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The use of glosses to aid vocabulary learning in second languages has been one of the most actively studied areas in computer-assisted language learning (CALL) literature. To compile research articles that examine the effect of utilizing glosses on second language (L2) vocabulary learning, the present study employed a second-order meta-analysis technique. The second-order meta-analysis is a study that synthesizes and analyzes the findings of multiple meta-analyses rather than individual primary studies, providing a higher level of abstraction and overview of existing evidence. The study synthesizes the results from seven primary meta-analyses conducted between 2008 and 2023, which included 136 original studies. Results showed that the overall mean effect size for using glosses was medium (g = 0.63 for the fixed-effect size model and 0.76 for the random-effect size model). The results showed that moderators had a significantly mitigated the effects of multimedia glosses. In particular, beginner-level students benefited greatly from being exposed to multimedia glosses, resulting in a large effect size. Additionally, the recognition test tended to produce a higher effect size compared to other types of vocabulary tests. Furthermore, glossing was found to be more effective in improving vocabulary acquisition in expository texts rather than narrative texts. Moreover, single-mode glosses were reported to be more effective than multi-mode glosses. The findings indicated that in-text glosses, out-text glosses, and bottom glosses exhibited a small effect size, whereas pop-up and margin glosses demonstrated a medium effect size. Implications for language learning and suggestions for future meta-analytic research are provided.

This study aims to examine machine translation research in journals indexed in the Web of Science to find out the research trending issue, hotspot areas of research, and document co-citation analysis. To this end, 541 documents published between 1992 and 2022 were retrieved and analyzed using CiteSpace, and Bibexcel. Many metrics were analyzed such as document co-citation analysis, sources co-citation analyses, authors’ keywords analysis, and Hirsch index. Data were coded and filtered to include research related to machine translation from the perspectives of language and translation studies. We identified 11 clusters that represented the hotspot research during the period of almost three decades of research. We also discovered that a significant focus of research in machine translation centered around enhancing the translation process through the implementation of neural networks integrated with artificial intelligence. Additionally, we observed the incorporation of human post-editing as a means to refine and improve machine-translated outputs. We found that translation studies journals were the most highly co-cited journals and Google translate was the most highly used machine translation. This study highlights the trending issues and hotspots in machine translation research within language and translation studies. The integration of neural networks with artificial intelligence and human post-editing emerged as prominent areas of focus for enhancing translation quality. The findings of the current study inform future research and technological advancements in machine translation, guiding efforts to improve translation processes and outcomes.

Abstract People learn and remember more effectively and efficiently through the use of texts and visuals than through texts alone. This paper explores the potential of infographics in aiding vocabulary learning and retention among Arab English as a foreign language (EFL) learners. The paper adopts a quasi-experimental two-group pretest–post-test–delayed test design. A total of 41 Arab EFL learners participated in this study. The experimental group was taught vocabulary using infographics for 10 weeks, whereas the control group was taught using the traditional way of instruction. Infographic materials were designed to teach the students’ course “Vocabulary I,” where the syllabus modules were fully converted into infographics during the whole semester. Vocabulary knowledge was assessed using two recognition vocabulary tests, word definition, and word grammatical measures, that were administered before the intervention, immediately after the learning session’s completion, and at a delayed time (4 weeks after the whole treatment). An oral interview was used to gauge the learners’ production knowledge of vocabulary. In addition, a questionnaire was utilized to examine the learners’ perceptions toward using infographics for learning EFL vocabulary. Results showed a significant difference between the scores of the groups in favor of the experimental group in vocabulary recognition knowledge and vocabulary production knowledge over the immediate run and the long run. Moreover, the participants in the experimental group showed high perceived usefulness of learning with infographics. Pedagogical implications and recommendations for future research were also proposed.

Writing in a language different from one's mother tongue is a daunting task. The same challenge may apply to languages that have diglossic features whose spoken form differs from the written form. This article investigates Arab students' writing behaviors (fluency, pauses, and revision) in response to an argumentative composition in their L1 (first language: Arabic) and L2 (second language: English), given that understanding their complexities in writing processes would help instructors to rectify language writing-related problems. Guided by Kellogg's model, this article attempts to investigate the cognitive processes underlying these writing behaviors as aided by a keystroke logging program (Inputlog 7.0). It also examined if writing behaviors would be correlated to the writing quality of their produced final texts. Data were collected from log files of the Inputlog generated upon the students' writing processes, screened video recordings, and a stimulated recall interview. Results indicated that compared with L2 writing in character production, L1 writing processes were highly significant, less significant in pauses over word boundaries, and highly significant in time on the task factor. Concerning revision behavior, no significant differences were found in time spent on deletion and insertion, whereas a significant difference was found in R-burst for L2 writing. As regards quality of text, many pauses and minimal production of words tend to be negative indicators for writing quality output. Pedagogical implications and suggestions for future research are highlighted.

High-Variability Phonetic Training (HVPT) has demonstrated effectiveness in second language (L2) acquisition. This study utilizes a meta-analysis to explore the influence of high variability on learning L2 pronunciation and identifies the factors that moderate this impact. The studies were collected using a keyword search in the SCOPUS database. In total, our meta-analysis incorporated 18 primary studies that presented results obtained from experimental and control group designs, encompassing a total of 22 effect sizes. The results of our meta-analysis revealed that the overall effect size of HVPT on L2 pronunciation was medium (g = 0.77). Specifically, the effect size was large for consonant sounds and lexical tones, particularly pronounced when utilized by advanced learners. For beginners, the effect size was medium. The context in which the training was conducted also played a role, with a medium effect size observed when sentences were used. Additionally, the number of talkers involved in the study influenced the effect size, with a medium effect size found when 5 to 8 talkers were included. In other cases, the reported effect sizes were either small or non-significant.

This article performs bibliometric analysis to study the contributions of Saudi institutions in the education field in journals indexed in the Social Science Citation Index (SSCI) and Science Citation Index-Expanded (SCI-EXPANDED). Publications from 1991 to 2020 were assessed. Characteristics of document types, publication outputs, Web of Science categories and journals, and publication performances in terms of quantity for countries and institutes were investigated. To investigate performance quality, citation histories of the most frequently cited articles in the 30 years and the most frequently cited articles in 2020 were examined. The number of citations from the WoS Core Collection in the most recent year, total number of citations since the publication year 2020, and citations per publication were used to evaluate publication performances. Results showed that educational research articles were substantially published in the last decade. The most number of articles were published in the category of scientific disciplines education, followed by the education and educational research category. For international collaboration, Saudi Arabia had the most number of international collaborations with the US. However, articles that were collaborated with Germany had the highest impact. King Saud University was the most productive institution in terms of high-quantity and high-quality published articles.

This study aims to analyze the research outputs of immersive technology in the field of education for the past two decades. To this end, we retrieved 2665 articles that contained 75674 valid references from the Scopus database for the period between 2001-2021. Several structural and temporal metrics were used to find out the emerging topics proposed by the literature of immersive technology in the field of education. Results recorded 869 clusters entailing 2561 nodes and 3372 links. The major clusters identified in our results were related to virtual reality, augmented reality, and virtual worlds. We found that immersion research was grounded on a robust theoretical framework such as constructivism, experiential learning, and cognitive load theory. We found diversified venues of publication in which the immersion literature appeared in 741 peer-reviewed journals. Our results indicate that seven educational technology journals were the most highly co-cited journals where "Computers and Education" and "British Journal of Educational Technology" were the most influential journals in terms of quantity and quality of the published articles, recording the highest h-index. Tips and suggestions for future research projects were also highlighted.

Multimedia glosses have been examined extensively by researchers for over three decades to determine their possible effects in second language (L2) vocabulary acquisition. Many meta-analytic studies aimed to determine the extent to which glosses can impact L2 vocabulary learning and the moderators that can mediate the results of meta-analytic studies. This study integrated meta-analytic studies with document co-citation analysis (DCA) to elicit a fine-grained view of the thematic associations of relevant citing studies with the issue of glosses and L2 vocabulary learning. To address this issue, 18 target studies (N = 2991 participants) were selected as the study sample. Results revealed that glosses had an overall large effect size on L2 vocabulary acquisition (Hedge's g = 1.27); however, the effect size varied from small to large, depending on the level of proficiency of the learners. Concerning the tests type moderator, the effect size was large for recognition test but medium for vocabulary recall test. Results of the DCA (18 cited articles and 802 citing articles) identified 10 core papers, with highly significant co-citations, and 257 citing references, indicating the highly thematic relatedness of the target studies, and citing references to the issue under investigation.

Interest in organic polyphenol compounds increases if these natural compounds are coordinated with transition metal ions. In this study, four metal complexes were synthesized with flavonoid extracts, and reliable techniques were used for characterization. These complexes showcase unique coloring, low pH, and conductivity levels, with X-ray diffraction revealing varying crystallinity among flavonoid extracts and certain complexes. Fourier transform infrared spectrophotometer exhibits a specific stretching vibration (442–486 cm−1 ν M−O), indicating flavonoid metal complex formation formation. UV–visible spectrum of flavonoid extracts displays absorption bands at 280 and 340 nm, shifting upon metal ion binding to unveil new absorption bands for each complex, producing three peaks between 260–660 nm. The 1HNMR results showed that the proton signals in all complexes shifted to a high field relative to their ligand, possibly due to increased coupling caused by the coordination effect and thus increased planarity of the flavonoid molecules. These organic metal complexes display heightened antioxidant, antimicrobial, and anticancer properties compared to extracts, with enhanced cytotoxicity against THP-1 and Calu-3 cell lines, notably Cu(II) displaying superior cytotoxic effects with IC50 values of 18 and 56 μg/mL for THP-1 and Calu-3 cells respectively.