Vocabulary Fluency Research Articles

Students’ Perception towards TikTok in Enhancing Their Vocabulary Fluency through Autonomous Learning

Students’ Perception towards TikTok in Enhancing Their Vocabulary Fluency through Autonomous Learning

Mediation of White Matter Alterations in the Association Between Ventricular Dilation and Cognitive Decline in Hydrocephalus Patients: An MRI Study.

Cognitive impairment is commonly observed in hydrocephalus patients. Ventricular enlargement compresses brain parenchyma, especially the white matter (WM). To investigate whether the relationship between ventricular dilation and cognitive decline in hydrocephalus patients is mediated by WM alterations. Retrospective. 51 communicating hydrocephalus patients (median age, 54 years), 50 obstructive hydrocephalus patients (median age, 49 years), and 53 control subjects (median age, 50 years). Diffusion tensors imaging, 3D T1 BRAVO, 3D FIESTA, CUBE T2, and FLAIR sequences at 3T. DTI parameters (skeletonized fractional anisotropy (FA), skeletonized mean diffusivity (MD), and peak width of skeletonized mean diffusivity p(PSMD)) were extracted using FSL software. Global, periventricular, and deep white matter hyperintensity (WMH) volumes, degree of ventricular enlargement (Evans index), and other conventional imaging markers (number of lacunes and perivascular spaces, intracranial and brain volume) were extracted using united imaging intelligence. Cognitive tests included Montreal cognitive assessment (MoCA), clock drawing test (CDT), and vocabulary fluency test (VFT). Multivariable linear regression analysis, mediation analyses, and dominance analysis. P-value <0.05 was considered significant. The degree of ventricular dilation, DTI parameters, and cognitive function scores were interrelated. The skeletonized FA values (β = -0.0917, 95% confidence interval (CI): -0.205, -0.024) and normalized global WMH volume (β = -0.0635, 95% CI: -0.13, -0.0005) together mediated 37.2% of the association between Evans index and MoCA. A comparable causal pathway was found for periventricular WMHs but not for deep WMHs. Dominance analysis indicated skeletonized FA values had a greater impact on cognition than WMH volume. The skeletonized FA values also mediated the association between Evans index and CDT (β = -0.0897, 95% CI: -0.165, -0.026) and VFT (β = -0.1589, 95% CI: -0.27, -0.083). WM alterations were causal mediators between ventricular dilation and cognitive decline in hydrocephalus patients. 3. Stage 3.

The Role of L2 Vocabulary Knowledge in Writing Proficiency from the Perspective of Mediating Effect of Fluency

The current study aims to probe the effectiveness and predictability of four aspects of lexical knowledge in writing proficiency of 312 Chinese university students of English as an ESL/EFL by pathways analysis of structure equation modeling. Furthermore, Bootstrapping and Monte Carlo statistical methods were used to analyze the mediation role of vocabulary fluency in the relationship between lexicons and writing proficiency. The results indicated that (a) the tested four aspects of lexicon knowledge (receptive/productive vocabulary breadth/depth) were all found to have a potential effect on writing; however, the effect of productive lexicons on writing proficiency is higher than that of receptive ones, and the effect of depth is better than that of breadth in both reception and production; (b) regression analysis demonstrated that overall lexical knowledge can account for 50 percent of the variance in writing; (c) vocabulary fluency plays a partial mediation role between vocabulary knowledge and writing ability; and (d) given the mediation role of lexicon fluency, the regression coefficient of both receptive vocabulary breadth and receptive vocabulary depth raised by 3 percent respectively; however, the regression coefficient of productive vocabulary has no changes. These findings suggest that vocabulary fluency can help language learners perform better in writing ability if only they have high vocabulary levels, especially productive vocabulary knowledge.

The relationship between L2 vocabulary knowledge and reading proficiency: The moderating effects of vocabulary fluency

In this study, we ascertain the links between the four dimensions of L2 vocabulary knowledge and L2 reading proficiency and the moderating effects of vocabulary fluency. For this purpose, 312 EFL Chinese university student volunteers were recruited from six majors at one tertiary university in Southeast China, and they took a series of vocabulary tests and the IELTS reading test. SEM and PING’S SINGLE INDICATOR INTERACTION methods were adopted to analyze the collected test data. The results indicated that (a) receptive lexical knowledge has a much closer link with reading proficiency than productive vocabulary knowledge; (b) among the four dimensions of L2 vocabulary knowledge, receptive vocabulary depth has a closer connection with reading proficiency than receptive vocabulary breadth; (c) vocabulary fluency has a substantial moderating effect on the connection between L2 vocabulary and reading proficiency; and (d) multiple regression analysis verifies that whole-word knowledge explains 49% of the variance in L2 reading testing grades. We discuss theoretical and instructional implications, focusing on the role of the four dimensions of L2 vocabulary knowledge in the vocabulary assessment criteria for developing L2 reading proficiency.

The Impact of L2 Vocabulary Knowledge on Language Fluency

While there has been ample research on the relationship between vocabulary knowledge (breadth and depth aspects) and speaking proficiency, very little attention has been given to the correlation between the four aspects of L2 lexical knowledge (receptive/productive/breadth/depth) and L2 speaking ability, and none has focused on the moderation effect of L2 vocabulary fluency in speaking capability. The current research recruited 312 Chinese university students as participants. It used the Structure Equation Model (SEM) to assess the relative effectiveness of the four aspects of L2 lexical knowledge and the predictive power of the overall L2 lexical knowledge in L2 speaking. It also ascertained the moderation effect of L2 vocabulary fluency by using Ping’s Single Product Indication Method. Results showed that of the four aspects of L2 vocabulary knowledge, productive vocabulary depth contributed the most to speaking skills. The productive vocabulary breadth ranked second, with receptive vocabulary breadth and depth showing less contribution to speaking proficiency. Regression analyses indicated that overall L2 lexical knowledge explained 47% of the variance in speaking. On the basis of these research findings, educational implications are further discussed, then limitations are identified.

STUDENTS’ PERCEPTIONS IN WILLINGNESS TO COMMUNICATE IN EFL CLASSROOM

This article explores learners' perceptions of their speaking ability, contributions to oral class activities in the EFL classroom, and attitudes toward these activities, as well as how these perceptions and attitudes influenced learners' readiness to communicate in the L2. The study used a variety of data collection instruments, but the online interview was the primary source of data. This study included twenty students from the English department (L2). During the online interview, students were asked to reflect on their opinions of problems encountered when studying and speaking in an EFL classroom. It was discovered that lack of vocabulary (35%) fluency (25%), anxiety (15%), grammar (10%), pronunciation (10%), and use of English with peers (5%) are the elements that make pupils feel uneasy when speaking in English. The findings of this study show that students' perceptions of the speaking activities and of themselves as learners in the foreign language classroom influenced their readiness to communicate in a variety of ways. In general, as learners' self-esteem grew, so did their readiness to use the L2 in class

Application Value of Machine Learning Method in Measuring Gray Matter Volume of AIDS Patients.

Background To investigate the role of gray matter (GM) volume in the identification of HIV-positive patients with HIV-associated neurocognitive impairment (HAND) using a machine learning approach from normal healthy controls. Methods Twenty-seven HIV-infected patients and 14 healthy controls were enrolled in our study. Each set of BRAVO images was postprocessed using DPARSF3.1 to coregister all brains on the MNI template, and volume extraction of 90 brain regions was performed using custom-designed code. The machine learning method was performed using PRoNTo2.1.1 toolbox. The differences in brain volume between the HAND and non-HAND groups were analyzed. Results GM volume effectively distinguished HIV-positive patients from healthy subjects with an AUC equals to 0.73. The sensitivity, specificity, and accuracy of the established classification were 85.19%, 42.86%, and 70.73%, respectively. GM volume value of the top ten brain regions was related to digit symbols, trail making test, digit span, vocabulary fluency, stroop C time, stroop CW time, CD4, and neuropsychological group. Conclusions A machine learning approach facilitates early diagnosis of HAND in HIV patients by MRI-based GM volume measurement.

Out-of-school language learning through digital gaming: a case study from an activity theory perspective

This study applies Activity Theory to describe and analyze an out-of-school project in which eight Chinese university students utilized a massively multiplayer online game (MMOG) to learn English. Based on data collected through questionnaires, gaming journals, gaming recordings and interviews, thematic analysis was performed to identify the recurrent themes, which were then mapped onto the activity system. Four contradictions were identified in the process. Temporary contradictions dominated the early phase of the project and were easily resolved. However, inherent contradictions, mainly manifesting themselves through inadequate competence and learner variation, remained unresolved. Efforts to overcome these tensions resulted in the evolvement of the activity system. In terms of the actual outcomes, there was evidence for the development and exercise of autonomy. Learners also reported enhanced confidence and gains in vocabulary, listening and oral fluency. The study contributes new knowledge to the field by revealing how non-gamers make use of digital gaming for language learning in an informal setting. Pedagogical implications for digital game-based language learning are discussed and suggestions for future research are also provided.

Correlation Between Vocabulary Mastery and Fluency in Speaking at Universitas Tanjungpura

This research, entitled “Correlation Between Vocabulary Mastery and Fluency in Speaking” was carried out to the fifth semester students of English Education Study Program. The population of this research is fifth semester students of English Education Study Program of Teacher Training and Education Faculty at Tanjungpura University with the sample size of 30. The result of data analysis revealed the correlational between both variable from the samples is showing the correlational coefficient (r) value of 0.19. This value showed vocabulary mastery has low correlation with fluency in speaking. The contribution of vocabulary mastery to fluency in speaking is 3.6% which is almost non-existent. The hypothesis was tested by comparing the r value with r table, with the degree of freedom (df = n-2) of 28 and 1% level of significance. The r value (0.19) is lower than r table (0.463). It means, the alternative hypothesis (Ha) is rejected and null hypothesis (Ho) is accepted. With this research done, students should improve their speaking ability and remember more vocabularies to become a more and better speaker. The writer hopes this research may be beneficial to the readers and might resulting in newer research with different aspect and better concepts.

Neuroimaging Characteristics of Patients with Chronic Schizophrenia and Predictive Diagnosis of Melatonin Therapy

Objective: To investigate the improvement of melatonin in cognitive function and safety of schizophrenia patients with tardive dyskinesia (TD). At the same time, the neuroimaging characteristics of patients with chronic schizophrenia were analyzed. Methods: 76 patients with chronic schizophrenia accompanied by TD were randomly divided into treatment group 39 cases and control group 37 cases. The treatment group was given melatonin 9 mg/d, while the control group was only treated with the original drug. The course of treatment is 12 weeks. Wechsler Adult Intelligence Scale (WAIS), Wechsler Memory Scale (WMS), Repeated Neuropsychological State Test (RBANS), Vocabulary Fluency Scale (VFT), and Symptom Scale (TESS) The curative effect and adverse reactions were evaluated before treatment and 12 weeks. Results: In the treatment group, WAIS was significantly higher than the control group in terms of semantic fluency and VFT in all indicators of operation, speech and total scale (P &lt; 0.05 or P &lt; 0.01); the differences in WMS indicators between the two groups were all different. No statistical significance (P &gt; 0.05). The TESS score in the treatment group was significantly lower than before treatment (P &lt; 0.05), and there was no significant difference between the two groups. Conclusion: Melatonin can improve the cognitive function of patients with chronic schizophrenia with TD, and it is safer.

Vocabulary Fluency and Writing Skill: A Case Study on Kurdish Students in Learning English Vocabulary

Currently, a wide range of papers have been conducted in the field of L2 learners’ vocabulary problems and difficulty in academic written texts; commonly, L1 processing routine over L2 learning brought problems in maintaining vocabulary fluency in academic writing for non-native speakers of English. The establishment of an initial form-meaning link should be regarded as early steps of vocabulary learning. The study investigates major problems of Kurdish learners of English Language in homogenous classes regarding the fluency use of vocabulary in their writings. Besides all those studies which have been carried out in the specified field; however, still, less progress can be seen, and still, students face obstacles when it comes to vocabulary fluency in English taught program.The study was conducted on Kurdish university students (n=33). English department of Charmo University was selected as the setting for the study. Moreover, 30 students who participated in the questionnaire were equally divided on both genders. Later, few students, in the range of 3, were tested from the same department. Though tests were considered as the main criteria for finding out students’ major problems in writing and especially vocabulary fluency, whenever the students were put in the position of the test, outer factors will take the bigger slice and main piece of the puzzle. Several essay writings were collected from them and different problems were carried out through those feedbacks that were given by the assigned program.As it can be seen in the discussion section personal desires and interest on the aforementioned language is not to the degree that they can improve their abilities; besides, each of culture, society, and family awareness plays a crucial part in common sense. Moreover, Sociology and psychology of the student, as each of culture, religion, gender differences, male dominance, and family motivation, have vital roles and effects on their use of low efficiency and contextually low frequent vocabulary when they compose in English.

A comparative study of intertemporal choice in adolescents schizophrenic patients with positive and negative symptoms

Objective To investigate the impairment of intertemporal choices in adolescents with positive and negative schizophrenic symptoms. Methods 30 adolescent schizophrenia patients with positive symptoms (positive symptoms group), 30 adolescent schizophrenia patients with negative symptoms (negative symptoms group)and 30 healthy controls were selected. All the subjects were investigated with intertemporal-choice Test. Results (1) Under now conditions ((37.22±30.92)%, (19.67±16.35)%, P 0.05). (2)Pearson correlation analysis showed that the Vocabulary Fluency Test of negative symptoms group was positively correlated with LL selection ratio under now conditions(r=0.411, P=0.024). Conclusion The ability of intertemporal choices in adolescents schizophrenia patients with negative symptoms is impaired remarkably, while this kind of ability is impaired unremarkable in adolescence with negative symptoms. The ability of intertemporal choices in adolescents schizophrenic patients with negative symptoms is correlated with cognitive executive function. Key words: Positive symptoms; Negative symptoms; Schizophrenia; Adolescents; Intertemporal-choice

The contribution of vocabulary knowledge and semantic orthographic fluency to text quality through elementary school in Catalan

Building a text is a multidimensional endeavor. Writers must work simultaneously on the content of the text, its discursive organization, the structure of the sentences, and the individual words themselves. Knowledge of vocabulary is central to this endeavor. This study intends (1) to trace the development of writer’s vocabulary depth, their vocabulary fluency in writing, and the features of the text they produce (productivity, lexical richness, and text structure) through elementary school and (2) to determine the contribution of the writer’s performance and the text features to the quality of the text. One hundred and eighty bilingual Spanish/Catalan speakers from first, third, and sixth grade took part in the study. They participated in three researcher-created tasks; a synonyms/antonyms task to orally assess vocabulary depth; a semantic orthographic fluency task to examine their vocabulary fluency in writing; and a text writing task to evaluate text quality. Data was analyzed using structural equation modeling in order to examine the relationship between the target writer’s performance and the text features of the written compositions, and the externally evaluated text quality. Results revealed that both writer’s performance on vocabulary depth and semantic orthographic fluency and text features improved with school level. However, the capacity to establish meaning relations between words contributed more directly to the quality of texts than the speed to find words with a specific phonographic correspondence. External evaluation of text quality was more variable for younger students than for older students and was affected by school level mediated by writer performance and text features.

The differences in Korean vocabulary and word fluency between young children with full-time and part-time English education experience

The differences in Korean vocabulary and word fluency between young children with full-time and part-time English education experience

Wortschatzumfang, Wortschatztiefe und Verarbeitungsgeschwindigkeit – Analyse der lexikalischen Kompetenz

Abstract This study examines the lexical competence of third graders. Lexical competence is defined based on the psycholinguistic models of Levelt (1989) and Daller et al. (2010) as the procedural and implicit ability to crosslink lexical units using phonological, morphological, semantic, and syntactic internal relations (=“vocabulary depth”) as well as the ability to recall lexical units from the mental lexicon (=“fluency”). “Vocabulary breadth” as a declarative word knowledge builds the third component. The aim of the study is to empirically examine the interdependency between the three dimensions “vocabulary depth”, “vocabulary breadth”, and “fluency” and to derive hypotheses about possible acquisition stages of lexical competence. The sample consists of 64 students in the age range of 8;1 to 10;0. The results expose extreme differences for the vocabulary breadth of students with a mean difference of 5.5 years within a single grade. Also, a strong correlation between vocabulary depth and fluency was observed. Strong vocabulary learners have well-developed abilities to build semantic and syntactic connections between entries of the mental lexicon. Based on these results the conception of strategy-based vocabulary learning (cf. Alber 2014) is recommended.

Metamemory monitoring ability in patients with idiopathic generalized epilepsy

Objective To investigate the memory monitoring ability in patients with idiopathic generalized epilepsy(IGE) and explore the mechanism of the memory impairment. Methods The feeling of knowing(FOK) paradigm of episodic memory(EM) and semantic memory(SM)were established and subsequently administered in 31 patients with IGE(IGE group) and 30 healthy controls(HC group) participants who were matched in age, sex and educational level. Results Compared with HC group ( feeling of knowing of episodic memory (FOK-EM) FOK accuracy (85.29±16.84)%; feeling of knowing of sematic memory (FOK-SM) recall (76.61±18.66)%), the FOK-EM FOK accuracy ((64.03±22.10)%) and FOK-SM recall ((53.27±26.91)%) in IGE group were significantly decreased(t=-4.215, P<0.01; t=-3.677, P<0.01 ). The correct judgment and correct recognition of FOK-EM ((51.16±32.93)%) and the false judgment and correct recognition ((21.07±24.38)%) of FOK-EM in the IGE group were significantly different with the HC group (the correct judgment and correct recognition of FOK-EM: (79.34±27.26)% and the false judgment and correct recognition of FOK-EM: (2.45±5.38)%; t=-3.634, P<0.01; t=4.149, P<0.01). Most importantly, the false judgment and correct recognition of FOK-EM were correlated with the Digital Span Test, Vocabulary Fluency Test and the Stroop effect in IGE group (r=-0.309, P<0.05; r=-0.355, P<0.01; r=-0.354, P<0.05; r=0.602, P<0.01). Conclusion The results show that the IGE group made less accurate metamemory monitoring than the HC group by underestimating their memory performance on FOK-EM, whereas the semantic metamemory monitoring is not impaired in IGE group. More importantly, the impairment of memory monitoring was correlated with the deficit of executive function, indicating that this mechanism can be an influential factor of memory disorder in IGE. It also indicates that the episodic and semantic metamemory monitoring depend on different neural networks. Key words: Epilepsy; Memory; Metamemory monitoring; Feeling of knowing

Investigation of one-lung ventilation postoperative cognitive dysfunction and regional cerebral oxygen saturation relations.

To explore the relationship of postoperative cognitive dysfunction (POCD) in one-lung ventilation (OLV) patients and regional cerebral oxygen saturation (rSO2). Twenty-nine male and twenty-one female cases of OLV received thoracic surgery, with American Standards Association (ASA) physical status being at Grades I-III. Neuropsychological tests were performed on the day before operation and 7 d after operation, and there was an intraoperative continuous monitoring of rSO2. The values of rSO2 before anesthesia induction (t1), at the beginning of OLV (t2), and at the time of OLV 30 min (t3), OLV 60 min (t4), the end of OLV (t5), and the end of surgery (t6) were recorded. The intraoperative average of rSO2 , the intraoperative minimum value of rSO2 (rSO(2, min)), and the reduced maximum percentage of rSO2 (rSO(2, %max)) when compared with the baseline value were calculated. The volume of blood loss, urine output, and the amount of fluid infusion was recorded. A total of 14 patients (28%) in the 50 cases suffered from POCD. The values of mini-mental state examination (MMSE), the digit span and the digit symbol on the 7th day after the operation for POCD in OLV patients were found to be significantly lower than those before the operation (P<0.05). The values of MMSE and vocabulary fluency scores were significantly lower than those in the non-POCD group (P<0.05). The values of rSO2 in the POCD group of OLV patients at t2 and t3 and the values of rSO2 in the non-POCD group at t2 were found to be significantly higher than those at t1 (P<0.05). The values of rSO(2, %max) in the POCD group were significantly higher than those in the non-POCD group (P<0.05). When the value of rSO(2, %max) is more than 10.1%, it may act as an early warning index for cognitive function changes. POCD after OLV may be associated with a decline in rSO2.

Effectiveness of Oral Proficiency in English for Secondary Schools (OPS-English) Programme in Improving English Language Vocabulary among Secondary School Students

Speaking is an important skill that needs to be mastered as it is the best way to communicate with other people in order to deliver opinions and express ideas, but the fact is that secondary school students’ ability in speaking English is low in Malaysia. It is caused by several factors such as lack of vocabulary, poor pronunciation, weak grammar and poor fluency that hinders the mastery of English language. In this research, Oral Proficiency in English for Secondary Schools (OPS-English) Programme was employed to improve students’ speaking skill by engaging them in vocabulary based activities. The main objectives of this study are to investigate the effectiveness of OPS-English in improving the students speaking skills and increasing their vocabulary count. This is an experimental pretest-posttest control group design study which involved 70 students from a school located in one of the districts in Kedah, Malaysia. The duration of the study was 8 weeks. The data collection was done using pre-test and post-test. The data from the pre-test and post-test was analysed quantitatively using independent sample test. The findings of this study show that OPS-English can improve students’ vocabulary. This is proven by experimental group’s students’ test score that showed improvement in the post-test. OPS-English is a suitable programme that should be used to improve students’ vocabulary. The result of this study provides useful insights for English language teachers in teaching speaking. Keywords: OPS-English, speaking ability, secondary school students, vocabulary activities

Increasing the sight vocabulary and reading fluency of children requiring reading support: the use of a Precision Teaching approach

This article outlines the impact of an eight-week Precision Teaching (PT) intervention on the sight vocabulary, reading fluency and reading attainment scores of a group of Irish primary school pupils. This study also sought to evaluate the role of PT in facilitating formative assessment of pupils’ progress. Employing a mixed-method approach, this study comprised a quasi-experimental design and qualitative interviews involving 40 Irish primary school pupils and seven Learning Support Teachers. Following intervention, a mixed between-within subjects analysis of variance confirmed the differential growth in sight vocabulary scores across the control and intervention groups. Notably, the latter group displayed a greater increase in magnitude in sight vocabulary following intervention, paralleled by statistically significant increases in reading accuracy, fluency and comprehension standard scores and overall reading ability composite scores. Semi-structured interviews highlighted PT as an effective strategy in facilitating formative assessment and a highly motivational tool in education. Results are interpreted in light of relevant literature, with implications for practice and future research discussed.

The Effects of Pictorial Typography for Developing Korean Child ESL Learners’ Pre-Literacy Skills

Based on dual coding theory, this study predicted that pictorial typography (PT), a device involving direct visual integration of a written word into a picture of its referent, is more effective for ESL children's pre-literacy skills, than the non-integrated paring of word and picture on flashcards (FC). The two types of instruction were given to thirty-two Korean children aged six and seven, both embedded within the WordWorld (WW) episodes, an animated TV series developed by PBS. Results from the pre- and post-test design were as follows. PT was more beneficial than FC for the two upperlevel skills, vocabulary and reading fluency, while they were equally beneficial for the two lower-level skills, letter recognition and phonemic awareness. The two mediating variables, gender and age, were shown to have partial effects as well. Dual coding theory and the importance of instructional intervention have been supported by this study.