The Effects of Word Identity, Case, and SOA on Word Priming in a Subliminal Context

Teacher support in language learning: a picture of the effects on language progress, academic immunity, and academic enjoyment

Teacher support encompasses the provision of educational, instrumental, sentimental, or evaluative assistance by a teacher to a student, regardless of the setting. Learning a new language brings with it different ups and downs that may hinder the actual progress of the learners. The journey of learning may be made easier by supportive instructors. During the course of this inquiry, two groups (85 participants in total) including the experimental and control groups were chosen to gauge the influence of Teacher support in virtual instruction on English as a foreign language (EFL) learners' progress, academic immunity, and academic enjoyment. In contrast to the experimental group (EG, n = 42), which had the chance to connect with a teacher in order to ask questions and get feedback plus the off-line education, the control group (CG, n = 44) was subjected to off-line instruction of language input (Top Notch 3). The status of the participants' language growth, immunity, and enjoyment was investigated both before and after the treatment. The findings of independent samples t-tests as well as the multivariate analysis of variance (MANOVA) indicated that learners in EG did much better than their counterparts in CG. In addition, the ramifications and recommendations for potential future directions are analyzed.

Grammar enhancement in EFL instruction: a reflection on the effects of self-evaluation, teacher support, and L2 grit

Advancement in learning grammar and using it practically is one of the challenges of English as foreign learners (EFL) learners. Its progression may be expedited or slowed down by a variety of causes. Among the crucial factors, the possible effects of self-evaluation, teacher support, and L2 grit were still untouched which is the target of the current research. In so doing, 86 EFL students at the intermediate level were divided into two groups (i.e., experimental group and control group). The students in the control group (CG) are exposed to normal education, whereas learners in experimental group (EG) get extra instruction to practice self-evaluation and L2 Grit. Moreover, the emphasis on the teacher's position as a facilitator and supporter was more prominent in the EG. Based on data screening which was completed via one-way ANCOVA, learners in EG were more successful in grammar assessment due to the treatment. Further research avenues and educational implications were elaborated upon.

May I come in? A probe into the contributions of self-esteem, teacher support, and critical thinking to anxiety and shyness in language classes

Many students feel uncomfortable when obliged to communicate in English. Students' fear of speaking English is influenced by psychological reasons such as the fear of failing, being misunderstood, and making grammatical errors. Students' active participation in English class discussions might be hindered by shyness, nervousness, lack of confidence, and motivation. Helping these reserved students gain self-assurance and perfect their spoken English is a top priority for all English language instructors. In the classroom, teachers may use some simple methods to encourage their reserved students to open up and speak English with more ease and confidence. The existing literature on students' shyness shows that the gap in this realm is great and a critical look is needed. To this end, the current research intended to gauge the effects of self-esteem, teacher support, and critical thinking on anxiety and shyness in language classes. 385 language learners attending English language institutions took part in this research. They were at intermediate and upper intermediate levels. The findings of both confirmatory factor analysis (CFA) and structural equation modeling (SEM) point to the fact that improving students' self-esteem, teacher support, and critical thinking may have a moderating effect on students 'anxiety and shyness in language learning. The implications of this inquiry may be advantageous for language learners, language instructors, as well as policymakers.

Constricted semantic relations in acute depression

BACKGROUND

It has been suggested that mood influences the breadth of associated information available for retrieval, with positive mood broadening and negative mood constricting the scope of associations. In this study, we asked whether this mood-associations connection is related to controlled processes which were linked to clinical symptoms in depression.

METHODS

We used the semantic priming paradigm, which allows the dissociation of automatic and controlled processes by using short and long intervals between prime and target words. We further examined whether the strength of semantic relations (weak or strong) influence the priming effects in both neurotypical and depressed individuals.

RESULTS

Experiment 1, testing neurotypical individuals, showed priming effects for strong semantically-related words regardless of interval length, but priming effects for weak semantically-related words were smaller in short intervals than in long intervals. Experiment 2, testing depressed individuals in long intervals, showed smaller priming effects for weak semantically-related words than shown by neurotypicals, but priming effects for strong semantically-related words which were comparable between the groups.

LIMITATIONS

This study cannot determine the source for the differences in priming effects between depressed individuals and neurotypicals, and further studies are needed.

CONCLUSIONS

This is the first study to show priming impairments in depressed individuals. We discuss our results in light of leading theories concerning cognitive impairment in depression, as well as the newly emerged field of digital psychiatry.