Support Language Acquisition Research Articles

How Do Enriched Speech Acoustics Support Language Acquisition in Children With Hearing Loss? A Narrative Review.

Language outcomes of children with hearing loss remain heterogeneous despite recent advances in treatment and intervention. Consonants with high frequency, in particular, continue to pose challenges to affected children's speech perception and production. In this review, the authors evaluate findings of how enriched child-directed speech and song might function as a form of early family-centered intervention to remedy the effects of hearing loss on consonant acquisition already during infancy. First, they review the developmental trajectory of consonant acquisition and how it is impeded by permanent pediatric hearing loss. Second, they assess how phonetic-prosodic and lexico-structural features of caregiver speech and song could facilitate acquisition of consonants in the high-frequency range. Last, recommendations for clinical routines and further research are expressed.

Digital Flashcards to Boost Children's Interest in English Communication

This study examines the effectiveness of combining digital flashcards with the Communicative Language Teaching (CLT) approach to enhance interest and communication skills in English among elementary school children. Conducted at SD Negeri 058116 Kwala Sawit in Tangkahan, a rural tourist area in North Sumatra, the research employed a Classroom Action Research (CAR) model to test the impact of this innovative method in an under-resourced educational setting. The study involved 56 grades 5 and 6 students who completed two planning cycles: implementation, observation, and reflection. Results indicated a substantial increase in students' interest and engagement, with a 10.25% improvement in learning interest. Moreover, student proficiency in conversational English rose, as 72% of fifth graders and 78% of sixth graders demonstrated correct responses in practical dialogues after the intervention, a rise from the initial 40%. This study offers insights into the potential of digital, interactive tools to support language acquisition, especially in rural or resource-limited environments. These findings suggest that digital flashcards, combined with CLT, can provide a sustainable and engaging approach to language learning, fostering enthusiasm and communicative competence in young learners.

Lexical Bundle Patterns in Malaysian Educational Texts: A Corpus-Based Analysis of English Language Textbooks

In the era of digital learning, understanding the linguistic input in educational materials is vital for language acquisition. Lexical bundles, or recurring word sequences, significantly contribute to developing fluency and coherence, especially in academic contexts. This study examines the presence and types of lexical bundles in Malaysian Form 4 and Form 5 KBSM English textbooks, analyzing their frequency and functions. Using a mixed-method design with a corpus-based approach, data were collected from textbook reading passages and analyzed with AntConc 3.4.3 software. The study aims to assess whether these textbooks provide sufficient linguistic input to enhance students' English proficiency in academic contexts. The findings show a limited presence of lexical bundles, with 29 different 3-word bundles appearing 203 times in total. Four-word bundles were not found in the corpus. The bundles were categorized into three functional types based on Biber et al.'s (2004) taxonomy; stance expressions (55.2%), referential expressions (44.8%), and discourse organizers which were absent. This gap suggests a shortfall in the textbooks' ability to guide students in creating coherent and well-structured texts. The study emphasizes the need for more comprehensive inclusion of lexical bundles in textbooks to better support language acquisition and academic proficiency. It recommends that future textbooks incorporate a broader range of lexical bundles to better equip students for advanced language uses. This research contributes to discussions on the effectiveness of educational materials in second language learning and highlights the importance of targeted linguistic input.

Enhancing English Language Learning through Digital Mind Mapping: A Comprehensive Approach for Reading Comprehension

This article explores the use of digital mind mapping as a comprehensive tool for enhancing English language learning, with a specific focus on improving reading comprehension skills. Digital mind maps provide a visual and interactive approach to organizing and connecting ideas, fostering deeper cognitive engagement with texts. This study synthesizes existing research on the pedagogical benefits of digital mind mapping, highlighting its ability to support learners in identifying main ideas, tracking relationships between concepts, and developing critical thinking. The article also presents practical strategies for integrating digital mind mapping into English language curricula, emphasizing its role in promoting active learning and learner autonomy. Findings suggest that the use of digital mind maps not only improves reading comprehension but also enhances vocabulary retention, engagement, and motivation. The comprehensive approach outlined in this study aims to provide educators with effective methods for incorporating digital tools to support language acquisition in diverse learning environments.

Exploring Language Proficiency: Dynamics of Acquiring Arabic Speaking Skills from Stephen Krashen's Perspective At Islamic Universities

Understanding the dynamics of acquiring Arabic speaking skills is crucial in the context of Islamic universities, where language proficiency is integral to academic success and personal development. This study aims to explore the process of acquiring Arabic speaking skills from Stephen Krashen's perspective at two undisclosed Islamic universities in Indonesia. Using a qualitative case study design, the research employs interviews with lecturers and students as the primary data collection technique. The analysis is conducted descriptively, involving stages of data collection, reduction, presentation, and conclusion drawing. The findings reveal that Arabic speaking skills are acquired through two main approaches. Within the classroom, intensive learning is facilitated through a direct method emphasizing language practice, supported by a curriculum focused on daily themes and language reinforcement programs. Outside the classroom, students engage in active communication in Arabic in various environments, such as dormitories, mosques, and cafeterias, while participating in activities that support language acquisition. These factors, combined with student motivation and a conducive learning environment, significantly contribute to the acquisition of Arabic speaking skills. The study concludes that the different learning approaches at the two universities effectively enhance students' Arabic speaking proficiency. Key factors contributing to successful language learning include the presence of Arabic language environments, appropriate curricula, active learning methods, individual motivation, and practical experiences outside the classroom, such as internships or student exchange programs. The research suggests that educators and students should focus on creating immersive language environments and incorporating practical experiences to maximize language acquisition.

EFFECTIVENESS OF DUOLINGO IN FOREIGN LANGUAGE LEARNING

This study aims to explore the efficiency of Duolingo as a language learning tool, with a particular focus on its gamified nature, adaptive learning technology and strategic use of notifications. In this regard, the study employed qualitative research design wherein two semi-structured interviews were held. Specifically, these participants were housewife who had been using Duolingo daily for almost 37 days to learn English and a student who was intermittently using it to learn Turkish. In conclusion, these findings show that apart from being interactive and engaging, Duolingo significantly improves vocabulary and grammar skills. Furthermore, such game-like features as rewards, competitions and streak counts act as strong incentives for continued usage. Additionally, customized messages delivered in real time can help in bringing back users into the application and ensuring daily routine learning is maintained. Nevertheless, despite its pros there are several cons that have been found; they include restriction of lives in free version and lack of practice realistic communication scenarios. Accordingly, researchers recommend introducing artificial intelligence for improved speaking practice and enhancing the number of lives to further improve the functionality of DuoLingo.com. These facts help give more insights on how digital tools can support language acquisition across diverse contexts. Key words: Duolingo, Language Learning, Gamification, Vocabulary, Grammar and Motivation.

Social Isolation: Overcoming Linguistic Obstacles and Mitigating Social Isolation in Diverse Communities

This study investigated the influence of language obstacles on social isolation in varied communities, with a specific focus on the Ogbomoso community in Oyo State, Nigeria. It analyzed the impact of language barriers on communication effectiveness, resulting in misunderstandings, conflicts, and limited access to crucial services such as healthcare, education, and employment. These obstacles also contribute to social and economic inequalities, impeding social advancement and intensifying emotions of seclusion, unease, and apprehension. The study used a qualitative research approach, utilizing semi-structured interviews and focus group discussions, to investigate the experiences of residents and their solutions for surmounting language barriers. The findings emphasized the importance of culturally responsive teaching, community-based learning initiatives, and the utilization of technology in supporting language acquisition and integration. The study presents exemplary programs, such as Canada’s LINC and Australia’s AMEP, as examples of effectively addressing these difficulties. The study underscored the importance of continuous policy assistance, fair access to educational resources, and active community involvement in order to establish more inclusive and unified societies. This study aims to promote social inclusion and reduce isolation by encouraging the use of multiple languages and implementing effective language learning methods. Its goal is to empower people from all backgrounds to succeed in academic, economic, and social aspects of life. Keywords: Social Isolation, Social Integration, Linguistic Barriers, Diverse Communities, Language Acquisition

The use of a computer-based program focused on the syllabic method to support early literacy in children with cochlear implants

BackgroundChildren with cochlear implants (CIs) often lag behind children with normal hearing (NH) in early literacy skills. Furthermore, the development of language skills associated with their emergent literacy skills seems to depend on good auditory access. Supporting language acquisition and early literacy in children with CIs may prevent difficulties in primary school. The use of technology may facilitate auditory and speech recovery in children with CIs, but evidence on computer-based early literacy programs is limited. ObjectiveThis study investigates (a) the effects of a computer-based program focusing on the syllabic method on the literacy skills of children with CIs (CIs group), comparing them with the literacy skills of a group of age-matched NH (normal hearing) peers (NHs group); (b) the associations between language and early literacy skills in the NHs group and between language, auditory and early literacy skills in the CIs group. MethodNine prelingually deaf children with CIs (M = 61.11, SD = 6.90) with severe to profound sensorineural hearing loss and nine age-matched NH children participated in the program. Categories of Auditory Performance (CAP) as measures of children's auditory skills were collected. All participants were tested on phonological, morphosyntax (grammatical comprehension and repetition), and early literacy skills (syllable blending and segmentation, syllable and word reading) (T1). Next, all children participated in the computer-based program for 12 weeks. After the program was completed (T2), only early literacy tests were administered to the children. ResultsAlthough, on average, both groups obtained higher scores in all literacy tasks at T2, the CIs group scored lower than the NHs group. In the CIs group, at T2 we found significant improvements in syllable segmentation (p = 0.042) and word reading (p = 0.035). In the NHs group, at T2 we found significant improvements in syllable segmentation (p = 0.034), syllable blending (p = 0.022), syllable reading (p = 0.008), and word reading (p = 0.009). We also found significant associations in both groups between measures of morphosyntax at T1 and measures of early literacy at T2. In addition, for the CIs group, we found significant associations between children's auditory performance at T1 and measures of morphosyntax at T1 and early literacy at T2. Conclusiona computer-based program focused on the syllabic method could support children with CIs in acquiring emergent literacy abilities. The auditory performance of children with CIs seems to influence their morphosyntax and later early literacy skills.

The role of lexical and prosodic characteristics of mothers' child-directed speech for the early vocabulary development of Italian children with cochlear implants.

Variability in the vocabulary outcomes of children with cochlear implants (CIs) is partially explained by child-directed speech (CDS) characteristics. Yet, relatively little is known about whether and how mothers adapt their lexical and prosodic characteristics to the child's hearing status (before and after implantation, and compared with groups with normal hearing (NH)) and how important they are in affecting vocabulary development in the first 12 months of hearing experience. To investigate whether mothers of children with CIs produce CDS with similar lexical and prosodic characteristics compared with mothers of age-matched children with NH, and whether they modify these characteristics after implantation. In addition, to investigate whether mothers' CDS characteristics predict children's early vocabulary skills before and after implantation. A total of 34 dyads (17 with NH, 17 with children with CIs; ages = 9-32 months), all acquiring Italian, were involved in the study. Mothers' and children's lexical quantity (tokens) and variety (types), mothers' prosodic characteristics (pitch range and variability), and children's vocabulary skills were assessed at two time points, corresponding to before and 1 year post-CI activation for children with CIs. Children's vocabulary skills were assessed using parent reports; lexical and prosodic characteristics were observed in semi-structured mother-child interactions. Results showed that mothers of children with CIs produced speech with similar lexical quantity but lower lexical variety, and with increased pitch range and variability, than mothers of children with NH. Mothers generally increased their lexical quantity and variety and their pitch range between sessions. Children with CIs showed reduced expressive vocabulary and lower lexical quantity and variety than their peers 12 months post-CI activation. Mothers' prosodic characteristics did not explain variance in children's vocabulary skills; their lexical characteristics predicted children's early vocabulary and lexical outcomes, especially in the NH group, but were not related to later language development. Our findings confirm previous studies on other languages and support the idea that the lexical characteristics of mothers' CDS have a positive effect on children's early measures of vocabulary development across hearing groups, whereas prosodic cues play a minor role. Greater input quantity and quality may assist children in the building of basic language model representations, whereas pitch cues may mainly serve attentional and emotional processes. Results emphasize the need for additional longitudinal studies investigating the input received from other figures surrounding the child and its role for children's language development. What is already known on the subject Mothers' CDS is thought to facilitate and support language acquisition in children with various language developmental trajectories, including children with CIs. Because children with CIs are at risk for language delays and have acoustic processing limitations, their mothers may have to produce a lexically simpler but prosodically richer input, compared to mothers of children with NH. Yet, the literature reports mixed findings and no study to our knowledge has concurrently addressed the role of mothers' lexical and prosodic characteristics for children's vocabulary development before implantation and in the first 12 months of hearing experience. What this study adds to the existing knowledge The study shows that mothers of children with CIs produce input of similar quantity but reduced variety, and with heightened pitch characteristics, compared to mothers of children with NH. There was also a general increase in mothers' lexical quantity and variety, and in their pitch range, between sessions. Only their lexical characteristics predicted children's early vocabulary skills. Their lexical variety predicted children's expressive vocabulary and lexical variety only in the NH group. What are the practical and clinical implications of this work? These findings expand our knowledge about the effects of maternal input and may contribute to the improvement of early family-centred intervention programmes for supporting language development in children with CIs.

Intersections of Motivation and Autonomous Learning Activities Among Moroccan EFL University Students

This study examines the correlations between types of motivation (intrinsic, extrinsic, and amotivation) and engagement in autonomous learning activities among Moroccan EFL university students. Conducted at Moulay Ismail University, the research surveyed 560 students using adapted versions of established motivational and autonomous learning questionnaires. Findings reveal a significant positive correlation between intrinsic motivation and the engagement in autonomous learning activities, suggesting that intrinsically motivated students are more likely to pursue activities that support language acquisition and independence. In contrast, extrinsic motivation was found to have a very weak negative correlation with autonomous learning, indicating its limited role in fostering learner autonomy. Amotivation showed a strong negative correlation with autonomous learning, underlining its adverse effect on students’ engagement and educational outcomes. The results emphasize the importance of enhancing intrinsic motivation and addressing amotivation to improve EFL learning experiences and outcomes.

FACILITATING ENGLISH LANGUAGE ACQUISITION PROCESS THROUGH TECHNOLOGY CLUBS

English language acquisition can be significantly enhanced through technology clubs, offering learners a relaxed environment distinct from traditional classrooms. These clubs facilitate subconscious language acquisition, promoting immersion and natural communication. By embracing technology, learners access a wealth of resources independently, expanding vocabulary and usage while encouraging informal interaction. Technology clubs foster active engagement, allowing learners to express themselves freely. This paper examines the role of technology clubs in supporting language acquisition processes. In the contemporary landscape, technology is paramount in language acquisition, with clubs providing dynamic platforms for immersive English language engagement. Leveraging multimedia resources like videos and podcasts, learners hone listening and comprehension skills, tailored to individual preferences. Interactive platforms within these clubs offer engaging activities, from language games to virtual conversations, fostering collaboration and a supportive learning community. Mobile applications further enhance learning accessibility, enabling practice anytime, anywhere. Technology clubs curate immersive environments, where learners engage in authentic communication through virtual simulations and online communities. Peer collaboration is encouraged through forums and projects, facilitating shared learning experiences. In conclusion, technology clubs offer a versatile and engaging approach to language acquisition, empowering learners with diverse opportunities to develop proficiency. Through multimedia resources, interactive platforms, and peer collaboration, technology clubs facilitate effective language learning.

Language competency in autism: a scientometric review.

The study of atypical language acquisition in children with, autism spectrum disorder (ASD) is crucial for both practical and theoretical reasons. Understanding the course of language development in ASD can inform potential interventions and treatments while shedding light on the necessary conditions for language development in typically developing children. This scientometric review aims to provide a comprehensive overview of the research landscape in this field, identifying trends, patterns, and knowledge gaps. The methods employed in this review comprise a systematic search of three major databases: Scopus (5,026 documents), Web of Science (WoS; 4,570 documents), and Lens (3,235 documents). The analysis includes bibliometric indicators such as knowledge production size by year, country, university, source, subject area, author, and citation. Scientometric indicators consist of burst detection, silhouette, clusters, citation, and co-occurrence of keywords. The analysis reveals clusters focusing on various aspects of language development in ASD, such as motor skills, parental communication strategies, cognitive processes, and genetics. Key clusters include the relationship between fine motor gestures and language usage patterns, the role of expressive language skills and maternal gesture use, and the effectiveness of online parent training modules for improving prelinguistic predictors. Other noteworthy clusters explore the importance of core language skills, the role of natural language input and syntactic complexity, and the genetic underpinnings of language abilities in high-functioning adults with ASD. In conclusion, this scientometric review highlights the top 10 clusters and their respective Silhouette values, providing valuable insights into language acquisition in ASD. These findings have important implications for guiding future research directions and informing the creation of targeted and effective interventions to support language acquisition in this population.

Phonology, Morphology, and Parents Role in Language Acquisition (A Comparative Study)

Language acquisition is influenced by both internal and external factors, including cognitive and IQ development. External factors arise from environmental influences, such as age, gender, intelligence, environment, economy, and social issues. Previous studies have looked at this type of study. However, no one had undertaken a research on this issue, such as morphology and phonology, in the contexts where the current study was conducted, and the comparative ages were only three years old children. These fills one of these gaps. This study aims to analyze the stages of phonology and morphology experienced by two children aged 3 years and above, focusing on the role of parents, particularly mothers, in influencing children's language acquisition. The descriptive qualitative method is used, and data is collected from children's utterances in natural context. findings show that F.A. (a 3-year-old girl) pronounced more phonemes and morphemes than M.A (a 3-year-old boy) and produced clearer utterances. Parental factors also play a role in child language, with both mothers using technology like YouTube animated videos to support language acquisition. This research fills a gap in previous studies on language acquisition in children of different topic and ages.

Early corticosterone increases vocal complexity in a wild parrot: An organizational role of the hypothalamic-pituitary-adrenal axis in vocal learning?

The neuroendocrinology of vocal learning is exceptionally well known in passerine songbirds. Despite huge life history, genetic and ecological variation across passerines, song learning tends to occur as a result of rises in gonadal and non-gonadal sex steroids that shape telencephalic vocal control circuits and song. Parrots are closely related but independently evolved different cerebral circuits for vocal repertoire acquisition in both sexes that serve a broader suite of social functions and do not appear to be shaped by early androgens or estrogens; instead, parrots begin a plastic phase in vocal development at an earlier life history stage that favors the growth, maturation, and survival functions of corticosteroids. As evidence, corticosterone (CORT) supplements given to wild green-rumped parrotlets (Forpus passerinus) during the first week of vocal babbling resulted in larger vocal repertoires in both sexes in the remaining days before fledging. Here, we replicate this experiment but began treatment 1 week before in development, analyzing both experiments in one model and a stronger test of the organizational effects of CORT on repertoire acquisition. Early CORT treatment resulted in significantly larger repertoires compared to late treatment. Both treatment groups showed weak negative effects on the early, reduplicated stage of babbling and strong, positive effects of CORT on the later, variegated stage. Results are consistent with more formative effects of corticosteroids at earlier developmental stages and a role of the hypothalamic-pituitary-adrenal axis (HPA) in vocal repertoire acquisition. Given the early emergence of speech in human ontogeny, parrots are a promising model for understanding the putative role of the HPA axis in the construction of neural circuits that support language acquisition.

Identifying Learning Difficulties at an Early Stage in Education with the Help of Artificial Intelligence Models and Predictive Analytics

This empirical study explores the transformative potential of integrating artificial intelligence and predictive analysis to proactively identify learning challenges in the dynamic field of education. Through the utilization of diverse data sources, advanced machine learning algorithms, and an iterative methodology to construct predictive models, the study follows a rigorous technical approach. The study underscores the negative impact of delayed identification on students' academic performance and socioemotional well-being, underscoring the critical need for early detection. By recognizing and addressing these challenges at an early stage, educators can implement targeted interventions and strategies to help students reach their full potential. It is imperative that teachers, parents, and educational professionals work together to identify and support students who may be struggling with learning difficulties. It explores Artificial- Intelligence (AI) in education, emphasizing its ability to personalize learning, streamline administrative tasks, and support language acquisition. Consideration is given to data privacy and ethical concerns, as well as the integration of predictive analysis into the classroom. The paper envisions a future where AI-driven predictive analysis fosters interdisciplinary collaboration, continuous improvement, and the incorporation of cuttingedge technologies, ultimately leads a more efficient and personalized educational experience, despite challenges such as bias mitigation and infrastructure disparities. To fully leverage the benefits of AI-driven predictive analysis in education, the conclusion focuses on the significance of ethical principles, empowering teachers, and widespread technological integration.

What animals can tell us about attentional prerequisites of language acquisition

Theories of human language acquisition frequently posit human-unique attentional specializations to jumpstart language acquisition. There is a broad consensus that the developmental processes supporting language acquisition in our species rely on human-unique cognitive adaptions pertaining to the deployment and understanding of attention. However, close attention to the empirical evidence held to support these hypothetical psychological processes, reveals significant gaps between the nature of the evidence provided and these conclusions. In ape-human comparisons, species is confounded with a myriad of lurking variables. We explore these confounds and their implications for models of human language acquisition that appeal to human-unique attentional adaptions, revealing a large theoretical space wherein the phenomena of attention deployment and understanding can coalesce under particular environmental regimes.

Contemporary Language Teaching and Learning with ChatGPT

This comprehensive review explores the potential and challenges of ChatGPT, an AI conversational model, in the context of language learning. The paper delineates the various affordances of ChatGPT, demonstrating its capacity to support language acquisition, generate diverse text genres, and offer interactive dialogue simulations. It also provides practical strategies for learners and educators to leverage ChatGPT's capabilities, as presented in the appendices. However, the review also critically examines the limitations and ethical considerations associated with the use of AI tools like ChatGPT, including issues of academic integrity, accuracy of responses, cultural bias, lack of genuine interactivity, and potential for over-reliance. It emphasizes the need for critical digital competence among teachers and learners in navigating the hybrid digital landscape, and underscores the importance of a principled approach to the integration of such technologies in pedagogical practices. The paper concludes with a call for ongoing exploration and critical examination as we navigate the promising but complex terrain of AI in language learning.

Exploring How Teachers Help Kids Talk Understanding Early Childhood Language Development

Introduction: This study explores effective practices for promoting early childhood language development, focusing on the role of educators in supporting language acquisition among young learners. The research investigates various strategies and approaches used by educators to enhance language skills in early childhood settings. Methodology: Qualitative research methods were employed, including interviews, observations, and document analysis, to gather data from early childhood educators and stakeholders. Participants were selected from diverse educational settings, including preschools, daycare centers, and early intervention programs. Results/Findings: The findings revealed several effective practices for promoting early childhood language development, including creating language-rich environments, fostering responsive interactions, integrating play-based learning, implementing differentiated instruction, and enhancing family and community engagement. Future Direction: Future research should explore additional factors influencing early childhood language development, such as the role of technology and digital literacy skills. Longitudinal studies tracking children's language development over time can provide valuable insights into the long-term impact of early interventions. Moreover, research should examine the effectiveness of language interventions for children from diverse linguistic and cultural backgrounds, informing more inclusive and equitable language learning environments.

Going for a song: supporting language acquisition in gaelic 0–3 groups

ABSTRACT Research shows that language acquisition and musicality, with the connected aspects of tonality, inflexion and rhythm, are closely related. Although scientific understanding of the nature of this link continues to develop, there appears to be sufficient evidence to support the view that music, and song in particular, holds great potential in advancing young children’s growing linguistic skills. This applies to first language settings as well as to additional languages, but maximising the benefit requires a highly skilled and responsive practitioner base and a clearly developed teaching strategy. This study shows that parents’ and practitioners’ attitudes to song activities are generally positive. However, there were clear gaps in knowledge, and the concluding section indicates training opportunities as well as criteria for the composition of new song material for bilingual Early Years groups.

Changes in selective attention to articulating mouth across infancy: Sex differences and associations with language outcomes.

Infants' attention to the mouth is thought to support language acquisition, yet this relation has been scantly tested longitudinally. This study assessed attention to the mouth and the eyes at 5.5 (n=91; Polish, 49% females) and 11months, between time-point changes and their associations with language development in infancy (11months) and toddlerhood (24months). Sex differences were also explored. Results showed an age-related increase in looking to the mouth, and the magnitude of this change was associated with productive language, but only in toddlerhood. By contrast, looking to the eyes did not change and its duration at 5.5months correlated with language development at 2years. Exploratory analyses showed that in females but not males, reduced mouth-looking was related to better language outcomes in toddlerhood. Thus, looking to the mouth in infancy likely plays a long-term role in language acquisition and is potentially modulated by participant sex.