learning Arabic using the this method? The objectives of the research are to identify the process of learning Arabic through the Dialogue method at SMAIT Al-Arabiyah and to assess its effectiveness. Researchers hypothesize that the Dialogue method effectively enhances Arabic conversation skills. They employed experimental research methods and found that the application of the Dialogue method involved four sessions: an initial meeting for method explanation and pre-test, two sessions for method application, and a final session for post-test. The results showed that the method is effective, with an average pre-test score of 67.60 and a post-test score of 72.39, and a T score of 3.57. These findings indicate that this method is highly suitable for improving students' speaking abilities.

Category and Syntactic Functions in the Collocation of the Words Wabah and Pandemic: A Corpus Linguistics Overview

The COVID-19 pandemic has transformed many aspects of life, including language. Words such as 'outbreak' and 'pandemic' frequently appear in COVID-19-related news, and both carry similar meanings in referring to the rapid spread of contagious diseases that affect a large number of people in extensive areas. Although these terms are often used interchangeably, it remains unclear how they are employed in various sentence contexts. This research aims to analyze the categories and syntactic functions of the collocation of the words 'outbreak' and 'pandemic' in the Nusantara Corpus using a corpus linguistics method. The study utilizes a combined quantitative and qualitative approach to examine the collocation of 'outbreak' and 'pandemic' in the Nusantara Linguistic Corpus. Data analysis is based on corpus linguistic theory and collocation theory. The research findings indicate that the collocation of 'outbreak' and 'pandemic' words is identified in the Nusantara corpus. The frequency of the word 'outbreak' reaches 195 occurrences, while 'pandemic' appears 1,229 times. Therefore, it can be concluded that the collocation of 'outbreak' and 'pandemic' words can be syntactically categorized as verbs, nouns, adjectives, and prepositions. Moreover, in terms of syntactic functions, the collocation of 'outbreak' and 'pandemic' is classified as subjects, objects, complements, and adverbials. This research can be implemented in the use of 'outbreak' and 'pandemic' collocations in sentence construction by considering categories and syntactic functions to avoid semantic errors based on the correct context.

A Study on the Using of Endings (“Eomi”) of 3- to 5-Year-Old Children in Spontaneous Language Samples

Objectives: Considering that language development is the development of language use ability, endings, which are essential for sentence construction, can be said to be a good indicator of language development as well as grammatical development. This study attempted to systematically and comprehensively examine the overall and subcategory use of endings in spontaneous speech for children aged 3 to 5 whose syntactic skills are rapidly developing. Methods: Language samples containing 50 utterances were collected from a total of 150 children aged 3 to 5 years (50 in each age group) through a semi-structured procedure. ‘Eomi’s are classified into four subcategories: prefinal Eomi (PE), Sentence-closing Eomi (SE), Connecting Eomi (CE), Transformative Eomi (TE). The number of total Eomi (NTE) use, the number of different Eomi (NDE) of overall Eomi & all subcategories of Eomi were analyzed. Results: The NTE & NDE of overall Eomi and all subcategories except SE significantly increased between the 3-year-old group and two older groups, but not between two older groups. Regression analysis demonstrated that the NDE of final Eomi and the NTE of CE significantly explained chronological age in the 3-year-old group. Conclusion: It was confirmed that NDE along with NTE of overall and all subcategories of Eomi consistently increased actively between the ages of 3 and 4. Also NDE along with NTE of Eomi should be considered in language assessment and intervention.

POSITIONING THE WORD 'LUGHATAN' AS HAL

This study examines the use of the word 'lughatan' in everyday language from the past to the present, The word is often positioned (i’rab) as 'al-manshub 'ala naz'i al-khafid' rather than as 'hal'. This research aims to reinforce the classification of 'lughatan' as 'hal' in Arabic sentences and to explain the underlying reasons for this classification. By employing a descriptive-analytical methodology, the study seeks to analize divergent opinions among Nahwu scholars regarding the positioning of 'lughatan', both as 'al-manshub 'ala naz'i al-khafid' and 'hal', and the rationale for these positions. The data analysis concludes that 'lughatan' is appropriately positioned as 'hal' in various Arabic sentence constructions. The justification for this is that positioning should be understood straightforwardly, avoiding unnecessary complexity in the interpretation process.

Contrastive Causative Construction in Japanese and Indonesian: X-Bar Theory

This study aims to describe causative contractions in Japanese and Indonesian; how causative sentence structures in the form of diagrams through X-Bar theory, their meanings in Japanese and Indonesian, as well as their similarities and differences in both languages. The study used contrastive analysis to compare the causal sentence contraction of both languages. Research results show that the causal sentence construction of both languages is derived from non-causative sentences by converting predicates into causative verbs. However, there are several verbs in both Indonesian and Japanese, which already have a causative meaning, such as korosu (killing), akeru (opening), mawasu (spinning), and others. The causative construction of the Indonesian language is composed of three types: lexical causative, morphological causative, and paraphrastically causative. Japanese causative construction is only in lexical causative, and paraphrastically causative. The causative Japanese sentences are marked by the pronunciation of o-saseru and ni-saseru in intransitive verbs and transitive verbs at the end of the sentence. Also, ni and o-saseru appear in the same sentence as transitive verbs. Causative sentences of Indonesian can be formed by affixing ikan, -i, per-. The basic structure of Indonesian causative sentences is formed from inflections, spacer and verb phrases. The initial structure, predominantly FI over FV then, moved to the [Ses FP] position in its derivative structure.

Grammatical Features in Language Contact Setting: The Case of 3è and 1ère students of GBHS Koza and GHS Mozogo

The most common way that languages influence each other is in the exchange of words. The present study deals with grammatical features in essays written by students of GBHS Koza and BHS Mozogo and their natural occurring interactions which are the empirical foundations of primary data source. The research adopted the qualitative and quantitative approaches. The corpus comprises 250 essay writing scripts collected in February 2024. The data were processed and analysed using Kachru (1983a) theory on postcolonial and/or world Englishes. Results showed a new stream of CamFE in the grammatical features found in students’ essays and interactions which include haphazard relative pronouns, articles omission, object omission in nominal phrase, lack of subject-verb agreement, possessive adjectives, misplacement of adjectives, non-standard construction of interrogative sentences and adjectival reduplication.

OPTIMISING LEARNING FOR HEARING-IMPAIRED STUDENTS: A COMPARATIVE ANALYSIS OF LET'S WRITE, A MOBILE APPLICATION, AND GOOGLE CLASSROOM LEARNING PLATFORM ON USABILITY, LEARNING MOTIVATION AND ACADEMIC PERFORMANCE

Hearing-impaired students struggle with writing, frequently make errors, and have limited sentence construction skills. Current learning platforms like Google Classroom do not have sign language support or content specifically designed for students with lower written comprehension, leading to frustration, sentence structure difficulties, and decreased motivation, as their unmet needs affect academic achievement. This study aimed to investigate if Let's Write, a mobile application, could address the essential writing skills needed for simple sentences, specifically focusing on the Preposition of Positions. The goal was to improve handwriting, accuracy, sentence structure, and punctuation by comparing it to the Google Classroom learning platform. The study was conducted using an experimental design, and the participants were chosen from government schools in Perak and Penang using purposive sampling. The study divided 80 hearing-impaired students into control (n=40) and experimental (n=40) groups, each using a different platform. Pre-tests, treatment (platform use), and post-tests were used to measure academic progress, while questionnaires assessed usability and motivation. The results showed that the Let's Write application provided a significantly more user-friendly and interactive learning environment. Students using the Let's Write application displayed higher self-assessment, focused on learning from mistakes, sought independent knowledge, and reported overall satisfaction. Importantly, the Let's Write application group showed greater academic improvement than the Google Classroom learning platform group. This suggests that mobile applications, particularly those incorporating sign language, can greatly enhance learning for hearing-impaired students by improving usability and learning motivation. It highlights the importance of tailored educational technologies in bridging the achievement gap. The study provides valuable insights for educators and developers to refine digital learning tools further.