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The body of literature on English Language Teaching (ELT) research is increasing, but there is a paucity of bibliometric studies in this field. Thus, this bibliometric study visualizes a cumulative statistical report on the growth of studies with their impact and presents the research trends for further directions. This bibliometric study was conducted quantitatively by analyzing publication trends by year, country, institution, and citation; leading journals and authors; keywords for emerging themes in ELT on the 803 published research articles in the Scopus database from 2013 to August 2022. For analyzing data, this study employed two software, that is, VOSviewer and Harzing's Publish and Perish software. The findings showed that the most productive year was 2021, with 149 publications. The highest number of publications was published in Turkey (n = 92). The highest number of publications was produced by Sultan Qaboos University, Oman (n = 17). The highest number of citations (123) was received by the study of Bruton in 2013. The number of research studies is increasing, and the leading country, institutions, and authors are mostly from the EFL or ESL contexts. The results found that there were 144 different journals and conferences as well as 159 authors during this specified time frame. Finally, the finding showed that there were 2,460 authors' keywords and 14,268 keywords in the title and abstract. On the basis of the analysis, this study also presents future directions for practitioners, researchers, and policymakers. [ABSTRACT FROM AUTHOR]

Cultural intelligence (CQ) is a multidimensional socio-mental construct that allows a person to effectively explore and understand different cultures for the benefit of the entire organization. Therefore, many studies investigate which factors support or hinder CQ development. Our study anticipates that intercultural social contracts, travel experience and knowledge of foreign languages affect CQ. We further explore how these direct relationships are mediated by the variables of self-efficacy in communication. To confirm or reject our hypotheses we used a sample (n = 190) of university students studying at a private Czech university and a public Russian university that is analyzed using the statistical technique PLS-SEM. Our results confirm that intercultural social contacts, the experience of traveling abroad, and knowledge of foreign languages are positively related to CQ, and that self-efficacy partially positively mediates these relations. The study can serve as the base for other research concentrating on the mediators of the factors supporting CQ. [ABSTRACT FROM AUTHOR]

A majority of government and international organisations have chosen English as their official language since it is the only language in the world with the status of a global language and a world language. One of the key components of learning a language is oral communication; however, students frequently overlook the value of oral communication, which reduces the effectiveness of language acquisition. To enhance the motivation and effectiveness of non-native English speakers to learn and practise English, this study aims to develop an interactive self-learning and self-improvement approach. A well-designed and chatbot-assisted learning environment is designed, using a variety of concepts such as informal learning, language learning, mobile learning, and educational mobile application, and evaluated. [ABSTRACT FROM AUTHOR]

The presence of congenital permanent childhood hearing loss has a negative impact on children's development and lives. The current literature documents weaknesses in speech perception in noise and language development in many children with hearing loss. However, there is a lack of clear evidence for a longitudinal relationship between early speech perception abilities and later language skills. This study addressed the evidence gap by drawing on data collected as part of the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study. Cross-lagged regression analyses were used to examine the influence of speech perception in noise at age 5 years on language ability at age 9 years and vice versa (i.e. the influence of language ability at age 5 years on speech perception in noise at age 9 years). Data from 56 children using cochlear implants were analysed. We found that preschool speech perception in noise was a significant predictor of language ability at school age, after controlling for the effect of early language. The findings lend support to early intervention that targets the improvement of language skills, but also highlight the need for intervention and technology to enhance young children's auditory capabilities for perceiving speech in noise in early childhood so that outcomes of children with hearing loss in school can be maximized. [ABSTRACT FROM AUTHOR]

Recently, the integration of computer-based feedback (CBF) systems, as assistive tools for instructors, into EFL writing contexts has attracted researchers' attention. However, EFL learners' perceptions toward such tools' application remain under-investigated. Therefore, this study investigates EFL learners' perceptions toward integrating CBF into writing classrooms in the Saudi higher education level. We adopted a quasi-experimental research design with a mixed-method approach for data collection and purposive sampling as sampling technique. We administered pre-questionnaires to two groups of Saudi male EFL undergraduate students undertaking an English program (n = 40). The experimental group's participants developed four multiple draft essays after receiving automated feedback on each essay (i.e., the treatment), after which post-questionnaires were administered to measure shift in their perceptions. The findings suggest that majority of participants held positive views on this tool, and some of their views positively changed at a statistically significant level after practice. However, we identified few student concerns regarding these systems. Thus, although integrating such tools into writing classes provides learners with positive experiences and encourages their engagement in learning, instructors must ensure the students' access to functional devices and appropriate Internet connections. [ABSTRACT FROM AUTHOR]

This study examines the relationship between L2 vocabulary knowledge, self-rating of word knowledge, self-perceptions of four language skills (listening, reading, speaking, and writing), and students' academic achievement. An objective measure of lexical knowledge and questionnaire on self-perception and self-rating of vocabulary knowledge were administered to 106 undergraduate students in an English as a medium of instruction (EMI) program. The students' academic achievement was measured through their EMI course grades. Results showed positive significant correlations between learners' vocabulary knowledge, whether measured objectively or subjectively, and self-perceptions of the four skills. Results also showed that vocabulary knowledge was the strongest correlate with academic achievement, followed by self-perception. Interestingly, vocabulary knowledge explained the largest unique variance in the learners' academic achievement. The contribution of students' self-perceptions of L2 use, although predicted as an additive value to the model of academic achievement, was minimal compared to that explained by vocabulary knowledge. Findings of the study address implications directed to teaching and assessing lexical knowledge in the EMI context. [ABSTRACT FROM AUTHOR]

This paper uncovers language-related issues that skilled female migrants face and what their strategies are to (re-)build their careers after migrating. Using an inductive, interpretative research methodology, the author conducted 19 in-depth interviews with skilled German women who had migrated to France. Contrary to the findings of extant research, the study revealed that host country language proficiency played a minor role in the migration motivation, choice of destination, and labor market integration in this sample. However, the informants' mother tongue (German) and their proficiency in English were perceived as competitive advantages when it came to integrating into the labor market. For some, these particular language skills even led to a conscious change of career. The findings demonstrate that language proficiency goes beyond grammatical mastery but relates, more importantly, to culture-sensitive communication skills underlining the importance of investigating language associated with the concept of culture. This study contributes to the language-related literature on international migration by combining different strands of research and levels of analysis to obtain a more holistic picture of the complex impact of language and its culture-relatedness. [ABSTRACT FROM AUTHOR]

We examined the relations between language skills and behavior problems and whether social skills mediated these relations among preschool children enrolled in Head Start programs. Participants included 242 preschool children and their parents in Head Start programs. Over a 2-year period, parents and teachers reported children's behavior problems using the Child Behavior Checklist Ages 1½-5, and social skills using the Social Skills Improvement System-Rating Scales. Children's expressive and receptive language skills were assessed individually using the Preschool Language Scale-5. Results suggested that children's early receptive language predicted later teacher-reported child internalizing and externalizing behaviors. Social skills did not mediate associations between language skills and parent- or teacher-reported child behavior problems. [ABSTRACT FROM AUTHOR]

This article presents the major findings of a longitudinal study on the use of photograph-based assignments to improve higher-order thinking and language skills among second- and fifth-grade students using an intervention framework and a convergent mixed method (quantitative and qualitative) approach. The method promoted oriented study skills for students with an accent in the combination of higher-order thinking strategies, reading skills, and photo-elicitation. Participants in the second grade attained a level close to participants in the fifth grade. Students with different levels of language skills in the intervention group progressed significantly compared with the control group. [ABSTRACT FROM AUTHOR]

Few hypotheses in the field of literacy have proven as robust as the Simple View of Reading (SVR). Two studies included in this special issue use large participant samples and sophisticated quantitative analyses to confirm the basic claim of the SVR, that decoding and listening comprehension together predict reading comprehension. One also demonstrates a developmental shift from decoding to language as the primary predictor after about Grade 3. A third paper challenges the adequacy of the SVR for older readers, offering evidence that the nature of the text being read also must be taken into account in predicting comprehension outcomes. All three studies, though, use rather simple comprehension outcomes. I argue that reader skills in academic language, in perspective taking, and in argumentation are additional important predictors of comprehension when readers are confronted with 21st century literacy tasks, which require analysis, synthesis, and critique, not just literal inferences and summaries. [ABSTRACT FROM AUTHOR]

In this article, I highlight the impact that the simple view of reading (SVR) has had on the field of reading over the last 30 years. I argue that the SVR has led to many significant advancements in our understanding of reading comprehension. I also contend that it has contributed to some false impressions concerning comprehension that impact research and practice in important ways. [ABSTRACT FROM AUTHOR]

We assessed the simple view of reading as a framework for Grade 3 reading comprehension in two ways. We first confirmed that a structural equation model in which word recognition, listening comprehension, and reading comprehension were assessed by multiple measures to inform each latent construct provided an adequate fit to this model in Grade 3. We next examined how well prekindergarten (pre-K) oral language (vocabulary, grammar, discourse) and code-related (letter and print knowledge, phonological processing) skills predicted Grade 3 reading comprehension, through the two core components of the simple view: word recognition and listening comprehension. Strong relations were evident between pre-K skills and the complementary Grade 3 constructs of listening comprehension and word recognition. Notably, the pre-K latent constructs of oral language and code-related skills were strongly related to each other, with a much weaker (nonsignificant) relation between the complementary Grade 3 constructs of listening comprehension and word recognition. [ABSTRACT FROM AUTHOR]

The aim of this study was to compare the verbal functions and language skills of male psychopathic individuals (in prison and outside) with non-psychopaths. The purpose was therefore to analyze phonological processing, reading and writing skills, the meaning of words and images, and the understanding of sentences. Ninety individuals with an average age of 38.19 (SD = 7.67) voluntarily participated in this study. The data were collected in different settings: prisons, a private charitable organization, and private clinics and health centers. All participants completed the Psychopathy Checklist Revised and the Psycholinguistic Assessment of Language Processing in Aphasia, to assess psychopathy traits and language skills, respectively. Participants were allocated into four different groups: incarcerated psychopathic offenders (n = 13), non-incarcerated psychopathic non-offenders living in the community (n = 13), incarcerated non-psychopathic offenders (n = 25), and non-psychopathic non-offenders living in the community (n = 39). The results showed that the verbal functions and language skills between psychopaths and non-psychopaths are very similar, showing a common profile. The data presented indicate the need for more specific work opportunities for both groups within the correctional setting, with the use of appropriate language and individualized programs as necessary. [ABSTRACT FROM AUTHOR]

The development of reading skills is underpinned by oral language abilities: Phonological skills appear to have a causal influence on the development of early word-level literacy skills, and reading-comprehension ability depends, in addition to word-level literacy skills, on broader (semantic and syntactic) language skills. Here, we report a longitudinal study of children at familial risk of dyslexia, children with preschool language difficulties, and typically developing control children. Preschool measures of oral language predicted phoneme awareness and grapheme-phoneme knowledge just before school entry, which in turn predicted word-level literacy skills shortly after school entry. Reading comprehension at 8½ years was predicted by word-level literacy skills at 5½ years and by language skills at 3½ years. These patterns of predictive relationships were similar in both typically developing children and those at risk of literacy difficulties. Our findings underline the importance of oral language skills for the development of both word-level literacy and reading comprehension. [ABSTRACT FROM AUTHOR]

This article analyzes the longitudinal development of differences in academic skills between children of Turkish origin and children of native-born German parents from age 3 to 6 in Germany with a focus on the role of immigrant parents’ acculturation to the receiving society. Growth curve models show that Turkish-origin children start with lower test scores at the age of 3 regarding German language skills and cultural knowledge but not with respect to cognitive skills. The difference in the language domain decreases until the age of 6 while it increases regarding children’s cultural knowledge. Immigrant parents’ acculturation to the receiving country is positively related with all three academic skill domains. The results point to the importance of early intervention strategies. [ABSTRACT FROM PUBLISHER]

The study investigates whether bilingualism has a measurable contribution to verbal and nonverbal creative performance. The performance of Russian-English bilingual and English monolingual college students residing in the USA was compared on the verbal and nonverbal indicators of the Abbreviated Torrance Test for Adults. The results demonstrated a bilingual advantage in nonverbal creativity and a monolingual advantage in verbal creativity. These findings contribute to the discussion of domain specificity of bilingual cognitive abilities with regard to creative thinking. [ABSTRACT FROM AUTHOR]

The article explores the relationship between international experience of export managers including language skills and their export marketing intelligence behavior. The findings presented in the article are set against a backdrop of prior research into the wider area of export performance, particularly with small and medium-sized enterprises which has identified managerial background and export attitudes as two of the main constructs on which export success depends. The qualitative research highlighted a number of variables likely to influence the export intelligence behavior, all of which have been previously linked to export development information.

Disruptive vocalizations (DVs) constitute a serious problem in geriatric nursing homes. The current literature suggests that DV can be interpreted as a way for demented persons with language limitations to communicate with others. In an attempt to test this hypothesis, 59 participants were recruited from six nursing homes to form two groups: one group of individuals with preserved language skills (PLS) and another group with altered language skills (ALS). They were compared on the frequency and types of DV. The results indicate that individuals with ALS manifest DV at a greater frequency than those with PLS. These persons also present a greater number of distinct DV forms. The results are interpreted in terms of language deterioration associated with dementia. [ABSTRACT FROM PUBLISHER]