Ampersand最新文献

{"title":"Documenting multilingualism through crowdsourcing and citizen science","authors":"Lillian Phillips ,&nbsp;Yoolim Kim","doi":"10.1016/j.amper.2025.100253","DOIUrl":"10.1016/j.amper.2025.100253","url":null,"abstract":"<div><div>Crowdsourcing, a data collection method which broadly concerns gathering data from a large collection of individuals, has become a prominent method across a plethora of fields. In cases that concern the attitudes and knowledge of a specific population, using crowdsourcing methods provides both access to that population and data comparable in quality to that of more traditional methods. We extend this methodology to the study of language use in an effort to capture more effectively the richness of the diverse languages spoken in a multilingual population. We test this on a college campus, an ideal testbed exemplifying the type of diverse language use representative at a larger scale. The present study uses crowdsourcing and citizen science to gauge linguistic diversity on a college campus, targeting different and diverse forms of language knowledge, including informal and unconventional forms of language exposure. Different open-ended prompts inquiring about language use were posted at ten different on-campus locations easily accessible to participants (in this case, college students) in an effort to lower the barrier to entry, compared to more traditional formats of language assessment e.g., questionnaires or surveys that potentially result in artificially strict self-assessment of one's language proficiency. Prompts were given either on poster paper on which participants could write a response (e.g., a specific language) and/or more detail (e.g., a specific variety of the language, or context, or interlocutors), or submit their response on slips of paper to a designated box.</div><div>Collecting data within a setting wherein every participant is viewed as a citizen scientist, and every input is valued, captures an empirical depth that is otherwise difficult in more traditional laboratory settings. Our results underscore the strengths of crowdsourcing as a valid, novel, non-traditional form of linguistic data collection that elicits robust data and attracts a wider range, providing an important window into the true diversity of language knowledge present on an undergraduate college campus, with 52 languages being represented in our data, including mixed languages and otherwise underrepresented languages.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"16 ","pages":"Article 100253"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145977257","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}

{"title":"Strategies of marking epistemic commitment with discourse markers and prosodic features by native and non-native Chinese speakers","authors":"Lin Zhu","doi":"10.1016/j.amper.2026.100254","DOIUrl":"10.1016/j.amper.2026.100254","url":null,"abstract":"<div><div>This study employed an oral Discourse Completion Task to elicit expression with three degrees of epistemic commitment by native and non-native Chinese speakers. A systematic comparison of the essential differences in strategies used to convey speaker commitment yielded several key findings. Firstly, native speakers employ a significantly richer and more nuanced repertoire of commitment-marking strategies than their non-native counterparts. While both groups express similar degrees of commitment, their specific patterns and strategies diverge notably. Substantial differences between native and non-native speakers emerge across multiple linguistic dimensions when expressing varying degrees of commitment, including the selection of modal particles, the co-occurrence of adverbs, and prosodic features. Secondly, native speakers utilize hierarchically differentiated modal particles to encode fine-grained distinctions in speaker commitment. In contrast, non-native speakers demonstrate more limited use of modal particles with less refined hierarchical distinctions, leading them to rely more on adverbs to convey epistemic commitment. Furthermore, native speakers skillfully align pragmatic functions with prosodic features across the three commitment types, thereby maximizing communicative efficiency. Conversely, non-native speakers display a simplified pattern, often compensating for limited modal particle usage with intensity compensation in their prosodic features. Native speakers also deploy multiple strategies for expressing commitment, integrating modal particles, adverbs, and prosodic features. When modal particles are present, they frequently form a synergistic unit with adverbs, jointly influencing prosodic features. In the absence of modal particles, native speakers often strengthen the use of adverbs and prosodic cues to achieve similar communicative effects. Conversely, non-native speakers tend to prioritize adverbs over modal particles as a primary strategy for expressing commitment. The combined use of modal particles and adverbs appears to induce cognitive overload for non-native speakers, making them more reliant on explicit intensity features and less adept at effectively utilizing the synergistic prosodic effects of modal particle-adverb co-occurrence. Finally, both native and non-native speakers exhibited similar gender differences in the expression of epistemic commitment, with these differences varying according to the level of commitment. This reflects universal gender-related differences in communication strategies. However, non-native speakers failed to show similar gender differentiation in their use of intensification strategies as native speakers. Instead, they demonstrated an amplification effect of gender differences in prosodic features, likely stemming from physiological distinctions.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"16 ","pages":"Article 100254"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146077911","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}

{"title":"Attitudes toward Spanish as added linguistic capital in Jordan's English-dominant higher education landscape","authors":"Ziyad Gogazeh ,&nbsp;Ahmad Al-Afif ,&nbsp;Marwan Jarrah","doi":"10.1016/j.amper.2026.100261","DOIUrl":"10.1016/j.amper.2026.100261","url":null,"abstract":"<div><div>This study investigates emerging attitudes toward Spanish language education in Jordan, focusing on perspectives from parents, community stakeholders, and employers. Despite the global expansion of Spanish as a major international language, little empirical research has examined how it is evaluated and positioned in English-dominant, non-Hispanic contexts in the Middle East. While English remains the dominant linguistic capital and a prerequisite for academic and professional mobility, findings reveal a growing reconfiguration of language value in which Spanish is evaluated as an added resource within English-dominant trajectories. Through semi-structured interviews with 90 participants, the study identifies three key trends: parents frame Spanish as cultural enrichment and symbolic capital; stakeholders emphasize its relevance for global citizenship while highlighting institutional constraints; and employers regard Spanish as an advantage when combined with English in multilingual workplaces. Drawing on theories of language attitudes, linguistic capital, and language policy-in-practice, the study demonstrates how an English-plus ideology is emerging in the Jordanian context. It concludes by underscoring the need for policy coordination, curricular planning, and equitable access to support sustainable multilingual development.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"16 ","pages":"Article 100261"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147384654","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}

{"title":"How local dialects impact on economic and social opportunities in Al-Ahsa, Saudi Arabia: A societal perspective","authors":"Moayyad Al-Bohnayyah","doi":"10.1016/j.amper.2026.100260","DOIUrl":"10.1016/j.amper.2026.100260","url":null,"abstract":"<div><div>The intersection of linguistic and socioeconomic dynamics among 344 residents of Al-Ahsa (168 non-Saudis: 95 males, 73 females; 176 Saudis: 82 males, 94 females) aged 18–60 years was examined in this study. Educational attainment ranged from high school (7.28%) to bachelor's (33.14%), master's (19.48%), and PhD (37.5%) degrees, in addition to other qualifications (2.6%), while native-language use included Gulf Arabic (37.5%), other Arabic dialects (57.8%), and Modern Standard Arabic (MSA; 4.65%). Data were collected using a survey instrument comprising two subscales: (1) attitudes toward local dialects and (2) local linguistic usage and communication patterns. The findings indicated that demographic factors influenced attitudes toward local dialects in Al-Ahsa. Gender affected some aspects of attitudes and communication patterns, but nationality, age, and education had stronger influences on the participants' perceptions. Non-Saudis, older participants, and those with master's degrees had more positive attitudes toward local dialects. In comparison, younger participants, Saudi nationals, and PhD holders tended to view dialect usage less favorably. Of note, MSA speakers tended to exhibit less favorable attitudes toward the use of local dialects. Participants with higher socioeconomic perspectives, particularly non-Saudis, middle-aged individuals, and master's degree holders, recognized the role of dialects in accessing opportunities. The study's findings highlighted the need for inclusive language policies to promote socioeconomic mobility for all dialect speakers.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"16 ","pages":"Article 100260"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147384653","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}

{"title":"Engagement strategies in human-written and AI-generated academic essays: A corpus-based study","authors":"Sharif Alghazo ,&nbsp;Ghaleb Rabab'ah ,&nbsp;Dina Abdel Salam El-Dakhs ,&nbsp;Ayah Mustafa","doi":"10.1016/j.amper.2025.100237","DOIUrl":"10.1016/j.amper.2025.100237","url":null,"abstract":"<div><div>Based on an appraisal theory framework, this corpus-based study explores the use and functions of engagement strategies in human-written and AI-generated academic essays. A total of 80 essays (40 human-written from the LOCNESS corpus, which includes essays written by university-level native English writers, and 40 AI-generated by ChatGPT) were analysed. A mixed-methods approach was employed, involving both quantitative (including chi-square tests) and qualitative analyses of Expansion and Contraction strategies. Analysis shows that both Expansion and Contraction strategies occur more significantly in human-written texts than in AI-generated texts. Native English writers utilise a more significant proportion of <em>Entertain</em> markers, with a sensitive regard for alternative standpoints, and utilise <em>Disclaim</em> markers in actively opposing counterarguments. AI-generated texts, in contrast, utilise a high proportion of objective citing and hedging, with little objective use of strong <em>Proclaim</em> markers and a virtual lack of <strong>Concur</strong> dialogistic positions. There is a striking contrast in engagement functions, with humans utilising a more significant proportion of complex rhetoric and more profound argumentation supported through statistical analysis. The findings provide implications for educators and writing instructors aiming to enhance students’ argumentative skills and for developers of AI writing tools seeking to improve rhetorical complexity and engagement in generated texts.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"15 ","pages":"Article 100237"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144865432","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}

{"title":"Erratum to “Syntactic and lexical complexity in L2 English academic writing: Development and competition” [Ampersand (2022), 9, 100096]","authors":"John A. O'Leary ,&nbsp;Rasmus Steinkrauss","doi":"10.1016/j.amper.2025.100243","DOIUrl":"10.1016/j.amper.2025.100243","url":null,"abstract":"","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"15 ","pages":"Article 100243"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145736664","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}

{"title":"Emotional dimensions of feedback: How AI and human responses shape ESL learning outcomes","authors":"Amin Shahini","doi":"10.1016/j.amper.2025.100235","DOIUrl":"10.1016/j.amper.2025.100235","url":null,"abstract":"<div><div>The provision of feedback remains one of the most potent instructional interventions within second language acquisition, yet the affective mechanisms underlying its efficacy are still poorly understood. This study investigates how feedback type, specifically AI-generated versus teacher-provided feedback, interacts with learners' Trait Emotional Intelligence (TEI) and Foreign Language Enjoyment (FLE) to influence language proficiency development. Adopting a quasi-experimental design with a purely quantitative methodological orientation, the research recruited 63 intermediate-level English as a Second Language (ESL) learners and assigned them randomly to either an AI feedback group or a teacher feedback group. Participants completed five academic writing and speaking tasks over six weeks, each followed by an immediate feedback and revision cycle. Measurements included pre- and post-intervention language proficiency assessments, alongside the administration of validated scales for TEI and FLE. Structural Equation Modeling (SEM) was employed to examine both direct and mediated pathways between variables. Results revealed that TEI significantly predicted learners' levels of FLE, which, in turn, significantly mediated the relationship between feedback type and language proficiency improvement. Teacher feedback demonstrated a stronger positive effect on FLE compared to AI feedback. The SEM model exhibited excellent fit indices, confirming the robustness of the hypothesized structure. These findings underscore the importance of addressing emotional dimensions in feedback practices, suggesting that optimal language learning outcomes arise not merely from the cognitive correction of errors but also from the emotional resonance that feedback generates. Implications are discussed for pedagogical practices, AI design in language education, and the broader field of affective second language acquisition research.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"15 ","pages":"Article 100235"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144892018","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}

{"title":"Toward optimal second language acquisition and proficiency: Addressing limited exposure and educational inequality in EFL contexts through home-based approaches and interdisciplinary insights","authors":"Sun Youn Lee ,&nbsp;Joo Bong Kim","doi":"10.1016/j.amper.2025.100226","DOIUrl":"10.1016/j.amper.2025.100226","url":null,"abstract":"<div><div>In English as a Foreign Language (EFL) settings, second language acquisition (SLA) is often challenging due to limited English exposure and structural constraints within school systems. This study focuses on South Korea, a country that has invested heavily in English education reforms yet continues to struggle with developing learners' functional language skills and equitable access to quality instruction. Over the past 20 years, a grassroots, home-based English acquisition initiative has emerged, led by Korean caregivers. This initiative aims to offer natural and relaxed English exposure at home through daily routines aligned with the child's developmental stage, extending learning beyond classroom limitations. Using data from a nationwide survey of 1020 mothers of first-grade children (age 6, turning 7 during the academic year), this study examines whether home-based English exposure during the preschool period enhances children's English proficiency and interest in English learning, and whether it has the potential to mitigate educational inequality. Children's English proficiency and interest were assessed via maternal self-reports, using the Cambridge English placement test, national education standards, and evaluations of the child's learning engagement. Findings suggest that this home-based, parent-led approach significantly improves children's English outcomes and is adopted across diverse socioeconomic backgrounds. The Korean case, analyzed through an interdisciplinary lens combining linguistic, educational, and economic perspectives, may offer valuable insights for other EFL contexts, demonstrating how home-based SLA can serve as a cost-effective, scalable supplement to formal education.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"15 ","pages":"Article 100226"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144330431","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}

{"title":"Navigating Bilingualism: Language, power, and the social identity construction of the first Saudi elementary students to receive English language instruction","authors":"Ghanem Alghuwainem","doi":"10.1016/j.amper.2025.100227","DOIUrl":"10.1016/j.amper.2025.100227","url":null,"abstract":"<div><div>This study examines the influence of the expanded English language curriculum on social identity construction among elementary students in Saudi Arabia. Interviews were conducted with five elementary school teachers in Al-Hassa governorate and analyzed through thematic coding. From this, three main themes emerged: teachers' perceptions of English learning's significance, factors influencing language resistance, and the impact on students' identity. Results indicate that English is perceived not only as crucial for academic and professional success but also as integral to Saudi Arabia's Vision 2030 for modernization and globalization. However, resistance to English due to cultural and socioeconomic factors suggests a disparity between national ambitions and student perceptions, highlighting the challenge in Saudi Arabia of aligning educational strategies with the broader goals of societal development and integration into the global community.</div></div>","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"15 ","pages":"Article 100227"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144222265","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}

{"title":"Erratum regarding missing Informed Consent statements in previously published articles in Volumes 10C, 11C and 12C","authors":"","doi":"10.1016/j.amper.2025.100233","DOIUrl":"10.1016/j.amper.2025.100233","url":null,"abstract":"","PeriodicalId":35076,"journal":{"name":"Ampersand","volume":"15 ","pages":"Article 100233"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145736624","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}