Vocabulary Words Research Articles

ENHANCING ARABIC VOCABULARY MASTERY THROUGH THE USE OF IMAGE MEDIA

In This study, the problem examined is how dhe use of visual media can enhance vocabulary mastery in Arabic language. The objective of this research is to describe dhe use of visual media in impriving vocabulary mastery in Arabic language for students. The benefits of this research for learners are anhanching their Arabic language proficiency. Meanwhile, the benefits for teachers include improving their skills in employing appropriate methods during the learning process and enhancing their ability to select more effective learning media. This research employs a qualitative approach using interview methods. Based on the findings, it is evident that the use of visual media can enhance vocabulary mastery in Arabic language learning. The steps for using visual media to improve Arabic vocabulary mastery are as follows: 1. The teacher presents images of vocabulary words to be taught, and students guess the word depicted; 2. The teacher provides the vocabulary words in Arabic: 3. Students repeart after the teacher; 4. Students memorize the new vocabulary words.

Learning medical terminology in an ESP medical course

Abstract This quasi-experimental study investigated the efficacy of two distinct approaches for vocabulary learning, namely vocabulary notebooks and word lists, specifically in the context of learning medical terms. Sixty first-year undergraduate EFL students enrolled in an English for Specific Purposes (ESP) medical course were recruited and divided equally into three groups: one group received guidance on using and maintaining vocabulary notebooks to learn 50 target terms, one group was instructed in the use of word lists to study the same 50 target words, and the control group did not undergo any intervention. The results indicate that both treatment approaches yielded significant advancements in vocabulary learning from pretests to posttests. However, the vocabulary notebook group demonstrated significantly superior performance in long-term effectiveness compared with the word list group. The findings imply that both approaches should be incorporated in a medical ESP curriculum.

Children's reliance on pointing and mutual exclusivity in word-referent mapping: The role of vocabulary and language exposure.

This study explored monolingual and multilingual two- to five-year-olds' reliance on a non-verbal and a verbal cue during word-referent mapping, in relation to vocabulary knowledge and, for the multilinguals, Dutch language exposure. Ninety monolingual and sixty-seven multilingual children performed a referential conflict experiment that pitted a non-verbal (pointing) cue and a verbal (mutual exclusivity) cue. Mixed-effect regressions showed no main effects of vocabulary and language exposure. An interaction between vocabulary and group showed that lower vocabulary scores were associated with a stronger reliance on pointing over mutual exclusivity for multilinguals (but not monolinguals). Furthermore, an interaction between vocabulary, language exposure, and cue word (novel vs. familiar label) indicated that multilinguals with lower exposure and lower vocabulary showed a stronger reliance on pointing over mutual exclusivity when a novel rather than familiar word was used. These findings suggest that multilingual and monolingual children go through different trajectories when learning to map words to referents.

QOL-30. DIETARY CONSIDERATIONS FOR PEOPLE WITH NF1: A SYSTEMATIC REVIEW OF THE LITERATURE

Abstract BACKGROUND Neurofibromatosis type 1 (NF1) is a neurocutaneous genetic condition. Limited pre-clinical and clinical data suggests that certain metabolic disturbances, body composition differences and nutritional deficiencies may be more prevalent in people with NF1. Data on the role of dietary patterns in people with NF1 and their effects in NF1-related manifestations is scarce. METHODS A systematic literature review was conducted; the MeSH database of PubMed was utilized to identify controlled vocabulary and key words associated with NF1, diet, and nutrition. These terms were combined using boolean operators to query PubMed, Embase, PLOS One, and Cochrane. The inclusion criteria consisted of articles in English, full text available, human studies, published between 2000-2024. The results were screened and key details were extracted. RESULTS 394 published articles were identified, out of which 15 met the inclusion criteria. 379 papers were excluded due to duplication or not meeting all inclusion criteria. Manuscripts included case reports, case series, retrospective and prospective studies, including a phase 2a clinical trial that only included six participants. Topics included vitamin D and bone metabolism, nutritional supplements, glucose metabolism, and nutritional intake. CONCLUSIONS Data regarding the effects of diet or nutritional supplements in people with NF1 is limited. Available studies suggest that a diet composed of therapeutic elements, including but not limited to, medium-chain fatty acids, calcium, and vitamin D, aids in bone growth and density, and muscle lipolysis. A single clinical trial suggests that L-carnitine supplementation is safe and feasible and might result in improved functional muscle performance in children with NF1. These conclusions might only be applicable to a small population of people with NF1 and did not result in conclusive significant clinical benefit. Further research is needed to better comprehend the role that nutrition plays in patients’ quality of life.

Vocabulary Tests to Increase Student TOEIC Scores

This article will introduce three free vocabulary tests and other vocabulary tools that will enable teachers to offer students focused vocabulary study on the most frequent words in English. This in turn will empower students to improve their TOEIC score and overall fluency. To help raise TOEIC scores, teachers must first start with diagnosing their students’ vocabulary knowledge with vocabulary tests, and then give them as much exposure to high-frequency vocabulary words as possible at an appropriate level of challenge. There are three valid and research-based free tests available for teachers to diagnose the amount of vocabulary their students already know: including the popular Vocabulary Size Test (VST) (Nation & Beglar, 2007), the Vocabulary Levels Test (VLT) (Webb et al., 2017) and the New General Service List Test (NGSLT) (Stoeckel & Bennett, 2015). Especially the New General Service List (NGSL) and the TOEIC Service List (TSL) (Browne et al., 2013, 2016) and their associated test, the NGSL Test (NGSLT) (Stoeckel & Bennett, 2015), provide a comprehensive list of high-frequency words and offer students and teachers measurable milestones towards increased TOEIC test scores.

Towards Effective Learning: Understanding the Connections of Vocabulary, Reasoning, and Mathematical Word Problem-Solving in Islamic Elementary Education

Towards Effective Learning: Understanding the Connections of Vocabulary, Reasoning, and Mathematical Word Problem-Solving in Islamic Elementary Education

Teaching students with autism spectrum disorder how to use an augmented reality application and the vocabulary of the natural sciences

Technology-based interventions are considered evidence-based for teaching students with Autism Spectrum Disorder (ASD). The main purpose of this study is to teach students with ASD the use of augmented reality (AR) mobile applications through systematic instruction and to test the effectiveness of the presented AR mobile application in teaching science concepts. The secondary aim of this study was to examine the students’ and teachers’ views on the acceptability of the AR mobile application in teaching science vocabulary. Three primary and one secondary school students with ASD, aged 10-13 years, participated in the study. A multiple probe design across participants was used to evaluate the effects of the intervention package. The findings showed that systematic instruction using an AR mobile application is effective in science vocabulary for students with ASD. All students reported using an AR mobile application to learn science vocabulary words was socially acceptable. These results suggest that the AR mobile applications may be a promising instruction instrument that is effective, efficient, and cost-effective. Implications for future research and practice are then discussed.

Pelaksanaan Program Little Chef dalam Upaya Meningkatkan Motivasi Berbicara Bahasa Inggris Siswa KG 1 di Kiddos Preschool

The little chef program at Kiddos Preschool has succeeded in improving the English speaking skills of KG1 students. Before the program, students were hesitant to speak English, but after joining the program, they showed significant improvements in vocabulary and confidence. On average, students were able to mention 10 new vocabulary words related to cooking and participated more actively in discussions. Cooking activities create a fun learning atmosphere and support active language use. Interviews with students and teachers show that the program not only improves language skills, but also students' self-confidence and social skills. With the right teacher support, this program can continue to evolve to meet student needs.

Automated urban landscape design: an AI-driven model for emotion-based layout generation and appraisal.

The evolution of a city is significantly shaped by the design of its urban landscape. The advancement of artificial intelligence has substantially increased convenience for individuals. This research proposes an urban landscape layout model powered by artificial intelligence that automatically generates urban landscape design based on deep learning (URDDL) with two dimensions: emotional tendency and urban landscape appraisal. The input image represents land use and surrounding road conditions, while the output image depicts the selection of the main entrance and the internal spatial function layout. The Pix2Pix model is trained to learn the internal function layout based on varying land use and road conditions. Additionally, a domain-specific dictionary is constructed using an existing semantic resource vocabulary, where positive and negative sentiment words are compared with their corresponding sentiment values, focusing on categories such as Stimulate, Sense, and Action. Experimental results indicate that the absolute average error of the URDDL model is 91.31%, with a maximum error of 96.87%. The degree of fit is highly appropriate for evaluating the emotional prediction of urban landscapes. The findings demonstrate that the URDDL model outperforms traditional design methods regarding generated results, suggesting its potential for future applications in automated landscape design.

The Application of Total Physical Response (TPR) Method Through Songs to Improve Students' Vocabulary Mastery and Creativity: A Classroom Action Research at The First Grade

This study investigates the efficacy of using songs in conjunction with the Total Physical Response (TPR) method to enhance vocabulary mastering and creative thinking in EFL students. 36 first-grade students participated in two cycles of Classroom Action Research (CAR) at SMAN 03 Pamekasan. Students' low average score of 58 on the pre-test and initial observations indicated serious difficulties with vocabulary retention, spelling, pronunciation and accurate usage. TPR, which combines movement with language learning, was combined with songwriting exercises. In order to improve memory through dance and music, students worked in groups to compose and perform songs utilizing vocabulary words in the first cycle. Despite a 12.1% improvement in post-test scores, the results fell short of the minimal passing requirements set by English Teacher of SMAN 03 Pamekasan. Within the moment cycle, extra hone and anxiety-reducing measures, such as singing and acting out melodies some time recently testing, driven to a eminent advancement, with the normal score rising to 80. The think about found that the TPR strategy, when combined with tunes, altogether improved students' lexicon run, spelling, articulation, and exactness of utilization. Additionally, it cultivated more prominent understudy engagement, motivation, and inventiveness within the classroom. By and large, the investigate illustrates that TPR and tunes offer an compelling, intuitively approach to lexicon learning, making a difference understudies overcome challenges in dialect securing and making a more energetic and agreeable learning environment.

Relationship Between Gestures and Vocabulary in 14-Month-Old Swedish-Learning Children.

In this study, the relationship between gestures and vocabulary size in 177 Swedish-learning 14-month-old children was examined. Gesture use, receptive, and expressive vocabulary were reported by caregivers with the Swedish version of the MacArthur Bates Communicative Developmental Inventory, words and gestures, SECDI-1. Gesture types examined were referential gestures classified as either deictic gestures, conventional gestures, and object actions. A fine-grained analysis of gestures and lexicon was performed. Results show that percentage of gestures used by children significantly predicts percentage of words in their receptive vocabulary. However, looking at gesture type, only use of object actions significantly predicts percentage of words in the receptive vocabulary whereas use of conventional gestures does not. Deictic gestures showed a ceiling effect and were therefore not further used for analysis. The relationship between gesture use and vocabulary size was not impacted by semantic category (food or clothes). Vocabulary in both semantic categories was statistically predicted by object actions in only one semantic category.

The Influence of Word Characteristics on Preschoolers' Vocabulary Learning

Purpose: One challenge to the design and delivery of effective vocabulary intervention is the selection of vocabulary targets. The purpose of this study was to examine the relation of word characteristics to vocabulary learning from explicit vocabulary intervention. Method: This study was a secondary analysis of data from two recent efficacy studies of an explicit vocabulary intervention delivered to preschool children ( Story Friends ). Taught vocabulary words were coded for concreteness, imageability, and shape using the perceptual accessibility continuum. Results: Multilevel modeling indicated that perceptual accessibility predicted vocabulary learning. Of the perceptual accessibility components, concreteness and imageability contributed significantly to the model, but shape did not. Higher vocabulary learning was observed for words rated more perceptually accessible. Conclusions: Preschool children's vocabulary learning was predicted by perceptual accessibility characteristics of taught words. Findings contribute to the body of evidence to guide the selection and sequencing of vocabulary targets for effective vocabulary intervention. Supplemental Material: https://doi.org/10.23641/asha.27183684

The Effects of a Science Vocabulary Intervention on Children’s Oral Language Development

This study investigated the effects of a shared reading and guided play vocabulary intervention on the science vocabulary acquisition of children who were at risk for oral language difficulties. Fifty-five children from five preschool programs participated in a 15-day science vocabulary intervention. Children randomly assigned to the treatment group (n = 29) received explicit science vocabulary instruction through shared readings of informational science books and follow-up scientific investigations. Children in the business-as-usual group (n = 26) received typical instruction from their classroom teacher. Vocabulary knowledge was measured at pre- and posttest using two standardized vocabulary assessments and one researcher-developed science vocabulary test. Results of the researcher-developed test showed that the treatment group significantly outperformed the BAU group on explicitly taught science vocabulary words (p < 0.001). No significant differences were found between the two groups on measures of general vocabulary knowledge. Limitations and practical implications of this study are discussed.

Understanding perceptions of unfamiliar drinks using natural language in simulated drinking contexts

How do people make sense of new foods and beverages? Hop water is a recent example of a novel beverage category, advertised as either an alcohol-free, zero-calorie beer alternative or a more “natural” alternative to flavored seltzers. This study aimed to understand what individual or contextual factors may cause consumers to perceive hop water as more beer-like or more seltzer-like. Participants (43 regular seltzer-drinkers, 41 regular beer-drinkers, 45 people who regularly drink beer and seltzer, and 68 people who do not regularly drink either) tasted three commercially-available hop waters in one of three drinking contexts (apartment garden, outdoor bar, or office breakroom) simulated using 360° video projection. A series of open-ended questions elicited descriptions of product perception, similar products, and potential drivers of (dis)liking.Parallel to this, we analyzed descriptions of typical beers, seltzers, and other drink categories from 518 online survey responses with Correspondence Analysis to define a Beverage Category Space. This allowed us to calculate beer-likeness and seltzer-likeness scores for common vocabulary words. The descriptions given during immersive tasting were projected into the Beverage Category Space as supplemental variables to determine their beer-likeness and seltzer-likeness. In the bar, participants more often compared the drinks to beer, while in the breakroom, participants focused more on carbonation. Regular beer-drinkers described the products as less beer-like than regular seltzer-drinkers. These findings suggest that consumers tasting unfamiliar products may assimilate expectations cued by eating or drinking context, but experience contrast effects from expectations based on similar familiar products.

Academic vocabulary for L2 argumentative writing: Perspectives from Chinese university EFL learners

Academic vocabulary plays a critical role in L2 argumentative writing. Recent studies have specifically examined the importance of academic vocabulary and academic word lists for EAP and ESP learning and research. However, it is unclear how English as a Foreign Language (EFL) learners perceive academic vocabulary and the challenges they face using this vocabulary in university argumentative essays. The present study adopted a case study approach to investigate Chinese university EFL learners’ perceptions of, and problems with, academic vocabulary in an argumentative writing task. Five fourth-year advanced EFL learners were assigned to write an IELTS essay before participating in a one-on-one interview. The results indicated that while participants had a heightened awareness of the importance of academic vocabulary, they lacked a comprehensive understanding of this construct. More specifically, they knew little about the academic register, and their academic vocabulary size was small. Consequently, various problems arose in relation to the use of academic words in their argumentative writing, including word choice and the over-reliance on Chinese word meaning and word spelling knowledge. The EFL learners also reported that the biggest challenge to their academic writing was the lack of academic collocation knowledge. These findings have pedagogical implications for understanding the academic lexical problems facing Chinese EFL learners in their academic writing.

Implementation of Raita Algorithm in Manado-Indonesia Translation Application with Text Suggestion Using Levenshtein Distance Algorithm

Abstract. Manado City is one of the multidimensional and multicultural cities, possessing assets that are considered highly potential for development into tourism and development attractions. The current tourism assets being developed by the Manado City government are cultural tourism, as they hold a charm and allure for tourists. Hence, a communication tool in the form of a translation application is necessary for facilitating communication between visiting tourists and the native community of North Sulawesi, even for newcomers who intend to reside in North Sulawesi, given that the Manado language serves as the primary communication tool within the community. This research employs a combination of the Raita algorithm and the Levenshtein distance algorithm in its creation process, along with the confusion matrix method to calculate the accuracy of translation results using the Levenshtein distance algorithm with a text suggestion feature. The research begins by collecting a dataset consisting of Manado language vocabulary and their translations in Indonesia language, sourced from literature studies and original respondents from North Sulawesi, which have been validated by a validator to prevent translation data errors. The subsequent stage involves preprocessing the dataset, converting the entire content of the dataset to lowercase using the case folding process, and removing spaces at the start and end of texts using the trim function. Next, both algorithms are implemented, with the Raita algorithm serving for translation and the Levenshtein distance algorithm providing text suggestions for typing errors during the translation process. The accuracy results derived from the confusion matrix calculations during the translation process of 100 vocabulary words, accounting for typing errors, indicate that the Levenshtein distance algorithm is capable of effectively translating vocabulary accurately and correctly, even in the presence of typing errors, resulting in a high accuracy rate of 94,17%. Purpose: To determine the implementation of the Levenshtein distance and Raita algorithms in the process of using the Manado-Indonesian translation application, as well as the resulting accuracy level. Methods/Study design/approach: In this study, a combination of the Raita and Levenshtein distance algorithms is utilized in the translation application system, along with the confusion matrix method to calculate accuracy. Result/Findings: The accuracy achieved in the translation process using text suggestions from the Levenshtein distance algorithm is 94.17%. Novelty/Originality/Value: This research demonstrates that the combination of the Raita and Levenshtein distance algorithms yields optimal results in the vocabulary translation process and provides accurate outcomes from the use of effective text suggestions. This is attributed to the fact that nearly all the data used was successfully translated by the system, even in the presence of typographical errors.

Socioeconomic Deprivation Detrimentally Influences Language Outcomes in Toddlers With Cleft Palate.

The purpose of this study was to examine the influence of socioeconomic deprivation on language and developmental outcomes in toddlers with cleft palate with or without cleft lip (CP ± L). Other factors known to influence language outcomes were also considered, including home language history, history of hearing problems, syndromic diagnoses, and sex. A multicenter, cross-sectional study design was conducted. Data for 566 16-month-old toddlers with CP ± L were collected from 17 outpatient cleft palate clinics located throughout the United States. Outcome measures included the MacArthur-Bates Communicative Development Inventories, LENA Developmental Snapshot, age at first word as reported by the caregiver, and the Ages and Stages Questionnaires-Third Edition (ASQ-3). Multivariable linear or logistic regression was used to determine the influence of socioeconomic deprivation, as measured by the Area Deprivation Index, on language and developmental outcomes. Greater socioeconomic deprivation significantly predicted poorer language outcomes in toddlers with CP ± L, including receptive vocabulary words (p = .02), expressive vocabulary words (p = .02), and late-developing gestures (p = .02). Additionally, toddlers from less affluent neighborhoods produced their first words significantly later than their counterparts living in more affluent areas (p < .01). Lower maternal education levels predicted significantly increased risk for problem solving delays (p < .01), and patients with subsidized insurance were at significantly increased risk for personal-social delays on the ASQ-3 (p < .01). Children with CP ± L are susceptible to developmental delays associated with socioeconomic deprivation. These findings have implications for identifying a child's individual risk factors for developmental language disorders when conducting speech-language assessments. Future study should examine how inequities in care can be mitigated and addressed.

The Effects of Using Adapted Science eBooks Within Shared Reading on Comprehension and Task Engagement of Students with Autism Spectrum Disorder.

The purpose of this study was to examine the effects of using adapted science eBooks within shared reading on comprehension and task engagement of high school students with autism spectrum disorder (ASD). A grade-level science textbook was selected and converted into an eBook format, incorporating various visual and auditory features (e.g., text-to-speech, summarized sentences, highlighted keywords) and presented on an iPad. The shared reading intervention included before, during, and after reading strategies (i.e., pre-teaching target vocabulary words, sharing information, retelling), with direct instruction on locating literal information. The intervention effects on reading comprehension and task engagement were evaluated using a single-case multiple probe design. The results of this study indicated that all participants demonstrated improvements in reading comprehension. Despite the longer intervention sessions compared to the baseline, all participants exhibited similar or enhanced levels of task engagement during the intervention sessions. The findings of this study provide empirical evidence supporting the use of adapted eBooks within shared reading as a means to increase access to grade-level science texts for high school students with ASD while maintaining a high level of task engagement. This intervention holds promise for improving the learning outcomes for students with ASD in science content area.

Assessment of Respiratory Health Implications of Vaping: A Systematic Review of Toxicity Mechanisms and Adverse Effects of Electronic Nicotine Delivery Systems.

E-cigarettes are thought to aid in tobacco smoking cessation, but there are concerns about their overall effectiveness and safety for the general population, particularly adults. This review aims to investigate the mechanisms of toxicity and adverse effects of e-cigarettes on the respiratory system, comparing these effects with those of conventional smoking. A systematic review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Searches were performed on PubMed, Embase, and the Cochrane Library using keywords, controlled vocabulary, and text words, with the following criteria: studies published in English from 2014 to 2024, open access, peer-reviewed, and full-text availability. Study selection, quality assessment, and data extraction were carried out by two independent reviewers. The Cochrane Risk of Bias 2.0 tool was used to evaluate the risk of bias in included randomized controlled trials, and the Grading of Recommendations Assessment, Development and Evaluation (GRADE) tool was employed to assess the strength of evidence and determine its generalizability. Electronic nicotine delivery systems (ENDS) have diverse mechanisms of toxicity, including inflammation, hypoxia, cardiovascular stress, and metabolic changes. Reported adverse effects include cough, throat irritation, nausea, and hemodynamic changes. However, ENDS are associated with fewer risks compared to conventional cigarette smoking. ENDS users experience fewer respiratory and cardiovascular issues and have lower levels of biomarkers such as NNAL and CO compared to traditional smokers. Additionally, ENDS are more effective than nicotine replacement therapy (nicotine patches) for smoking cessation, particularly in pregnant women. The side effects of ENDS and nicotine-free vaping are similar to those of conventional smoking in pregnant women, with the exception of a lower birth weight among newborns exposed to ENDS (p < 0.05). ENDS present a complex balance of benefits and risks regarding respiratory health. While there are adverse effects, ENDS are considered less detrimental than conventional smoking and a viable option for smoking cessation. Longitudinal studies are needed to evaluate their safety with long-term use (>16 weeks). Policymakers and health practitioners should use these findings to develop balanced public health policies that weigh the benefits of ENDS against potential health risks, enabling informed decision-making for users.

The language teacher’s sidekick: harnessing comics to motivate learners

ABSTRACT Comics have historically been looked down upon, particularly as instruments of learning and instruction. The general emphasis, even in the context of second and foreign language (L2) instruction, is usually placed upon more traditional novels and other works of fiction lacking in any visual aspect; where pictures are used, they are usually limited to lists of vocabulary words or worksheets. Despite this, research shows that comics and visual novels are uniquely suited for use in the language classroom due to their positive correlation with intrinsic reader motivation. Incorporating them effectively into the language classroom causes students to be more engaged, which increases their motivation and leads to better overall results. This paper provides a brief analysis of the benefits using comics can bring and presents several use cases for review.