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Infodemic is defined as 'an overabundance of information-some accurate and some not-that makes it hard for people to find trustworthy sources and reliable guidance when they need it' by the World Health Organization. As unverified information, rumors can widely spread in online society, further diffusing infodemic. Existed studies mainly focused on rumor detection and prediction from the statement itself and give the probability that it will evolve into a rumor in the future. However, the detection and prediction from rumors production perspective is lack. This research explores the production mechanism from the uncertainty perspective using the data from Weibo and public rumor data set. Specifically, we identify the public uncertainty through usergenerated content on social media based on systemic functional linguistics theory. Then we empirically verify the promoting effect of uncertainty on rumor production and constructed a model for rumor prediction. The fitting effect of the empirical model with the public uncertainty is significantly better than that with only control variables, indicating that our framework identifies public uncertainty well and uncertainty has a significantly predictive effect on rumors. Our study contributes to the research of rumor prediction and uncertainty identification, providing implications for healthy online social change in the post-epidemic era.
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Objective: The aim of the study was to understand Chinese university students' psychological development during the COVID-19 outbreak. Method: Four online surveys, i.e., emotional adjustment, perceived social support, self-efficacy belief, and anxiety in English learning, were administered to 585 university students in China. The data were analyzed through a latent profile analysis. Results: Three profiles were identified: high adaptation, moderate adaptation, and low adaptation. The students with high adaptation (n = 276, 47.1%) possessed a more positive self-efficacy belief and demonstrated lower levels of anxiety. In contrast, the students with low adaptation (n = 82, 14%) possessed a less positive self-efficacy belief and demonstrated higher levels of anxiety. Conclusion: The findings highlight the need of psychological interventions to support the psychological development of vulnerable groups of learners within and beyond the COVID-19 pandemic. KEY POINTS: What is already known about this topic: (1) Anxiety is an important factor that influences the learning of foreign languages. (2) Self-efficacy and perceived social support help students cope with stress. (3) Emotional adjustment helps to reduce foreign language anxiety. What this paper adds: (1) Students with low adaptation possessed lower levels of self-efficacy belief and demonstrated higher levels of anxiety. (2) Teachers need to pay special attention to the psychological development of vulnerable groups of learners within and beyond the COVID-19 pandemic. (3) Teachers are advised to develop interventions that enhance students' self-efficacy beliefs and offer tailored interventions on emotional adjustment strategies. © 2021 Australian Psychological Society.
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To assess how the COVID-19 pandemic affected catch-up HPV vaccination among age-eligible adults (ages 18–45). The current study leverages a national, cross-sectional sample of US adults ages 18–45 years to assess the prevalence and determinants of COVID-19 pandemic-related disruptions to catch-up HPV vaccination in 2021. The sample was restricted to adults intending to receive the HPV vaccine. Multinomial logistic regression analysis was conducted to assess the probability of 1) pandemic-related HPV vaccination disruption and 2) uncertainty about pandemic-related HPV vaccination disruption. Report of ‘no pandemic-related HPV vaccination disruption' served as the reference category. Among adults intending to get the HPV vaccine (n = 1,683), 8.6 % reported pandemic-related HPV vaccination disruption, 14.7 % reported uncertainty about vaccination disruption, and 76.7 % reported no disruption. Factors associated with higher odds of pandemic-related vaccination disruption included non-English language preference (OR: 3.20;95 % CI: 1.99–5.13), being a parent/guardian (OR: 1.77;95 % CI: 1.18–2.66), having at least one healthcare visit in the past year (OR: 1.97;95 % CI: 1.10–3.53), being up-to-date on the tetanus vaccine (OR: 1.81;95 % CI: 1.19–2.75), and being a cancer survivor (OR: 2.57;95 % CI: 1.52–4.34). Catch-up HPV vaccination for age-eligible adults is a critical public health strategy for reducing HPV-related cancers. While a small percentage of adults reported pandemic-related disruptions to HPV vaccination, certain adults (e.g., individuals with a non-English language preference and cancer survivors) were more likely to report a disruption. Interventions may be needed that increase accessibility of catch-up HPV vaccination among populations with reduced healthcare access during the pandemic. © 2022 The Authors
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Drawing on qualitative research, this study explores the Iranian EFL teachers' technological needs and their suggestions for using computer-assisted language learning (CALL) during the COVID-19 pandemic. We analyzed the narratives produced by 66 English as a Foreign Language (EFL) teachers for their themes through deductive and inductive thematic analysis phases using MAXQDA. The findings indicate that CALL teacher preparation programs should prioritize technological pedagogical knowledge (TPK), then technological content knowledge (TCK), and finally technological knowledge (TK). Moreover, teachers stated that CALL teacher preparation programs should develop their knowledge concerning the intersections of TCK/TPK and TPK/TK. Furthermore, Iranian EFL teachers suggested that CALL can be used during the pandemic if cooperation among teachers, students, and parents will be made, technological-related infrastructures will be developed, and teacher preparation programs will develop EFL teachers' collaboration, digital literacy, teacher autonomy, and TPK with special attention to the educational needs made by the pandemic situation. The findings have implications for teacher educators, professional development course designers and providers, and decision-makers by highlighting promising directions to devote their precious time and resources. © 2022, The Author(s).
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The situation generated by the pandemic has caused irreversible changes in society and the educational world, manifesting a necessary change in methodology in the teaching and learning process. The purpose of this study, which is part of a doctoral thesis investigation, was to analyze the use of Information and Communication Technologies (ICTs) and the digital competences of teachers in the Foreign Language classroom, before and during the state of alarm provoked by the pandemic Covid-19, based on sociodemographic factors. A non-experimental, ex post facto, descriptive study was carried out using a single measuring instrument. The final sample consisted of 117 foreign language teachers from bilingual schools of Primary and Secondary Education in Andalusia (Spain), both public and semi-private. The results indicate that teachers improved their digital skills as a result of the increased frequency of ICT use during the pandemic, and men under 30 years of age felt more motivated to use and incorporate new technologies in their classes. Even so, teachers continue to express the need for greater training opportunities in the use of ICTs for both educators and students, which will pose new challenges in the acquisition and development of digital competencies and from which new needs will emerge. © 2023, Tarbiat Modares University. All rights reserved.
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Background: Considerable evidence suggests that students' achievement emotions are important contributors to their learning and success online. It is, therefore, essential to understand and support students' emotional experiences to enhance online education, especially under the COVID-19 context. However, to date, very few studies have investigated how students' achievement emotions might be affected by teaching and learning factors in online learning environments. Objectives: Based on Pekrun's (2006) control-value theory of achievement emotions, this study examined the influence of students' perceived online teaching quality and appraisals of control and value on their achievement emotions in an online second language (L2) learning context instigated by the COVID-19. Methods: Data were collected using an online survey of 1503 undergraduates from ten universities across different regions of China. Confirmatory factor analyses (CFA) were performed to test the validity of the instruments and structural equation modelling were conducted to examine the relations between L2 teaching and learning variables. Results and Conclusions: Results revealed that perceived teacher internet and communication technology competence had positive effects on enjoyment, but negative effects on anxiety and boredom, and these effects were fully mediated by perceived control and/or value. Perceived chaotic teaching structure (CTS) had reverse effects for the three emotions. Perceived CTS effects on enjoyment and anxiety were fully and partially mediated by perceived control, respectively. Takeaways: Online teaching quality is critical for students' appraisals and emotions towards L2 learning. Teachers should strive to improve online teaching quality and design interventions targeting students' perceived control and value to temper their affective experiences associated with the crisis-prompted online teaching practices. © 2023 The Authors. Journal of Computer Assisted Learning published by John Wiley & Sons Ltd.
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This research asks: ‘were there any objectively identifiable signals in the words leaders used in the early stages of the Covid-19 pandemic that can be associated with ineffective management of the crisis?' We chose to focus on the leaders of the two English-speaking nations that fared worst and best in the pandemic, the United States and New Zealand. By way of background and in order to contextualise the research, we compared and contrasted Trump's and Ardern's leaderships using the toxic triangle framework of destructive leadership. We then focused on the leader behaviour element of the triangle by using computerised text analysis (CTA) to analyse Trump's and Ardern's public pronouncements during the critical early stages of the pandemic. Based on a similarity index (S), we identified linguistic markers associated with destructive leader behaviours and negative outcomes (Trump) and non-destructive leader behaviours and positive outcomes (Ardern). We discuss future applications of these linguistic markers for the diagnosis both of incumbent and potential leaders' responses to crises management. © The Author(s) 2022.
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The aims of this study are to (1) explain the forms of mixed-use of L1 to L2 codes in social media posts, (2) explain the factors that cause the use of L1 to L2 mixed codes and (3) describe language mastery. This study uses a qualitative descriptive analysis method. Data in code-mixing was obtained from secondary data, namely written posts with COVID-19 content on social media, Facebook and Twitter. A mixture of L1 and L2 codes in postings on social media includes words and phrases manifested in congruent insertion, change, and lexicalisation forms. The influencing factors are divided into (1) speaker factors, such as showing off, prestige, and language skills, and (2) linguistic factors, such as popular terms, topics, modes, speech partners, time and place/location. With the emergence of various terms related to COVID-19, the mastery of a second language for digital natives, in this case, English, is increasing. Although the use of code-mixing, there are some errors in writing, sentence structure, and cohesion, digital natives can master L2 through code-mixing, including accuracy of word writing, word selection, syntactic structure, cohesion, and coherence in the sentence. © 2023 ACADEMY PUBLICATION.
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—The meaningfulness of the current educational landscape, where online learning is heavily practised, is often questioned. Experiential learning focuses on the learning process that learners undergo. It is beli eved to help them to make sense of the learning process through active participation and meaningful reflective practice. Debriefing is an experiential learning strategy that requires learners to reflect on their learning experiences and connect them to real-life situations. However, only a limited number of studies have investigated the use of debriefing in the English language teaching and learning context. To this end, this case study aimed to explore the effects of debriefing in online ESL classrooms and the challenges of online debriefing. The case study was conducted in Bintulu, a town in the Malaysian state of Sarawak, and involved two teachers who were actively conducting online ESL lessons during the COVID-19 pandemic. Data collection was conducted through in-depth interviews and observations of recorded online ESL lessons with a focus on the debriefing sessions. The findings indicated that debriefing has positive effects on active English language learners as it helps to improve their critical thinking ability as well as their oral and written language proficiency. The challenges of debriefing in online ESL classrooms include learners being hesitant to talk during lessons, teachers facing difficulties in using appropriate debriefing questions, as well as various technical problems. © 2023 ACADEMY PUBLICATION.
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The COVID-19 pandemic forced university-based language teachers to rely on technology for teaching. While the challenges of the rushed move to online teaching have been well documented, less is known about how teachers adapted to online teaching through professional development. This article focuses on the experiences of four English-language teachers in Indonesian higher education, who took part in an exploratory practice study for the integration of technology-enhanced pedagogical practices in teaching. In this article, we explore the pedagogical puzzles they explored with their students, the challenges faced by the teachers and the gains achieved by undertaking exploratory practice for integrating technology into language teaching in 2021. Drawing on data gathered through semi-structured interviews and focus group discussions, we identified that the application of exploratory practice principles enabled the participant teachers to tackle a variety of pedagogical puzzles related to online teaching and professional development. We also found that they overcame a variety of challenges and used potentially exploitable pedagogic activities to better understand students and their learning needs, which encouraged them to recognize students as partners in teaching. Further investments of resources and support are necessary to ensure that language teachers fully benefit from exploratory practice in terms of professional development during and beyond the pandemic. © The Author(s) 2023.
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—The COVID-19 pandemic forced schools to change their offline learning model to online. Teachers can use many platforms for online learning, such as Google Classroom. This study aims to reveal the use of google classroom in online learning of Indonesian subjects at schools during the pandemic. A literature study is used in this research. Data is collected from various sources, such as journal articles, proceedings, books, and online news. The results of the analysis show that in learning Indonesian during a pandemic, Google Classroom is used by teachers as an online learning medium because it is easy for students to access. Using Google Classroom effectively increases student understanding and can increase student activity in learning. © 2023 ACADEMY PUBLICATION.
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An interview with Robert Augustine, American Speech-Language-Hearing Association (ASHA) 2023 president, is presented. Among the issues he discussed include his experience of growing up in Livingston, Illinois, what drove his decision to expand his scope beyond communication sciences and disorders (CSD) to graduate program administration, and issues among the association's priorities that he wants to emphasize.
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Technology reviews are a specific article genre published in several language teaching and learning journals. Their emergence is likely due to the proliferation of technology that facilitates and supports language acquisition. These reviews aim to increase teachers' and learners' awareness of the forms of technology available and succinctly describe their benefits and limitations for language teaching and learning. As education enters a new digital age, accelerated by the COVID-19 pandemic, it is essential to determine which forms of technology support teachers' professional learning and how they can be utilized. This article presents a systematic review of technology reviews published between 2017 and 2022 in five Q1 SCOPUS-indexed language teaching and learning journals: RELC Journal, TESOL Journal, CALICO Journal, Language Learning and Technology and Teaching English as a Second Language Electronic Journal (TESL-EJ). These five journals were the only Q1 language teaching and learning journals we identified that publish technology reviews. All 73 technology reviews published in the 5-year period in the 5 journals were reviewed. Using professional digital competence as a framework, we explore what the articles reveal about how technology is used, as well as the knowledge gaps that remain. We examine the types and features of the technology described in the reviews, the language skills and educational levels of the learners, and the pedagogical implications of technology use. We found that the technology reviews mainly introduced the technological features and functions of the reviewed technologies with less emphasis placed on their pedagogical utilities and social aspects of their use for language teaching. The article concludes with recommendations for authors and journal editors regarding the content that should be included in a technology review to ensure that it is helpful to the profession. We also offer advice to practitioners on how to benefit from technology reviews. © The Author(s) 2023.
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During the COVID-19 outbreak, fake news regarding the disease have spread at an increasing rate. Let's think, for instance, to face masks wearing related news or various home-made treatments to cure the disease. To contrast this phenomenon, the fact-checking community has intensified its efforts by producing a large number of factchecking reports. In this work, we focus on empowering knowledge-based approaches for misinformation identification with previous knowledge gathered from existing fact-checking reports. Very few works in literature have exploited the information regarding claims that have been already fact-checked. The main idea that we explore in this work is to exploit the detailed information in the COVID-19 fact check reports in order to create an extended Knowledge Graph. By analysing the graph information about the already checked claims, we can verify newly coming content more effectively. Another gap that we aim to fill is the temporal representation of the facts stored in the knowledge graph. At the best of our knowledge, this is the first attempt to associate the temporal validity to the KG relations. This additional information can be used to further enhance the validation of claims.
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The COVID-19 pandemic has forced expatriates in many organizations to do virtual work, while virtual communication is becoming a critical skill, especially for second-language speakers. We explore how expatriates with high and low levels of host-country language (HCL) proficiency use different mechanisms to improve their virtual work adaptivity during the COVID-19 pandemic. Drawing upon the Job Demands-Resources (JD-R) theory, we argue that expatriates with high HCL proficiency tend to adopt approach crafting, whereas expatriates with low HCL proficiency tend to use avoidance crafting. We further examine the role of language-related human resource (HR) practices in reducing the tendency of expatriates with low HCL proficiency to choose avoidance crafting. We tested our predictions using data collected from 994 expatriates working in eight countries during the COVID-19 virtual work period, and the results generally supported our hypotheses. Our study sheds light on the importance of HCL skills in influencing expatriates' job-crafting behavior and adaptivity in virtual work, and the significant role of language-related HR practices. Last, we offer practical insights into improving virtual work during a crisis in relation to employees' HCL and organizational support. © 2023 Informa UK Limited, trading as Taylor & Francis Group.
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The global economic disruption brought by COVID-19 crisis can set a stage for the prevalence of financial statement frauds, which jeopardize the efficient functioning of capital markets. In this paper, we propose a nuanced method to detect frauds by tracking granular changes in disclosures over time. Specifically, we first align paragraphs between consecutive disclosures by their similarities. This alignment can be solved as an optimization-based matching problem. Then we identify three types of changed contents: recurrent, newly added, and deleted contents. For each type, we measure the changes in terms of fraud-relevant linguistics features, such as sentiment and uncertainties. Further, we formulate a firm's Management Discussion and Analysis change trajectory over years as a multivariate time series composed of these granular metrics. We implement a deep learning model to predict frauds using the change trajectory as an input. Extensive experiments demonstrate that our model significantly outperforms benchmark models, and its performance increases with the length of the change trajectory. Moreover, we found specific types of changes are strongly associated with frauds, including weak modal or reward words in newly added or deleted contents. Our work provides an optimization-based method to define change trajectories and trace information mutation in narratives. Finally, our study contributes to the fraud detection literature with a new predictive signal—disclosure change trajectories with an effective deep learning architecture. © 2022 Production and Operations Management Society.
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In this study, we explore the use of echelon analysis and its software named EcheScan for spatial lattice data. EcheScan is developed as a web application via an internet browser in R language and Shiny server for echelon analysis. The technique of echelon is proposed to analyze the topological structure for spatial lattice data. The echelon tree provides a dendrogram representation. Regional features, such as hierarchical spatial data structure and hotspots clusters, are shown in an echelon dendrogram. In addition, we introduce the conception of echelon with the values and neighbors for lattice data. We also explain the use of EcheScan for one- and two-dimensional regular lattice data. Furthermore, coronavirus disease 2019 death data corresponding to 50 US states are illustrated using EcheScan as an example of geospatial lattice data. This article is categorized under: Statistical Learning and Exploratory Methods of the Data Sciences > Exploratory Data Analysis Statistical Learning and Exploratory Methods of the Data Sciences > Clustering and Classification Data: Types and Structure > Image and Spatial Data. © 2022 The Authors. WIREs Computational Statistics published by Wiley Periodicals LLC.
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The wake of the COVID-19 pandemic has yet again highlighted how vital immunization is for public health. Despite the dramatic spread of SARS-CoV-2 and its variants, there is a rising trend of people refusing to be vaccinated. As a result, governments and health experts must gather and understand public ideas and perceptions about vaccines to design engagement and education efforts about vaccine advantages. Sentiment analysis is a common method for acquiring a broad picture of public opinion, that enables the classification of people as those who are in favor or against vaccination, as well as the determination of the factors that influence their attitudes and beliefs. The purpose of this chapter is to describe the general approach to sentiment analysis in the context of vaccinations and review its different use cases. The chapter's experimental component integrates the utilization of a dataset retrieved from Kaggle, which contains COVID-19 vaccine-related Twitter data. When attempting to perform sentiment analysis, certain methodological steps need to be considered after data collection, including data pre-processing, technique selection and model construction, as well as model evaluation and results interpretation. Both supervised and unsupervised sentiment analysis methods are investigated in the model construction step, with the former involving the implementation of Support Vector Machines and Logistic Regression algorithms, and the latter involving the use of TextBlob and Valence Aware Dictionary and sEntiment Reasoner (VADER) sentiment analysis tools. The performance of each algorithm and tool is evaluated, as is the performance of each sentiment detection approach in order to select the best performing one. Social media platforms have become a common source of information and misinformation regarding vaccines. Our effort aims to emphasize the importance of mining such readily available public attitudes, as well as forecast opinions and reactions related to vaccine uptake in near real-time. Such insights could be critical in dealing with health emergency situations like the ongoing coronavirus pandemic. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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Purpose: Adolescence (ages 10-19) is a sensitive developmental period for the emergence of mental and behavioral health problems, but there is a lack of multi-country qualitative studies that explore how adolescents themselves understand these critical challenges. As part of UNICEF's 2021 State of the World's Children Report, the Global Early Adolescent Study collaborated with organizations in 13 countries to hold a series of focus group discussions (FGDs) with adolescents focused on mental health. These FGDs aimed to (1) understand adolescents' perspectives on significant mental health challenges in their age group, (2) understand adolescents' perspectives on the key risk and protective factors driving these challenges, and (3) understand the ways in which adolescents cope with these challenges, including barriers and facilitators to help-seeking. Methods: A total of 71 FGDs were conducted across 13 countries between February and June of 2021. Countries were selected to ensure geographic, economic, and cultural diversity, and included: Belgium, Chile, China, the Democratic Republic of Congo, Egypt, Indonesia, Jamaica, Jordan, Kenya, Malawi, Sweden, Switzerland, and the United States. Within each country, FGDs were stratified by sex and age such that there were at least two younger (ages 10-14) and two older (ages 15-19) focus groups. Depending on the COVID-19 restrictions at the time, FGDs were either held in-person or online. All FGDs were held in local languages and lasted between 60 and 90 minutes. FGDs were recorded, transcribed verbatim, and translated into English when necessary. These English translations were then coded and analyzed using an inductive thematic analysis approach. Results: Across diverse cross-cultural settings, a number of consistent findings emerged from the voices of adolescents. In particular, adolescents around the world emphasized the many contexts that drive mental health challenges, including family adversity, community violence, unsupportive school environments, poverty, social media culture, and restrictive gender norms. They also discussed significant barriers to seeking help for mental health challenges, such as community stigma, lack of social support, and fears of invalidation. These barriers frequently resulted in adolescents coping with these challenges without support, often using maladaptive strategies. Importantly, adolescents generally described and understood mental health in terms of distress (e.g., sadness, loneliness, shame, anger) rather than disorder (e.g., depression, anxiety). Conclusions: Above all, it was clear that adolescents around the world need much better formal and informal supports to adequately address mental and behavioral health problems, and that these responses must take into account the many contexts that contribute to these problems. Further, the non-clinical terminology frequently used by adolescents suggests that taking a purely diagnostic approach in addressing mental health challenges may exclude many adolescents in need of assistance. Sources of Support: Wellcome Trust.
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—Assessment of speaking skills differs from other language skills. The methods of conducting speaking skills are included in the English Assessment Module developed by the researchers from the National University of Malaysia (UKM). The module is designed to cater postgraduates (adult learners) through Online Distance Learning (ODL) program. ODL has become essential in education setting for adult learners as they could manage their learning whilst juggling their career and personal commitments. The covid-19 pandemic has become the starting point for postgraduates to conduct the course remotely according to their preferences of learning. The revolution of education allows adult learners to pursue their Masters. The module includes various types of English language assessments in the context of speaking English as a Second Language (ESL). Hence, eight adult learners were interviewed to give their perceptions towards this newly designed module. This qualitative research method employed a set of semi-structured interview questions and open-ended questions via Google Meet. The findings showed that English Assessment Module;Speaking Assessment is well equipped with comprehensive information and guidelines on how the speaking assessments should be conducted in ESL context. Generally, the findings indicate that the English Assessment Module;Speaking Assessment is suitable for ODL postgraduates (adult learners). This paper also includes the participants' suggestions to further improve the module. The findings could benefit the online distance course designers in designing better module for adult learners and enable the learners to learn effectively at their own convenience. © 2023 ACADEMY PUBLICATION.