Mohammad Javad Gholami; Taqi Al Abdwani
Articles in Press, Accepted Manuscript, Available Online from 03 January 2024
Abstract
Artificial intelligence (AI) capabilities in natural language processing are rapidly advancing and transforming communication practices across diverse contexts. This review provides a comprehensive analysis of AI's emerging roles in mediating and participating in direct communication to highlight key ...
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Artificial intelligence (AI) capabilities in natural language processing are rapidly advancing and transforming communication practices across diverse contexts. This review provides a comprehensive analysis of AI's emerging roles in mediating and participating in direct communication to highlight key opportunities and research priorities around responsible innovation. The study surveys the extensive literature on major applications of AI, including virtual assistants, chatbots, smart replies, sentiment analysis tools, and automatic translation technologies. It also closely examines their current and potential usage and benefits across interpersonal, organizational, and societal communication. The analysis reveals these AI technologies promise enhanced efficiency, personalization, accessibility, and new modalities of expression in communication. The study found that if judiciously and ethically applied, they could incrementally improve communication speed, quality, relationships, and even therapists' capabilities over time. However, more rigorous research is still recommended to investigate longitudinal impacts on human well-being, increase accessibility for vulnerable demographic groups, advance multimodality AI systems, and develop tailored guidelines and user-centered studies to ensure ethical, socially responsible progress. Overall, this review synthesizes the current state of the science and pressing research needs in this rapidly emerging field.
Nasim Boustani; Taqi Al Abdwani
Abstract
Vocabulary growth predicts communication ability and communication without vocabulary is impossible. The study was done among 50 EFL learners to examine the effect of music-based instruction on their vocabulary retention and attitudes. They were divided into experimental and control groups. First, a ...
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Vocabulary growth predicts communication ability and communication without vocabulary is impossible. The study was done among 50 EFL learners to examine the effect of music-based instruction on their vocabulary retention and attitudes. They were divided into experimental and control groups. First, a pre-test was conducted to fulfill the homogeneity assumption. Then, the photo dictionary part of the “English for Schools Prospect 1” book was set to music and the experimental group underwent music-based practices. While the control group received audio-visual instruction. Immediately after the instructions, a 20-item test was given to the groups. Subsequently, a 9-item attitude scale was distributed among the teacher, observer, and groups. After two weeks, a long-term memory test was conducted between the two groups. Results presented that the experimental group significantly outscored in the short- and long-term memory tests compared with the control group. Moreover, results from the attitude scale indicated that they welcomed music-based instruction allowing more profound vocabulary learning and communication ability than the audio-visual practices.
Shima Ebrahimi; Maryam Sadat Tabatabaeian; Taqi Al Abdwani
Abstract
Struggling with basic restrictions in mental operations, information processing, and social and communicative skills, mentally-challenged children learn with delay. Numerous methods have been proposed to enhance learning among the mentally challenged. One is emo-sensory education which highlights the ...
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Struggling with basic restrictions in mental operations, information processing, and social and communicative skills, mentally-challenged children learn with delay. Numerous methods have been proposed to enhance learning among the mentally challenged. One is emo-sensory education which highlights the interplay of senses and emotions and raises teachers’ awareness of practical sense and emotion utilization in class. This study analyzed emo-sensory text on Persian literature, basic sciences, and theology books of mentally-challenged fourth-graders in terms of senses and emotions. These books were compared to those utilized for normal fourth graders. The emo-sensory text analysis revealed no significant differences between these two sets of books regarding applying emo-sensory words. Material developers merely paid attention to the visual sense, while mentally-challenged and normal children are considerably different. Various senses have to be integrated into the textbooks to enhance learning and communicative skills, which seems to have been overlooked. As a result, authors should include more emo-sensory stimuli to boost information processing and benefit the mentally challenged.
