Abstract The ability of chatbots to produce plausible, human-like responses raises questions about the extent of their similarity with original texts. Using a modified version of Halliday’s clause-complexing framework, this study compared 50 abstracts of scientific research articles from Nature with generated versions produced by Bard, ChatGPT, and Poe Assistant. None of the chatbots matched the original abstracts in all categories. The only chatbot that came closest was ChatGPT, but differences in the use of finite adverbial clauses and –ing elaborating clauses were detected. Incorporating distinct grammatical features in the algorithms of AI-detection tools is crucially needed to enhance the reliability of their results. A genre-based approach to detecting AI-generated content is recommended.
{"title":"Clause complexing in research-article abstracts: Comparing human- and AI-generated texts","authors":"A. Leong","doi":"10.2478/exell-2023-0008","DOIUrl":"https://doi.org/10.2478/exell-2023-0008","url":null,"abstract":"Abstract The ability of chatbots to produce plausible, human-like responses raises questions about the extent of their similarity with original texts. Using a modified version of Halliday’s clause-complexing framework, this study compared 50 abstracts of scientific research articles from Nature with generated versions produced by Bard, ChatGPT, and Poe Assistant. None of the chatbots matched the original abstracts in all categories. The only chatbot that came closest was ChatGPT, but differences in the use of finite adverbial clauses and –ing elaborating clauses were detected. Incorporating distinct grammatical features in the algorithms of AI-detection tools is crucially needed to enhance the reliability of their results. A genre-based approach to detecting AI-generated content is recommended.","PeriodicalId":37072,"journal":{"name":"ExELL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138611191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The article contributes to the discussion of writing at the master’s level by investigating metaphors underlying the process of writing a master’s thesis from the perspective of graduate students. The analysis focuses on the use of metaphors in semi-structured interviews conducted with graduate students who defended their thesis and reflected on the whole process. Their metaphor use is non-elicited and this rhetorical device is spontaneously used showing that thesis writers conceptualize their research and all it entails in metaphorical terms to a significant extent. Despite the fact that thesis writers themselves were not encouraged to pay attention to or use metaphorical language, their narratives reveal the interplay of metaphors when describing the writing process.
{"title":"The power of metaphor in thesis writing process","authors":"Jasmina Hanić, Tanja Pavlović, Alma Jahić Jašić","doi":"10.2478/exell-2023-0010","DOIUrl":"https://doi.org/10.2478/exell-2023-0010","url":null,"abstract":"Abstract The article contributes to the discussion of writing at the master’s level by investigating metaphors underlying the process of writing a master’s thesis from the perspective of graduate students. The analysis focuses on the use of metaphors in semi-structured interviews conducted with graduate students who defended their thesis and reflected on the whole process. Their metaphor use is non-elicited and this rhetorical device is spontaneously used showing that thesis writers conceptualize their research and all it entails in metaphorical terms to a significant extent. Despite the fact that thesis writers themselves were not encouraged to pay attention to or use metaphorical language, their narratives reveal the interplay of metaphors when describing the writing process.","PeriodicalId":37072,"journal":{"name":"ExELL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138621854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Education for Sustainable Development (ESD) equips learners in all settings with the knowledge, skills, attributes, and visions essential for coping with the diverse challenges they will encounter in their educational endeavors. The emergence of COVID-19 influenced different aspects of human life including education. Thanks to technology, especially ICT, Virtual Education (VE) provides the opportunity to continue education in such crises. Amidst this pandemic, many students, especially university students, encountered various challenges and impediments that resulted from VE. One of the factors which can affect VE is learners’ resilience. Therefore, it is of high importance to measure university students’ Resilience in Virtual Education (RVE) to recognize the advantages and disadvantages of this type of education and support ESD. The main purpose of this study is to design and validate a comprehensive instrument for measuring university students’ RVE. Furthermore, to confirm the validity and reliability of the instrument, its nexus with a closely related construct, i.e., second language (L2) buoyancy was explored. To measure students’ RVE, a new scale (RVE Scale), comprising 33 items, was designed. It was designed based on the operational definition of academic resilience and was adapted to accommodate the requirements of VE. It measures six aspects of learners’ resilience: emotional, motivational, cognitive, metacognitive, persistence, and sociability. To measure L2 buoyancy, a relevant scale designed by Jahedizadeh et al. (2019) was utilized. It consists of 27 items with four factors; the factors include sustainability, regularity adaptation, positive personal eligibility, and positive acceptance of academic life. A total of 412 university students participated in the present research. The results obtained via Confirmatory Factor Analysis (CFA) substantiated the validity of the newly designed scale and all the factors and items. The results attested to the criterion-related validity of the scale.
{"title":"Resilience in virtual education: Designing and validating a scale in higher education","authors":"Afsaneh Ghanizadeh, Maryam Majidi Yazdi","doi":"10.2478/exell-2023-0011","DOIUrl":"https://doi.org/10.2478/exell-2023-0011","url":null,"abstract":"Abstract Education for Sustainable Development (ESD) equips learners in all settings with the knowledge, skills, attributes, and visions essential for coping with the diverse challenges they will encounter in their educational endeavors. The emergence of COVID-19 influenced different aspects of human life including education. Thanks to technology, especially ICT, Virtual Education (VE) provides the opportunity to continue education in such crises. Amidst this pandemic, many students, especially university students, encountered various challenges and impediments that resulted from VE. One of the factors which can affect VE is learners’ resilience. Therefore, it is of high importance to measure university students’ Resilience in Virtual Education (RVE) to recognize the advantages and disadvantages of this type of education and support ESD. The main purpose of this study is to design and validate a comprehensive instrument for measuring university students’ RVE. Furthermore, to confirm the validity and reliability of the instrument, its nexus with a closely related construct, i.e., second language (L2) buoyancy was explored. To measure students’ RVE, a new scale (RVE Scale), comprising 33 items, was designed. It was designed based on the operational definition of academic resilience and was adapted to accommodate the requirements of VE. It measures six aspects of learners’ resilience: emotional, motivational, cognitive, metacognitive, persistence, and sociability. To measure L2 buoyancy, a relevant scale designed by Jahedizadeh et al. (2019) was utilized. It consists of 27 items with four factors; the factors include sustainability, regularity adaptation, positive personal eligibility, and positive acceptance of academic life. A total of 412 university students participated in the present research. The results obtained via Confirmatory Factor Analysis (CFA) substantiated the validity of the newly designed scale and all the factors and items. The results attested to the criterion-related validity of the scale.","PeriodicalId":37072,"journal":{"name":"ExELL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138614365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The study delineates divergences that set apart the Ugandan accent from RP with respect to primary lexical stress placement, as well as divergences that evince variability among Ugandans. For example, differences from RP were (almost) homogenously observed in the words effect, cassava, agreement, arrest, alarm, with stress placed on the first syllable of all these nouns, while inter-speaker variability was substantially observed in words such as bursar, further, with some speakers placing stress on both syllables of the words, while others had the stress on the first syllable only. Analogy and underlying substrate influence account for the divergences, with substrate influence considered along the lines of what Wells (1982) refers to as ‘lexical distribution.
{"title":"Homogeneity and heterogeneity in lexical stress placement among Ugandan speakers of English as an L2: a view from usage-based perspective","authors":"Monica Adokorach, Bebwa Isingoma","doi":"10.2478/exell-2023-0006","DOIUrl":"https://doi.org/10.2478/exell-2023-0006","url":null,"abstract":"Abstract The study delineates divergences that set apart the Ugandan accent from RP with respect to primary lexical stress placement, as well as divergences that evince variability among Ugandans. For example, differences from RP were (almost) homogenously observed in the words effect, cassava, agreement, arrest, alarm, with stress placed on the first syllable of all these nouns, while inter-speaker variability was substantially observed in words such as bursar, further, with some speakers placing stress on both syllables of the words, while others had the stress on the first syllable only. Analogy and underlying substrate influence account for the divergences, with substrate influence considered along the lines of what Wells (1982) refers to as ‘lexical distribution.","PeriodicalId":37072,"journal":{"name":"ExELL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139327812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The present study investigated advanced Croatian EFL learners’ knowledge of five meanings of the English nominal (deverbal) suffix -er. It probed their ability to comprehend and produce corpus-rare and presumably unentrenched -er nouns in their prototypical agent and instrument meanings and their non-prototypical patient, locative, and causative meanings. It was hypothesized that participants would deal effortlessly with agent and instrument meanings of the low-frequency nouns since the corpus-attested high type frequency of -er agents and instruments, among others, suggests the existence of productive corresponding schemas. We hypothesized that participants would struggle with patient, locative and causative meanings of the low-frequency nouns since the corpus-attested low type frequency of the three functions arguably does not support their association with -er. A recognition and a production test were administered to two separate groups of English majors at a Croatian public university (n = 131). Results confirm general usage-based predictions about better performance with low-frequency agent and instrument -er nouns. However, a detailed examination reveals unexpected results, which confirm that frequency, however important, is not the only factor to include in a future model of EFL learners’ derivational proficiency.
{"title":"Acquisition of English nominal suffix -er by advanced EFL learners: a view from usage-based perspective","authors":"Višnja Pavičić Takač, Gabrijela Buljan","doi":"10.2478/exell-2023-0005","DOIUrl":"https://doi.org/10.2478/exell-2023-0005","url":null,"abstract":"Abstract The present study investigated advanced Croatian EFL learners’ knowledge of five meanings of the English nominal (deverbal) suffix -er. It probed their ability to comprehend and produce corpus-rare and presumably unentrenched -er nouns in their prototypical agent and instrument meanings and their non-prototypical patient, locative, and causative meanings. It was hypothesized that participants would deal effortlessly with agent and instrument meanings of the low-frequency nouns since the corpus-attested high type frequency of -er agents and instruments, among others, suggests the existence of productive corresponding schemas. We hypothesized that participants would struggle with patient, locative and causative meanings of the low-frequency nouns since the corpus-attested low type frequency of the three functions arguably does not support their association with -er. A recognition and a production test were administered to two separate groups of English majors at a Croatian public university (n = 131). Results confirm general usage-based predictions about better performance with low-frequency agent and instrument -er nouns. However, a detailed examination reveals unexpected results, which confirm that frequency, however important, is not the only factor to include in a future model of EFL learners’ derivational proficiency.","PeriodicalId":37072,"journal":{"name":"ExELL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139328900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The paper aims to evaluate the role of language in a specific socio-political context. It offers a critical approach and evaluation of the political statements of the European Union representatives regarding the process of the accession of Bosnia and Hercegovina to the European Union. The focus of the linguistic investigation is on the identification of language structures that participate in the development of communicative models that enable the establishment of power relations between participating entities. The linguistic data is obtained through systemic functional grammar and evaluated using critical discourse analysis.
{"title":"Power relations through the prism of critical discourse analysis and systemic functional grammar","authors":"Kemal Avdagić, Mirza Džanić","doi":"10.2478/exell-2023-0007","DOIUrl":"https://doi.org/10.2478/exell-2023-0007","url":null,"abstract":"Abstract The paper aims to evaluate the role of language in a specific socio-political context. It offers a critical approach and evaluation of the political statements of the European Union representatives regarding the process of the accession of Bosnia and Hercegovina to the European Union. The focus of the linguistic investigation is on the identification of language structures that participate in the development of communicative models that enable the establishment of power relations between participating entities. The linguistic data is obtained through systemic functional grammar and evaluated using critical discourse analysis.","PeriodicalId":37072,"journal":{"name":"ExELL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139331455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The article aims to analyse exclamatives as means of expressing emotions in dialogical discourse through the Speech Acts Theory. In particular, it dwells upon the representation of the Universal Emotion by the sub-classes of speech acts on the material of Henry James’s Washington Square. For this purpose, a structural-semantic analysis, a speech acts analysis, an intentional analysis, and a statistical analysis were used in the research. The results established pragmatic regularities of using the exclamatives in the course of communication in the novel. Thus, emotions play an essential role in constructing the character’s individual features, each of them having his/her predominant emotion. In addition, the statistical analysis showed that the majority of the analysed exclamatives are used to express the emotions of anger, joy, and sadness, which are construed predominantly by expressive and representative speech acts.
{"title":"Exclamatives as means of exhibiting emotions in Henry James’s Washington Square: Pragmatic aspect","authors":"Olha Lapka","doi":"10.2478/exell-2023-0004","DOIUrl":"https://doi.org/10.2478/exell-2023-0004","url":null,"abstract":"Abstract The article aims to analyse exclamatives as means of expressing emotions in dialogical discourse through the Speech Acts Theory. In particular, it dwells upon the representation of the Universal Emotion by the sub-classes of speech acts on the material of Henry James’s Washington Square. For this purpose, a structural-semantic analysis, a speech acts analysis, an intentional analysis, and a statistical analysis were used in the research. The results established pragmatic regularities of using the exclamatives in the course of communication in the novel. Thus, emotions play an essential role in constructing the character’s individual features, each of them having his/her predominant emotion. In addition, the statistical analysis showed that the majority of the analysed exclamatives are used to express the emotions of anger, joy, and sadness, which are construed predominantly by expressive and representative speech acts.","PeriodicalId":37072,"journal":{"name":"ExELL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90134761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The global Covid-19 pandemic led to the turn toward online learning and the need to adapt to new ways of English foreign language (EFL) teaching. This mixed-methods research aimed to examine teacher attitudes, well-being, and coping strategies related to online EFL teaching. The results indicated that Croatian EFL teachers had a positive attitude toward online teaching and acknowledged the importance of being digitally competent. EFL teachers were unsure about their ability to deal with online teaching and indicated their need to improve their IT skills. They revealed more negative than positive responses regarding their well-being and showed that they tried to actively cope during the pandemic. Results also showed better coping strategies among female teachers.
{"title":"Cam teach and prosper? EFL teachers’ attitudes, well-being, and coping strategies in an online setting","authors":"A. Martinović, Dino Dumančić","doi":"10.2478/exell-2023-0002","DOIUrl":"https://doi.org/10.2478/exell-2023-0002","url":null,"abstract":"Abstract The global Covid-19 pandemic led to the turn toward online learning and the need to adapt to new ways of English foreign language (EFL) teaching. This mixed-methods research aimed to examine teacher attitudes, well-being, and coping strategies related to online EFL teaching. The results indicated that Croatian EFL teachers had a positive attitude toward online teaching and acknowledged the importance of being digitally competent. EFL teachers were unsure about their ability to deal with online teaching and indicated their need to improve their IT skills. They revealed more negative than positive responses regarding their well-being and showed that they tried to actively cope during the pandemic. Results also showed better coping strategies among female teachers.","PeriodicalId":37072,"journal":{"name":"ExELL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78044599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The research traces the development of functional transposition of TILL and UNTIL in English. The study covers 16 historical periods and is based on 1,243 examples extracted from the writings from 850 to 1710, which are analyzed without resorting to any corpus software; 2,225 examples from 1710 to 1920, which are automatically tagged utilizing the corpus toolbox Lancsbox; and the statistical data on 127,544 examples over the period of 1920–2020. It is hypothesized that despite being synonyms and representatives of the same grammatical categories of prepositions and conjunctions in modern English, the lexical units TILL and UNTIL were initially formed as prepositions and later, following their own transpositional patterns, they were transposed into conjunctions.
{"title":"Functional transposition of TILL and UNTIL from a diachronic perspective","authors":"Yurii Kovbasko","doi":"10.2478/exell-2023-0001","DOIUrl":"https://doi.org/10.2478/exell-2023-0001","url":null,"abstract":"Abstract The research traces the development of functional transposition of TILL and UNTIL in English. The study covers 16 historical periods and is based on 1,243 examples extracted from the writings from 850 to 1710, which are analyzed without resorting to any corpus software; 2,225 examples from 1710 to 1920, which are automatically tagged utilizing the corpus toolbox Lancsbox; and the statistical data on 127,544 examples over the period of 1920–2020. It is hypothesized that despite being synonyms and representatives of the same grammatical categories of prepositions and conjunctions in modern English, the lexical units TILL and UNTIL were initially formed as prepositions and later, following their own transpositional patterns, they were transposed into conjunctions.","PeriodicalId":37072,"journal":{"name":"ExELL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88813470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This study aimed to examine what challenges Iranian EFL teachers in the mainstream educational system experienced in distance classes during the COVID-19 pandemic. Telephone unstructured narrative interview was employed to collect data from 20 teacher participants, and two theoretical frameworks, CoI and TPACK, were used to interpret the results. The thematic narrative analysis yielded ten themes: non-customized platforms, material-related issues, connection/internet issues, pedagogical problems, evaluation problems, insufficiency of teachers’ knowledge of technology, unmet expectations, physical absence of teacher/student, student-related issues, and dealing with negative emotions. The authors discuss that while some challenges are the antecedent contextual challenges that existed and will probably continue to exist in the context of distance classes, some other challenges can be avoided if teachers are equipped with TPACK to fulfill their new roles in the community of distance classes.
{"title":"Challenges of distance English teaching: Narrative analysis of Iranian mainstream EFL teachers’ lived experiences","authors":"M. Fakharzadeh, M. H. Naderi","doi":"10.2478/exell-2023-0003","DOIUrl":"https://doi.org/10.2478/exell-2023-0003","url":null,"abstract":"Abstract This study aimed to examine what challenges Iranian EFL teachers in the mainstream educational system experienced in distance classes during the COVID-19 pandemic. Telephone unstructured narrative interview was employed to collect data from 20 teacher participants, and two theoretical frameworks, CoI and TPACK, were used to interpret the results. The thematic narrative analysis yielded ten themes: non-customized platforms, material-related issues, connection/internet issues, pedagogical problems, evaluation problems, insufficiency of teachers’ knowledge of technology, unmet expectations, physical absence of teacher/student, student-related issues, and dealing with negative emotions. The authors discuss that while some challenges are the antecedent contextual challenges that existed and will probably continue to exist in the context of distance classes, some other challenges can be avoided if teachers are equipped with TPACK to fulfill their new roles in the community of distance classes.","PeriodicalId":37072,"journal":{"name":"ExELL","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81388984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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