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The COVID-19 pandemic has led to immediate school closures resulting in online learning. Online learning under such circumstances has presented challenges for teachers of students with mild to extensive support needs. The current study interviewed twenty special education teachers about the strategies they used when teaching online and the challenges they faced. Teachers discussed several strategies including the use of direct instruction, providing active engagement, caregiver involvement, and their frequent use of informal assessments. Challenges included time constraints and student inattention. Findings of this study can be used to inform strategies to use when teaching students with special needs online and in future online emergency teaching environments.
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The purpose of this study was to evaluate the academic impact of a technology-based instructional module for content vocabulary instruction in the Project Lead the Way (PLTW) Introduction to Engineering course. The goal of the study was to answer two key questions: 1) How does implementing a technology-based instructional module impact Engineering vocabulary academic gains for students taking the Introduction to Engineering course? and 2) What is the effect of implementing a technology-based instructional model on attitudes towards learning Engineering vocabulary for students taking the Introduction to Engineering course? This study was conducted with Introduction to Engineering students (N=23) during the second semester of a year-long course. Students were instructed during this module through the use of various computer-based learning platforms, providing both imagery and text, allowing for at-will access and review, and creating varied forms of practice. Data were collected through pre- and posttests, focus group interviews, and surveys. Data were analyzed through paired t-test and inductive analysis. Quantitative analysis revealed significant growth from pre- to post-assessment for engineering vocabulary academic gains. Qualitative analysis revealed increased scores and improved attitudes towards learning from pre- to post-intervention.The findings of this study indicated that although technology-based instruction had a positive impact on academic gains, relevance of the material and the relationship with the instructor influences both academic gains and attitudes towards learning. The research has implications for future research with technology-based versus traditional instruction and reevaluation with students who are more than one-year post-Covid virtual learning. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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BACKGROUND: Pain is as a major concern with dental patients. The dentist-patient interaction can reveal the presence of anxiety and fear, which may result in rise of pain. This study aimed to assess vocabulary communication as support to dental anesthesia on the adult dental patient. MATERIALS AND METHODS: This is a prospective, randomized clinical study, conducted from February 2020 through March 2021. Two hundred individuals (112 males, 88 females) of the age range (16 to 84 years) were separated into two groups for testing the level of pain during dental local anesthesia, with vocal communication and without vocal communication. RESULTS: While the control group showed no difference between males and females, there was a difference between the sexes in the experimental group with past dental visits, VAS and injection type having less anxiety (p=0.0001) while with education/VAS having (p£0.01) as appear in sex to age (p£0.05). There was no difference when data were compared by age, or type of anesthesia (inferior alveolar nerve block or infiltration technique). CONCLUSION: Dental anxiety can be alleviated by talking to the patients before the procedure, which could reduce the amount of pain. © 2023 University Library System, University of Pittsburgh. All rights reserved.
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The article gives a detailed insight into pandemic media discourse by revealing and analyzing its lexical changes. The research aims to observe the dynamic processes in the vocabulary: the intensity and usage frequency of the key discourse words, neologisms, borrowings, the reflection processes of important social and political events in the vocabulary. The research is based on the DIMEAN multilevel linguistic and discourse analysis model, elements of corpus analysis, concordance compilation with AntConc program and Voyant Tools web application, as well as methods of dictionary definitions and contextual semantic analysis. The material of the study is based on the current theme-based publications from the German news website Der Spiegel dated 2020 and 2022. Structuring the material into two sub-corps (according to the year, 50 articles each) enables to demonstrate a linguistic analysis of a specific time period and present our observations on lexical changes of German COVID-19 pandemic media discourse. The study applies both traditional and modern methods of computer analysis of modern media discourse that is relevant to the current linguistic study approach. The new multilevel comparative analysis of the theme-based media discourse by means of corpus analysis allows to track lexical changes and to observe the dynamics and evaluation of topics in the socio-political discourse. As a result of conducted research in two sub-corps were revealed the most frequent lexemes taking into account macro- and micro-contexts;in the group of the keywords most relevant for the two periods the contextual-semantic analysis was provided.
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Introduction: The COVID-19 pandemic posed numerous challenges to patient care, including extensive PPE use, patient care in isolation rooms, inadequate numbers of intensivists particularly in rural communities, use of unfamiliar ventilators that would be partially remedied by the ability to remotely control lung ventilation. The goals of the project were to study the intended use, risk management, usability, cybersecurity for remote control of ventilators and demonstrate the use of a single interface for several different ventilators. Method(s): Clinical scenarios were developed including remote control of the ventilator from an antechamber of an isolation room, nursing station within the same ICU, and remote control from across the country. A risk analysis and was performed and a risk management plan established using the AAMI Consensus Report--Emergency Use Guidance for Remote Control of Medical Devices. A cybersecurity plan is in progress. Testing was done at the MDPNP laboratory. We worked with Nihon Kohden OrangeMed NKV-550, Santa Ana, CA, and Thornhill Medical MOVES SLC, Toronto, Canada. Both companies modified their devices to allow remote control by and application operating on DocBox's Apiary platform. Apiary is a commercially available ICE solution, DocBox Inc, Waltham, MA. An expert panel was created to provide guidance on the design of a single common, simple to use graphical user interface (GUI) for both ventilators. Manufacturers' ventilation modes were mapped to ISO 19223 vocabulary, data was logged using ISO/IEEE 11073-10101 terminology using AAMI 2700-2-1, Medical Devices and Medical Systems - Essential safety and performance requirements for equipment comprising the patient-centric integrated clinical environment (ICE): Part 2-1: Requirements for forensic data logging. Result(s): We demonstrated that both ventilators can be controlled and monitored using common user interface within an institution and across the country. Pressure and flow waveforms were available for the NKV-550 ventilator, and usual ventilator measurements were displayed in near-real time. The interface allowed changing FiO2, ventilation mode, respiratory rate, tidal volume, inspiratory pressure, and alarm settings. At times, increased network latency negatively affected the transmission of waveforms. Conclusion(s): We were able to demonstrate remote control of 2 ventilators with a common user interface. Further work needs to be done on cybersecurity, effects of network perturbations, safety of ventilator remote control, usability implications of having a common UI for different devices needs to be investigated.
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This study focuses on developing specific vocabulary learning strategies to assist the receptive knowledge of English for Specific Purposes (ESP). It aims to provide a practical framework for teaching technical vocabulary. The study introduced the Multimedia Strategic Vocabulary Learning (MSVL) model and investigated its effects on teaching technical vocabulary to pre-engineering students in online courses during the early wave of COVID-19. A total of 88 Saudi undergraduate students randomly assigned to control and experimental groups were treated with an intact pre-engineering ESP course for ten weeks. Vocabulary learning strategies from Schmitt's (1997) vocabulary taxonomy were adopted and incorporated into two stages of the vocabulary acquisition process. The experimental group was treated with the MSVL model through multimedia and explicit vocabulary learning instructions in online classes using Blackboard Learning Management System (LMS) to assist them with specialized vocabulary acquisition. The dependent measure in this study was the participants' receptive knowledge of technical vocabulary, which was assessed using the pre-test, post-test, and delayed post-test. The findings indicated that using the MSVL model significantly improved the experimental group's receptive knowledge of technical vocabulary. This study's guidelines help educators create multimedia resources for ESP learners, preparing them for their professions. © 2023 Informa UK Limited, trading as Taylor & Francis Group.
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In the wake of the COVID-19 pandemic, Malaysian English teachers identified a pressing need to support upper primary school pupils, particularly those in the upper levels, in the effective composition of extended writing. Additionally, these educators required more innovative methodologies for teaching vocabulary in this context. Consequently, the current study aimed to develop a vocabulary index as a suggested resource for Malaysian English teachers instructing upper primary school pupils on extended writing. To achieve this, a quantitative computational research strategy and corpus-driven research design were employed. A purposive sampling technique was used to select 560 advanced upper primary school pupils from 28 schools, each with high English performance in the capital of each state and the federal territory of Malaysia, who produced a total of 152,187 words in extended writing for analysis. LancsBox, a primary computational linguistics application, was used for data processing. Given that the vocabulary index for extended writing necessitates a more comprehensive coverage of vocabulary, functional and content words were included, and keywords, raw and normalised frequencies were analysed and reported. Through the vocabulary index built in this study, the researchers found English teachers in Malaysia should utilise local issues in writing prompts, emphasise the use of both positive and negative adjectives, introduce complex sentence structures to enhance pupils‟ writing abilities and also train pupils to organise the ideas in their writing. Future linguistic studies could replicate the present investigation, so that it can respond to their classroom needs. © Annals of Translational Medicine. All rights reserved.
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The article gives a detailed insight into pandemic media discourse by revealing and analyzing its lexical changes. The research aims to observe the dynamic processes in the vocabulary: the intensity and usage frequency of the key discourse words, neologisms, borrowings, the reflection processes of important social and political events in the vocabulary. The research is based on the DIMEAN multilevel linguistic and discourse analysis model, elements of corpus analysis, concordance compilation with AntConc program and Voyant Tools web application, as well as methods of dictionary definitions and contextual semantic analysis. The material of the study is based on the current theme-based publications from the German news website Der Spiegel dated 2020 and 2022. Structuring the material into two sub-corps (according to the year, 50 articles each) enables to demonstrate a linguistic analysis of a specific time period and present our observations on lexical changes of German COVID-19 pandemic media discourse. The study applies both traditional and modern methods of computer analysis of modern media discourse that is relevant to the current linguistic study approach. The new multilevel comparative analysis of the theme-based media discourse by means of corpus analysis allows to track lexical changes and to observe the dynamics and evaluation of topics in the socio-political discourse. As a result of conducted research in two sub-corps were revealed the most frequent lexemes taking into account macro- and micro-contexts;in the group of the keywords most relevant for the two periods the contextual-semantic analysis was provided. © 2023 Case reportS. All rights reserved.
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PurposeBased on an experimental study on English for Specific Purposes (ESP) students, at the Business Department at the University of Bisha, the purpose of the study is to examine the effect of chatbot use on learning ESP in online classrooms during COVID-19 and find out how Dialogflow chabot can be a useful and interactive online platform to help ESP learners in learning vocabulary well.Design/methodology/approachThe research paper is based on an experimental study of two groups, an experiential group and a controlled group. Two tests were carried out. Pre-tests and post-test of vocabulary knowledge were conducted for both groups to explore the usefulness of using the Dialogflow chatbot in learning ESP vocabulary. A designed chatbot content was prepared and included all the vocabulary details related to words' synonyms and a brief explanation of words' meanings. An informal interview is another tool used in the study. The purpose of using the interview with the participants was to elicit more data from the participants about using the chatbot and about how and in what aspects chatbot using the conversational program was useful and productive.FindingsThe findings of the study explored that the use of chatbots plays a major role in enhancing and learning ESP vocabulary. That was clear as the results showed that the students who used the chatbot Dialogflow in the experimental group outperformed their counterparts in the control group.Research limitations/implicationsThe study displays an important pedagogical implication as the use of chatbots could be applied in several settings to improve language learning in general or learning ESP courses in particular. Chatbot creates an interesting environment to foster build good interactions where negotiation of meaning takes place clearly seems to be of great benefit to help learners advance in their L2 lexical development.Originality/valueExamining and exploring whether the use of chatbots plays a major role in enhancing and learning ESP vocabulary in English as Foreign Language setting.
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We are delighted to announce the release of the first issue of the eleventh volume of IJELS. Our January 2023 issue consists of a diverse selection of topics ranging from linguistic literacy to music literacy. The papers you are about to read cover current issues, including, Mitigation Effects on Pedagogy and Resilience, Turkish Language Curriculum and PISA 2018 Reading Skills Test, Pre-service Teachers' Metaphoric Perceptions on Reading and Reading Disability, Effect of Peer-Assisted Techniques on Students' Reading Skills and Attitudes towards Reading, Vocabulary Learning Strategies Used by Saudi University Students in Pair Work, Expert Opinions on Improving Writing Skills, Development of Persuasive Speaking Skills Rubrics, Children's Literature in the Digital Age, Effect of Theatre and Drama Practices on Social Anxiety, School Administrators' Competencies during COVID-19 Outbreak, Adolescents' Personal Values and Self-Efficacy Perceptions, Effect of School Closures on the Teaching and Learning of English during the COVID-19 Pandemic, Bilingualism on the News Headlines, Monolingual Turkish and Bilingual Turkish-Italian Children's Use of Tense-Aspect-Modality Markers, Evaluation on Turkish Teaching Accounts on Instagram, Being a Social Studies Teacher and Student in the COVID-19 Period, Effect of Retro Walking Training on Dynamic Balance in Sedentary Individuals with Hearing Impairment, Sportsmanlike Behaviors and Self-Confidence of School of Physical Education and Sports Students, School Administrators' Agile Leadership and Innovation Management Competencies, Music Education in relation to Social Intelligence and Communication Skills Levels, Evaluation of Students' Cognitive and Conceptual Learning Levels in Middle School Music Lessons, Evaluation of Music Teaching Undergraduate Programs, and Somaesthetics Approaches in Music and Performance Education.
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Introduction: Vocabulary of emotion is integral to emotional development and emotional intelligence is associated with improved mental health outcomes. Many language disordered groups experience emotional difficulties; Developmental Language Disorders, Attention Deficit Hyperactivity Disorder and autism. However, (as in the case of autism) research tends to focus on assessing recognition of emotional states, rather than exploring labeling skills. Where labeling is assessed, measures have focused on early-acquired vocabulary (happy, sad, angry) or self/parent reporting. To date, no objective assessment has been made of vocabulary of emotion across childhood. Methods: This study uses an experimental psycholinguistic measure, The Emotion Vocabulary: Expressive and Receptive ability measure (EVER) which includes two tasks (receptive vocabulary and word generation/expressive vocabulary). This measure has capacity to demonstrate vocabulary growth across age groups. 171 participants (5.0-13.11 years) completed The EVER Measure, alongside two closely matched standardized measures of basic language: BPVS (receptive vocabulary task) and CELF (word-association task). Assessments were completed online and en vivo (COVID testing restrictions dependent). Results: As predicted, children's accuracy increased on both receptive and expressive emotion vocabulary tasks, in line with age at time of testing. EVER scores were significantly predicted by age and correlated with matched basic language scores. Secondary analysis provided preliminary findings on age of acquisition for specific emotion vocabulary items. Discussion: The findings consequently demonstrate proof of concept for the use of The EVER Measure in assessing emotional vocabulary across childhood. This study provides important preliminary data on generating and recognizing emotion labels across typical child development. Critically, it extends current knowledge on emotion vocabulary acquisition into middle childhood, where linguistic ability is relatively mature. As such, findings have implications for research with potential clinical application in the assessment of older children, with either language or emotional differences or both. Findings demonstrate the need for a standardized tool, and its potential application in research and clinical practice is explored. A large-scale study offering proof of concept and reliability of The EVER Measure is indicated.
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While accounting for recent theoretical arguments regarding the modality-specific nature of lexical knowledge, this exploratory study sought to measure young EFL learners' aural receptive multi-word unit (MWU) knowledge and then to compare this to their written counterpart. A total of 120 sixth-grade Korean EFL learners participated in the study, completing aural and written receptive MWU tests that included the identical set of 40 MWUs, which were extracted from the Corpus of Contemporary American English. Both measured participants' meaning-recall knowledge, with the only difference being the mode of target MWU presentation. The results demonstrated that the participants had aural receptive knowledge of about one-third of all MWUs in the first four 500-word levels. They also showed that their aural receptive knowledge of the target MWUs was significantly smaller than their written counterpart. The analysis also indicated that the participants' incorrect recognition of aural forms of some MWUs may partially account for the relatively lower aural test scores. We conclude this paper by highlighting our findings' implications for research and teaching regarding aural MWU knowledge. [ FROM AUTHOR] Copyright of System is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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The outbreak of COVID-19 worldwide in 2020 has posed tremendous challenges to higher education globally. Teaching English as a foreign language (TEFL) is among the many areas affected by the pandemic. The unexpected transition to online teaching has increased challenges for improving and/or retaining students' language proficiency. WeChat, a popular social application in China, was widely used for TEFL at Chinese universities before COVID-19. However, it remains unclear whether the use of WeChat can facilitate Chinese university students' English-language lexical proficiency during the pandemic. To fill this gap, the aim of the present study was two-fold: (1) it initially explored the relationship between the variables including students' academic years, genders, and academic faculties/disciplines, and their lexical proficiency;and (2) it evaluated the effectiveness of a WeChat-assisted lexical learning (WALL) program in facilitating learning outcomes of English-language vocabulary. One hundred and thirty-three students at a university in Northern China participated in the WALL program for three weeks. As the results indicated, the independent variables had no correlation with the students' lexical proficiency. More importantly, the students had a decline in the test scores after using the program, compared to their initial test scores. Moreover, the difference was reported to be medium. The findings further proposed questions on applying WeChat to vocabulary teaching in a large-scaled transition. The study is expected to provide insights for tertiary institutions, language practitioners, and student stakeholders to troubleshoot the potential problems regarding implementing WeChat-based TEFL pedagogies. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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The current study explored the vocabulary use and examined the rhetorical move structure of World Health Organization Emergencies Press Conferences on the Coronavirus Disease. Vocabulary use was described using a corpus of 140 press conferences containing 1,139,248 running words that was analysed based on three indicator variables: vocabulary level, lexical coverage, and lexical profiling. The move structure was analysed based on 70 press conferences randomly selected from the corpus to identify shared moves and steps throughout the selected press conferences. The vocabulary level and lexical coverage analysis identified that 95 per cent of the vocabulary used in the corpus came from the first 3,000 high-frequency words based on the frequency rates of the British National Corpus (BNC) and the Corpus of Contemporary American English (COCA). Harmoniously, non-medical terms were extensively used across the press conferences covering 93.56 per cent of the corpus. Therefore, L2 users of English would understand most of the language used in the press conferences. According to the corpus-based move analysis, the frequency findings revealed 11 moves and their respective 32 steps. The study also established the move sequence prototypes for each stage comprising an opening stage, opening remarks, stage engagement, and closure. These results could be implemented for assisting learners in public speaking or English for business courses. © 2023 Language Institute, Thammasat University. All rights reserved.
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COVID-19 pandemic is an unprecedented crisis worldwide posing many linguistic challenges including understanding and learning new related terminology. This study explores the impact of the COVID-19 pandemic and its terminology learning strategies on EFL learners' vocabulary acquisition, particularly in Jordan. A triangulated approach was employed for collecting data including interviews, tests and a questionnaire distributed to 100 EFL learners at a Jordanian university. The qualitative and quantitative analysis of the data showed a positive influence of the COVID-19 pandemic and its terminology strategies on EFL learners' knowledge of vocabulary. It also revealed that the participants were "medium" users of cognitive, determination, and social strategies and "high" users of metacognitive and memory vocabulary learning strategies for acquiring COVID-19 associated terminology. The analysis of the tests demonstrated that the COVID-19 and its Vocabulary Language Strategies (VLSs) have a significant positive impact on students' vocabulary knowledge size. Thus, it verified the effectiveness of the reported strategies for acquiring COVID-19 terminology. The learners' vocabulary repertoire has been enriched with new COVID-19 related vocabulary such as quarantine, lockdown, incubation, pandemic, contagious, outbreak, epidemic, pathology, infectious, asymptomatic, covidiot, pneumonia, anorexia, etc. The findings highlighted the importance of employing efficient strategies for investing newly emerging contexts to cultivate learners' vocabulary repertoire. This study contributes to the area of language acquisition through extensive illustrations of COVID-19 associated lexicon and the intensified-in use associated vocabulary learning strategies. The study concludes with some pedagogical implications and recommendations for further research.
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Je propose une éthique intersectionnelle et islamique des soins reproductifs, mettant en lumiere les besoins non satisfaits en matiere de soins, et illustrant les blessures épistémiques, morales et ontologiques subies par les musulmanes enceintes, ayant accouché ou étant en post-partum dans un contexte de pandémie mondiale. Ma théorisation féministe s'inscrit dans les récits islamiques de la maternité. Je propose un « vocabulaire moral » qui défend le droit islamique des musulmans â bénéficier d'un soutien en matiere de soins, et qui s'efforce de lutter contre la violence de la séparation maternelle. L'un des themes centraux abordé est la création de liens de parenté, un certain type de soins, par lequel nous nous soutenons les uns les autres dans nos relations, et assumons la responsabilité de la prise de soins et de la satisfaction des besoins de chacun. Dans un sens islamique, la parenté est une sorte de travail, qui consiste â sentir comment nos corps s'adaptent et se déplacent ensemble dans les lieux que nous occupons ensemble. C'est une façon de créer de l'espace pour nos rassemblements, d'accueillir, de loger au sein de nos relations ceux qui ont été brisés par la violence coloniale, hétéro-patriarcale et discriminatoire â l'égard des personnes en situation de handicap. Je soutiens que les soins qui dépassent le cadre des établissements de santé et de la médicalisation offrent un cadre sÛr pour les musulmanes accouchant dans le cadre d'une pandémie. Ces réseaux de soins incluent Allah en tant que doula, des accoucheuses radicales, les (grand-)meres, les territoires et les eaux, les tantes et les amis, ainsi que les ancetres qui veillent sur nous au nom du Créateur lorsque nous portons la vie. Ce type de foyer est une maniere de mobiliser le savoir islamique pour protéger la sécurité ontologique des musulmans et leur droit â posséder leur musulmanité, â penser, critiquer et juger leurs expériences de soins reproductifs de maniere islamique.Alternate abstract:I offer an intersectional and Islamic ethic of reproductive care that makes visible the unmet care needs of and attends to the epistemic, moral and ontological injuries experienced by Muslim pregnant, birthing and postpartum people in a global pandemic. My feminist-theorizing is enveloped within Islamic stories of maternity. I offer a moral vocabulary of care which advocates for the Islamic right of Muslims to supported caregiving and labours against the violence of maternal separation. A central theme is kin-making, a type of caring labour, by which we house one another in our relations and accept responsibility for one another's care and access needs. In an Islamic sense, kin-making is a kind of access-work, of sensing how our bodies fit and move together in the spaces we hold together. It is a way of making space in our gatherings, of homing, of housing within our relations those who have been dislocated by settler-colonial, heteropatriarchal and ableist violence. I argue that what paves safe passage for Muslims birthing in a pandemic are constellations of care that go beyond the scope of health-care settings and medicalized care. Such webs of care include Allah as doula, radical birthworkers, (grand)mothers, lands and waters, aunties and friends and the ancestors that watch over us in Creator's name as we bear life. Such home-making is a way of mobilizing Islamic knowledge to protect the ontological security of Muslims and their right to possess their Muslimness, to think, critique and judge their experiences of reproductive care islamically.
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The outbreak of COVID-19 has impacted conventional educational practice in universities worldwide. Chinese universities are no exception. WeChat, a social application widely used in China, has been considered a viable tool for language education. However, the perspectives of Chinese university students and English language teachers in terms of using WeChat for English vocabulary learning and teaching during the pandemic remain unclear. The aim of the present study was twofold: First, it explored Chinese university students' and language teachers' opinions of adopting a self-developed WeChat-assisted lexical-learning program (the WALL program) during COVID-19. Second, it gathered their evaluations of the WALL program. To achieve the aim, two sets of semi-structured interviews were used to gather qualitative data about five students' and three English language teachers' perceptions at a university in northern China. The results first revealed that the eight participants showed overwhelming opinions in support of adopting the program for vocabulary learning and teaching during the pandemic. In addition, it received mostly positive evaluations. However, the program had two main drawbacks: distracting learning environments and uncertain learning effects. The present study then made recommendations for future WeChat-based language learning and teaching programs. The findings are expected to provide pedagogical insights for tertiary educational institutions, practitioners, and students in the chosen context in order to deal with the future design and implementation of sound MALL-based approaches. © 2023 by the author.
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This work is devoted to interactive methods of using the Russian social network VKontakte in the study of the first foreign language by students of technical universities of agro-industrial faculties. Currently, training is closely connected with modern Internet technologies and social networks. Social network is one of the forms of distance learning. In our article, we described an experiment conducted with the first-year full-time students of the Don State Technical University studying their first foreign language. The goal of our research was the identification and description of the most influencing forms and methods for the motivation of students in teaching the first foreign language. In the presented research work, we used the empirical method and the method of pedagogical research. We have explored a variety of social networks that are most often used by students, namely: Instagram, Odnoklassniki, Twitter, YouTube. We conducted an experiment and made an analysis of the obtained data. The material for our analysis was the social network VKontakte. We have created an open training group, in which students of the agro-industrial faculty of full-time education studying the first foreign language were signed. As a result of the inquest, we have identified the most relevant social network among first-year students. It has been established that Internet sources influence the interest and motivation of students in learning the first foreign language. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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The diagnostic characteristics of autism spectrum disorder (ASD) includes challenges in social communication skills. Among different components of social communication, language, particularly vocabulary, must be supported early in children's development as language is shown to be associated with academic, social, cognitive, and adaptive skills and their development trajectory. Enhanced milieu teaching (EMT) is one of evidence-based, naturalistic interventions that are designed to support the vocabulary development of young children with ASD. EMT is often implemented by caregivers, therapists, or teachers;however, there is no study that evaluated the effectiveness of sibling-implemented EMT on the vocabulary use of children with ASD. With the rise of COVID-19, there is an increased duration of family interactions at home which led to the need for more structured and effective strategies for social interactions, especially for children with ASD. As siblings frequently engage in social interactions such as play, training older siblings to facilitate effective communication and play with their younger siblings with ASD could improve the language development of children with ASD as well as the siblings' social interactions. Adapting a multiple probe design, the study examined the effects of sibling-implemented EMT with virtual performance feedback for the siblings without ASD on the siblings' implementation fidelity of EMT and language outcomes and percentage of responses by children with ASD. Generalization with a novel material and maintenance over one week, two weeks, or one month was measured. Social validity questionnaires were completed by the siblings and the caregivers after the intervention. The findings provide implications for family-centered evidence-based practices, particularly through the use of virtual training for family members including the siblings of children with ASD. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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The Covid-19 pandemic has had a great impact on the life of every inhabitant of the planet. During 2020 and 2021 a significant amount of work on how the pandemic is being conceptualized and communicated has been done. Most work has focused on the role of metaphor in the construal of specific cognitive frames. In this paper, we turn to a similar but different conceptualization mechanism, i.e. simile. Drawing from recent socio-cognitive and discursive empirical approaches to similes, this paper focuses on "target is like source" constructions in English and Spanish containing (corona)virus either as target or source of the simile. The analysis is based on 200 examples found in the digital media during the first wave of the pandemic in 2020. First, the constructions, conceptualizations and mappings are analyzed. Second, the relevant discourse features (genre type, relation to subjectivity, text location and structuring properties) are described. Finally, the cross-linguistic English-Spanish analysis shows that, despite the many coincidences in both datasets, there are different tendencies as for the use of culture-specific mappings and the genres where the similes occur in. The study aims at testing to what extent the general features characterizing similes also hold in the case of (corona)virus, both as source and as target. The corpus analysis contributes, in addition, to the emerging line of research on the use of figuration in the communication of the pandemic, as well as to the study of the discursive dimensions of similes in real settings. (PsycInfo Database Record (c) 2022 APA, all rights reserved)