Language Use Research Articles

Medioznawstwo lingwistyczne

In the article, the term media studies linguistics (medioznawstwo lingwistyczne) is proposed to denote research on the functioning of language in the media. This term is constructed similarly to designations of branches of applied linguistics such as psycholinguistics, sociolinguistics, legal linguistics (jurislinguistics), political linguistics (politological linguistics), or mathematical linguistics, in which both components of the name are names of subdisciplines: linguistics and law, linguistics and sociology, linguistics and psychology, linguistics and political science (politics), linguistics and mathematics, and not just the name of the environment in which the language functions—that is, media (medio-)—and the designation of the discipline that studies it—linguistics; mediolinguistics. Media studies linguistics deals with the study of the use of language in the media, that is, its functioning in printed, audiovisual, logovisual, digital, and network mass communication media. Today, we are dealing with new (digital) forms of language existence and a completely different semiotic code, conditioned by the development of new media technologies, which, in the era of artificial intelligence and virals, also require a new approach to studying media communication.

Mexican Spanish adaptation for the Affective Norms for English Words (ANEW)

This study adapts the Affective Norms for English Words (ANEW) dataset for Mexican Spanish, validating emotional dimensions in culturally relevant contexts. A total of 753 participants rated 1,028 translated words on valence, arousal, and dominance using the Self-Assessment Manikin (SAM) scale. The adaptation ensured linguistic equivalence through iterative translation and consensus processes, selecting region-specific terms verified with the Corpus XXI of the Royal Spanish Academy. Split-half correlations confirmed high internal consistency across dimensions, demonstrating stable and reliable ratings within the Mexican sample. Cross-linguistic analyses revealed strong correlations between Mexican Spanish and norms for European Portuguese and Spanish, with moderate correlations to English norms, highlighting cultural and linguistic influences on emotional word ratings. Gender differences further provided insights into demographic factors affecting emotional word processing. These findings underscore the need for culturally specific adaptations in research, ensuring that affective norms align with regional language use and emotional perception. This study offers a methodological framework applicable to other linguistic and cultural contexts, enhancing the precision of cross-cultural research in affective science.

Agency in muda processes: transforming subjectivities and linguistic practices in the Basque context

Abstract The Basque revitalisation process is going through a crucial moment which has mobilised policy makers and language activists alike in efforts to boost the social use of the minority language. The great increase in the knowledge of Basque in the last 40 years has not been followed by a proportional increase in the use of the language. This has called for urgent action towards what has been termed in Basque sociolinguistics and grassroot movements as ‘activation’ in favour of Basque, a concept intimately related to the notion of linguistic muda (Pujolar & González, 2013), which refers to significant changes in an individual’s linguistic repertoire, also impacting in their social identity. The Participatory Action Research project discussed in this article attempts to contribute to the present challenges in the current revitalisation scenario in the Basque Country by studying processes of linguistic mudas of Basque university students. The study of mudas have proven an interesting angle from which to explore forms of agency through language. Indeed, developing agency has been crucial for participants to better understand their own subjectivities as speakers, unveil the unequal sociolinguistic order surrounding them, and make the move towards action in order to enact the changes they desired in their linguistic practices. In this article we will explore the different ways in which agency has revealed itself in our study. In doing so, we aim to shed some light on what it means to exercise agency from the perspective of speakers in contexts of ethnolinguistic minorisation.

Vocabulary Acquisition Strategies Applied by Junior High School Students

This study examines vocabulary learning strategies among eighth graders at SMP Negeri 2 Airmadidi during the first semester of the 2024/2025 school year. Using a descriptive quantitative approach, researchers collected data through a validated questionnaire assessing five strategy types: Determination, Social, Memory, Cognitive, and Metacognitive. A pilot test ensured the questionnaire’s reliability and accuracy. Findings indicate Memory Strategies were the most frequently used (2.951), closely followed by Metacognitive (2.927). In contrast, Cognitive Strategies ranked the lowest (2.415), likely due to their demanding nature, requiring higher mental processing. This suggests students favor methods that are easier to apply rather than those requiring deep analytical engagement. Given this preference, educators should incorporate Cognitive Strategy-based techniques to strengthen vocabulary retention and application. Methods such as problem-solving with real-life examples, analyzing word meanings in context, and creating mind maps can help students develop a deeper understanding of vocabulary. These strategies challenge learners to engage more actively with words, enhancing their ability to recall and use them effectively in communication. By blending various learning approaches, students can build stronger vocabulary skills that support both academic success and real-world language use.

The role and discourse of FinTech companies in ESG issues: A cross-company content analysis

As environmental, social, and governance (ESG) concerns continue to influence global financial markets, the role of FinTech companies in shaping and disseminating ESG discourse has garnered growing attention. While existing research has predominantly focused on ESG disclosures from traditional financial institutions, the communication strategies of FinTech firms, entities known for their agility, digital infrastructure, and platform-based ecosystems, remain underexplored. This study investigates how leading FinTech companies engage with ESG issues through public discourse by conducting a cross-company content analysis using a corpus of official reports, corporate websites, and verified social media accounts. We develop a hybrid methodology integrating natural language processing (NLP), sentiment analysis, and topic modeling to examine the volume, orientation, and thematic composition of ESG-related communications across ten FinTech firms. Our findings reveal that, while environmental narratives are frequently highlighted, governance-related content is often underrepresented. Companies differ significantly in their discursive orientation: some emphasize technological solutions to sustainability (e.g., green infrastructure, carbon-neutral systems), whereas others focus on financial inclusivity or ethical data use. Despite these divergences, a common strategic pattern emerges, namely, the framing of ESG commitments as part of broader innovation and trust-building agendas. Furthermore, our sentiment analysis indicates a consistently positive tone across ESG topics, suggesting a performative dimension in FinTech ESG communication. We also identify the use of abstract, aspirational language in social and governance narratives, contrasting with more concrete expressions in environmental disclosures. These findings contribute to a deeper understanding of the role of digital financial actors in shaping sustainability discourses and offer actionable insights for regulators, investors, and communication strategists aiming to assess ESG transparency and authenticity in the FinTech sector. By situating ESG discourse within the broader communicative practices of FinTech firms, this study underscores the importance of not only what is communicated, but how, why, and to whom, a perspective increasingly relevant in a data-driven and reputationally sensitive digital economy.

Teacher Speech Style and Student Engagement in ELT: A Systematic Review

This systematic review investigated the influence of teacher speech style on student engagement in English language learning. It examined various speech elements, including intonation, speaking speed, use of body language, and teacher-student interaction, to explore how these factors impacted students' participation and motivation. By analyzing studies published between 2020 and 2024, the review highlighted that teachers who adapted their speech styles to students' social characteristics and linguistic abilities fostered a more engaging and interactive learning environment. Intonation variations, appropriate speaking speed, the strategic use of humor, and a democratic speaking style were found to have significantly increased student engagement. This research contributed to understanding how speech style could be used as a pedagogical tool to enhance language learning and suggested that teacher training programs should incorporate techniques to refine these aspects of teaching for greater student involvement.

Understanding Collocations in English: Linguistic Nature, Learning Challenges, and Pedagogical Implications

Collocations, or habitual word combinations, play a pivotal role in achieving fluency and naturalness in English language use. Despite their importance, they often present significant challenges for learners and translators due to their fixed nature and limited translatability. This article examines the definition, classification, and types of collocations, with a focus on lexical and grammatical groupings. It also highlights the difficulties non-native speakers face in acquiring collocational competence, particularly issues related to semantic mismatch and cross-linguistic interference. Additionally, the paper discusses pedagogical approaches and strategies that can help learners develop better control over collocational patterns. Emphasis is placed on the role of explicit instruction, contrastive analysis, and the use of corpus-based resources in enhancing language teaching and translation effectiveness.

The Evolution of Arabic Self-Expression in the Western Mediterranean: Using an Annotation Schema as a Comparative Framework

This paper presents a hybrid quantitative-qualitative methodology for the comparative study of texts of an autobiographical nature and their evolution. It is divided into three sections followed by some concluding remarks. The introductory section argues for the need to use digital and empirical methods in the study of self-expression within the pre-modern Arabic and Islamic cultural context, considering the autobiographical genre as a Western and modern conception. The second section presents the process of developing an annotation schema that encodes the authorial voice in a sample corpus and its application as a comparative framework. The sample corpus consists of works belonging to the riḥla (travel narratives) genre produced in the western Mediterranean during the fourteenth century. In the third section, the schema is put into practice in a case study, through the analysis of an early-sixteenth-century North African text with similar characteristics. The paper demonstrates the usefulness of this methodology in the study of the structure, content, and language use in these texts, drawing connections between works and authorial styles, and questioning the relevance of genre as a framework for analysis.

Case Marking in Turkish Heritage Children With and Without Developmental Language Disorder

Recent studies on agglutinative languages, such as Japanese, Finnish, and Turkish, have reported case marking deficits in children with developmental language disorder.In this study, we investigate case marking in bilingual children speaking Turkish as a heritage language in Germany in comparison to those in France and the U.S. and late successive bilinguals in Germany. The research focuses on the potential use of case marking to identify developmental language disorder in Turkish as a heritage language. In this study, we compare data obtained from 73 children with and without developmental language disorder (age 5;1–11;6) that speak Turkish as a heritage language to those obtained from 10 late successive bilinguals (age range 7;12–12;2) in Germany, France, and the U.S., analyzing case marking and the possessive markers included in genitive–possessive constructions and using both standard and heritage Turkish as reference varieties. The results show that the groups differ significantly (p < 0.05) regarding the use of case and possessive markers. Current first language use is the leading predictor of performance in case marker production in the TEDİL when using heritage Turkish as the reference variety in scoring. The results demonstrate that children with developmental language disorder that speak heritage Turkish produce fewer case markers and show higher rates of omission and substitution errors, particularly in accusative/dative and genitive markers, thus confirming the results of previous research. The omission of possessive and genitive markers in simpler structures may serve as a clinical marker of developmental language disorder, allowing for children with typical language development that speak heritage Turkish to be distinguished from those with a developmental language disorder.

ANALISIS KODE-MIXING DAN KODE-SWITCHING DALAM PERCAKAPAN MAHASISWA SEMESTER EMPAT PBSI UNIVERSITAS NURUL HUDA

This study aims to analyze the phenomenon of code-mixing and code-switching that occurs aong 4th-semester students of the Indonesian Language and Literature Education Study Program (PBSI) at Universitas Nurul Huda. Using a descriptive quaitative approach, the research collects data through observation, conversation recordings, and interviews in campus environments as well as on social media. The findings indicate that PBSI students actively use intersentential code-mixing (between Indonesian and regional languages), intrasentential code-mixing (involving foreign languages), and mixed code-mixing. Meanwhile, code-switching occurs both internally (within the same language family) and externally (with foreign languages). Factors influencing these phenomena include the multilingual linguistik background of students, the influence of social edia and digital platforms, as well as expressive goals in communication. This research provides insights into the dynamics of language use in academic and social contexts, as well as the importance of linguistik awareness in Indonesian language education.

Students' Perspectives on Using Tiktok to Improve Skills in EFL

This study explores students' perspectives on using TikTok as a tool to enhance their skills in English as a Foreign Language (EFL). With the growing popularity of social media, particularly TikTok, as an educational resource, the research aims to investigate how students perceive the impact of this platform on their language learning. A mixed-method approach was employed, involving surveys and interviews with EFL students to gather qualitative and quantitative data. The findings suggest that TikTok offers a dynamic and engaging way for students to practice listening, speaking, and vocabulary acquisition. Many students reported enjoying the short, creative videos that provide exposure to authentic language use, and they highlighted the platform's interactive features, such as challenges and trends, as motivating factors. However, some students expressed concerns about the quality and accuracy of content, emphasizing the importance of guidance from teachers. The study concludes that while TikTok can be an effective supplementary tool for language learning, its integration into formal education should be carefully monitored. This research contributes to the growing body of literature on the use of social media in education, offering insights into how platforms like TikTok can be leveraged to support EFL learning in the digital age.

Establishing best-practice statements for post-custody community transition: Insights from a modified Delphi study.

The transition from custody to community is a critical juncture for people exiting custody, necessitating substantial support. However, the programs and services providing this support are often fragmented and lack a unified approach in terms of terminology, design, resourcing, timing, delivery, and monitoring and evaluation. This study sought to establish an agreed terminology and promote a broader consensus on best practices relating to these programs and services. We used a two-phased Delphi methodology to provide a structured, formal, and iterative process for gathering and refining the opinions of subject experts, knowledge holders, and people with lived experiences. Using purposive sampling, 160 national and international participants were invited to participate. Comprehensive study protocol has already been published elsewhere. This modified two-phased Delphi study delivers a set of 40 best-practice statements that can be adapted to the individual needs and contexts of different programs and services. These best-practice statements clarify several key themes, including language and terminology, program aims and outcomes, best-practice principles, the significance of an interconnected phased approach, timing related to services and programs, responsibility for funding and coordination of programs, and monitoring and evaluation. This study introduces an umbrella term, 'Transitional and Post-Release Support Programs (TPSP)', to describe programs and services for people exiting custody and provides best-practice statements that can enhance access, documentation, monitoring, and evaluation processes. This study underscores the importance of a value-based approach in TPSPs to foster purposive program design and a human rights-aligned approach to service provision for people exiting custody. The use of umbrella term and the best-practice statements will promote the use of humane, dignified language, a streamlined, timely, structured, and collaborative discourse, and a more cohesive approach to service provision for people exiting custody.

Strategi Komunikasi Dalam Bimbingan Keagamaan Islam Lansia di Rumah Pelayanan Sosial Lanjut Usia Terlantar

This study aims to explore the communication strategies employed in Islamic religious guidance for the elderly at the Wredha Budhi Dharma Nursing Home in Umbulharjo, Yogyakarta. A qualitative descriptive approach was used, with data collected through in-depth interviews, direct observation, and documentation. The findings reveal that religious guidance is delivered in a structured manner, taking into account the physical and psychological conditions of the elderly. The communication strategies implemented by Islamic religious counselors include the use of simple language, persuasive and educational delivery techniques, and personalized approaches tailored to each individual's characteristics. Additionally, guidance activities are conducted regularly through lectures, discussions, and worship practice. The effectiveness of these communication strategies is reflected in the increased participation of the elderly in religious activities, as well as the development of inner peace and spiritual connection. This study recommends further training in communication for religious counselors to enhance the emotional and spiritual impact of the guidance provided. The implications of this study emphasize the importance of adapting communication strategies to the unique needs of the elderly, considering their physical, psychological, and spiritual conditions. It suggests that religious counselors should undergo specialized training to effectively engage with this demographic, ensuring that their guidance is not only religiously relevant but also emotionally and mentally supportive. The personalized approach to guidance, utilizing simple language, engaging techniques, and regular activities, contributes to creating a spiritually enriching environment. Additionally, the study highlights the need for religious institutions and elderly care homes to incorporate these strategies into their standard practices, potentially through the development of formal training programs for counselors and the use of modern communication tools. Furthermore, this research opens the door for future studies to explore the long-term effects of religious guidance on the emotional and spiritual well-being of the elderly, and the potential role of digital tools in making such guidance more accessible to those in institutional care settings.

Impact of attitudes, demographics and proficiencies on students’ perceived information literacy self-efficacy

This paper investigates university students’ attitudes toward information literacy (IL), explores their perceived IL self-efficacy and examines the influence of demographic and academic factors, experiential factors, self-reported proficiencies and IL attitudes on their perceived IL self-efficacy. Guided by Bandura's Social Cognitive Theory and using a quantitative research approach, the study employed a 23-item validated IL self-efficacy scale to collect data from 406 university students in Bangladesh using a convenience sampling method. Descriptive statistics, correlation analysis and various non-parametric tests were used to analyze the data. The study found significant variations in students’ perceived IL self-efficacy based on several factors, including education level, participation in IL training, use of e-resources, English language, computer and internet proficiency, research experience, and frequency of using AI tools. The findings also revealed a statistically significant positive correlation between students’ IL attitudes and perceived IL self-efficacy. Finally, the study emphasizes the importance of enhancing IL education to close the gap between students’ perceived and real abilities.

AI for Mental Health: The Use of Chatbots and NLP to Support Therapy and Early Detection

Abstract: The escalating mental health crisis worldwide has spurred the examination of alternative technologies to improve access to care, enable early identification of mental health conditions, and provide tailored support. This study investigates the use of Artificial Intelligence (AI), specifically chatbots and Natural Language Processing (NLP), for mental health care. AI-enabled chatbots are increasingly finding their way into therapeutic settings to provide immediate, scalable, and stigma-less support for individuals suffering from psychological distress. These virtual agents can mimic human-like conversations, deliver cognitive behavioural therapy (CBT) strategies, provide continuous mood monitoring, and facilitate evidence-informed interventions. Using highly sophisticated NLP algorithms, AI systems can analyse users' use of language, sentiment, and vocal patterns to detect early signs of mental health-related disorders like depression, anxiety disorders, and posttraumatic stress disorder (PTSD). This paper provides an overview of existing AI-based mental health applications and investigates the effectiveness of AI-enabled chatbots through user engagement in comparison to traditional methods of therapy. Ultimately, this paper examines the ethical concerns around AI in mental health related to privacy of information, and the limitations of machines exhibiting empathy. In addition, the study considers hybrid models made up of human therapists and AI technologies that can improve diagnostic accuracy and therapy benefits. The development of AI technologies in mental health care may dramatically improve barriers to treatment, particularly for those with limited access to mental health care, including those in underserved areas. Overall, the results indicate that artificial intelligence can be a valuable tool in traditional therapy, when developed responsibly and ethically, providing new opportunities for early intervention, ongoing support, and improved access to mental health services. Keywords: mental health; mental health interventions; clinical psychology; artificialintelligence; AI chatbots; chatbot; AI;

Building Strategic Bridges in Communication: Context of Teaching Strategic Competence among English Language Learners as Basis for a Teaching Framework

This qualitative study examined the communication strategies employed by English language teachers to develop the strategic competence of Grade 11 students in the Senior High Schools of Candon City Division. The study was guided by four key research questions: (1) What communication strategies are employed by the teachers in developing strategic competence among learners?; (2) What challenges do teachers encounter in developing strategic competence among learners?; (3) How do teachers cope in addressing their challenges in developing strategic competence among learners?; and (4) What framework in teaching strategic competence among learners can be developed? Data were gathered through classroom observations, semi-structured interviews, and video recordings. The study identified four key communication strategies used by teachers to foster strategic competence in students: (1) Achievement Strategies, which involve using paraphrasing and compensation techniques to maintain communication despite language gaps; (2) Stalling Strategies, which are used to manage communication breakdowns by buying time or requesting clarification; (3) Self-Monitoring, where students are encouraged to monitor and correct their language use; and (4) Interactional Strategies, which include requesting feedback, seeking clarification, and confirming understanding during interactions. In exploring the challenges faced by teachers, five key themes emerged from the interviews: (1) Managing students’ fear of making mistakes, which inhibits active participation; (2) Dealing with students’ limited real-life exposure to English, which affects their ability to use English spontaneously; (3) Lack of clear guidance in teaching communication strategies, indicating a gap in teacher training resources; (4) Pressure from curriculum demands and grammar-focused instruction, which limits the space for teaching communication strategies; and (5) Challenges from large classes and heavy workloads, which hinder personalized attention and strategy-focused teaching. The coping strategies employed by teachers to address these challenges revealed five major themes: (1) Use of scaffolded tools and multimodal resources, such as visual aids, sentence frames, and real-life tasks to support strategic language use; (2) Integration of real-life and meaningful communication tasks, such as role-plays and simulations, to enhance student engagement; (3) Establishment of a supportive and non-judgmental classroom climate, where students are encouraged to take risks and learn from mistakes; (4) Reliance on personal experience and informal learning, wherein teachers use their own linguistic experiences to teach students effective communication strategies; and (5) Reinforcement of student effort and communicative confidence, through positive feedback and recognition of effort over mere accuracy. Based on these findings, a Strategic Competence Teaching Framework (SCTF) was developed, emphasizing the strategic integration of communication strategies into daily teaching practices, the importance of teacher training, and the creation of a supportive learning environment. This framework offers a structured approach to developing strategic competence, ensuring that teachers can effectively support their students in acquiring practical communication skills. The study contributes to the broader discourse on strategic competence in language education, advocating for a more systematic and scaffolded approach to teaching communication strategies in secondary language learning contexts.

The discourse surrounding Saudi women's attire on Reddit

This study analyzes a Reddit thread discussing Saudi women's attire choices and explores the discourse surrounding modesty on social media. The thread reflects a complex negotiation of cultural norms, religious values, and societal expectations. Participants debate the concept of "modesty," with conservative views advocating for strict adherence to traditional dress (e.g., abayas and hijabs) and liberal perspectives challenging the notion that modesty is solely tied to clothing. The creator’s post constructs modesty as a central virtue, linking it to moral integrity and societal values, which reinforces a dichotomy between "modesty" and "immodesty." This moral framing is further reflected in the thread’s use of language to express judgment and social critique. Notably, the term "Death Note" is metaphorically used as a euphemism for "cuckold," drawing on its phonetic resemblance to the Arabic word 'دﯾﺚ' (deeth). This linguistic play demonstrates how users creatively manipulate language to convey culturally resonant meanings and social commentary. Using Fairclough’s Critical Discourse Analysis (CDA), this study examines how language constructs social relations, power dynamics, and ideologies. It addresses two main questions: (1) How is "modesty" constructed in the discourse on Saudi women's attire? and (2) How do linguistic features shape moral judgments within these discussions? The analysis reveals three patterns: comments engaging in defamation through morally loaded language, comments opposing or critiquing defamation, and comments dismissing its significance. Some argue that women should anticipate and manage negative reactions by adhering to traditional norms, while others emphasize Islamic principles condemning slander. Religious references highlight moral consequences, while critical voices address the toxic social media atmosphere. In essence, the study uncovers how language, culture, and ideology intertwine to shape perceptions of modesty and morality. It also emphasizes the digital sphere's role in both reinforcing and challenging societal norms and offers a window into the ongoing negotiation of values and identities online.

Adaptation of the Kiswahili and Lingala Versions of the LittlEARS® Auditory Questionnaire (LEAQ) in Children with Normal Hearing in the Democratic Republic of Congo (DRC)

Background and objective: Currently, there is no universal newborn hearing (UNHS) screening in the Democratic Republic of Congo (DRC), partly due to financial and organizational reasons. The aim of this study was to adapt the LittlEARS® Auditory Questionnaire (LEAQ) into the Kiswahili and Lingala languages for use as a screening tool for auditory development in children less than two years of age, as objective hearing screening cannot be performed nationwide. Methods: For this purpose, norm data were collected from n = 723 infants (Lingala) and n = 648 infants (Kiswahili) aged between 0 and 24 months in a random selection of four out of seven health zones with pediatric services in the DRC. A non-linear regression model was derived for total scores by age. Pearson correlations were performed to determine whether there were differences between total scores of the questionnaire by region (urban/rural areas). A Mann–Whitney U-test was calculated to determine if there were differences depending on who completed the questionnaire (mother/other caregiver). In addition, a one-way ANOVA was used to determine whether there were differences in the total scores of the questionnaires according to the educational background of the person completing the questionnaire. Results: The Pearson correlation coefficient between total scores and age was 0.81 for Kiswahili and 0.77 for Lingala. There were no significant differences in total scores for all conditions tested (total scores by age, language, region, person who completed the questionnaire, educational background). Conclusions: The LEAQ can be used effectively in a large region such as the DRC, regardless of the region, respondent, and the educational background.

Psychometric properties of the Turkish version of the neonatal eating assessment tool-breastfeeding (NeoEAT–Breastfeeding)

BackgroundLiterature reports indicate that breastfeeding is often ended earlier than planned, within the first 6 months. Assessment tools can help nursing professionals identify early breastfeeding problems to identify interventions to support families in meeting their breastfeeding goals. Here we present our analyses of the validity/reliability of the Neonatal Eating Assessment Tool (NeoEAT)–Breastfeeding adapted to the Turkish language for use in post-discharge infants in Türkiye.MethodsA Turkish version of the NeoEAT-Breastfeeding was created and applied to 310 mothers of term and preterm infants (corrected age < 7 months) between June 2023 and April 2024. Validity and reliability were assessed using Cronbach’s α coefficients, exploratory/confirmatory factor analysis, and item-total correlation, test-retest, and known-groups analysis.ResultsThe Turkish NeoEAT–Breastfeeding includes 59 items in 6 factors with 48.047% total explained variance. Exploratory factor analysis indicated that item factor loadings ranged from 0.314 to 0.788. Known-group analysis confirmed that infants with diagnosed feeding problems had higher total and subscale scores than those without (P < 0.05). The Cronbach’s α coefficient was 0.87. Item-total correlations were sufficient (0.302–0.753; P < 0.01). There was excellent agreement between test values and retest values obtained after a two-week interval (intraclass correlation coefficients = 0.904-1.000).ConclusionThe Turkish NeoEAT–Breastfeeding was shown to be a reliable and valid parent-reported measure of feeding problems in breastfed infants younger than 7 months of corrected age after discharge.

Kazakh–English Bilingualism in Kazakhstan: Public Attitudes and Language Practices

This study investigates the complex dynamics of Kazakh–English bilingualism, the influence of technology on language promotion, and regional variations in language attitudes across Kazakhstan. Using a structured online survey, data were collected from 1000 respondents representing all regions of the country, providing insights into language competence, daily communication preferences, attitudes toward bilingualism, and the role of technology in language development. Quantitative analysis, including descriptive statistics, cross-tabulation, and Chi-square tests, was conducted to identify significant trends and patterns. The findings highlight Kazakhstan’s evolving language environment, where bilingualism and multilingualism thrive alongside initiatives to strengthen Kazakh language use through technological advancements. This study underscores the need for balanced language policies that embrace linguistic diversity while fostering the development of the national language in an increasingly globalized world.