Relevant bibliographies by topics / Internet language

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Internet language'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 June 2025

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Journal articles on the topic "Internet language"

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DRINČIĆ, Goran. "INTERNET LANGUAGE STUDIES (A review of Internet Linguistics: A student Guide)." Lingua Montenegrina 8, no. 2 (2011): 471–73. https://doi.org/10.46584/lm.v8i2.259.

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This paper presents a brief review of the first edition of Internet Linguistics: A Student Guide by David Crystal. Along with basic information about the author, the book’s main features and some of the topics discussed in it are summed up and briefly reviewed.
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Pásztor-Kicsi, Mária. "Regionality – Language – Internet." Acta Universitatis Sapientiae, Philologica 8, no. 2 (2016): 35–47. http://dx.doi.org/10.1515/ausp-2016-0016.

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Abstract The Internet has a strong influence on our daily communication and language use. Its continuous growing makes us face the world characterized by networks of connections that span multi-continental distances. The metaphor of global village seems to be not merely a futuristic theory, but pure reality. People can communicate worldwide with each other, reach all kinds of information to get up-to-date, as long as they respect the basic demand of globalization, which means the use of a common language (i.e. English). But this tendency hides a serious issue if we try to observe globalization from the aspect of local and regional cultures and languages, especially those in minority position. The study deals with the language use of the Hungarian minority in Vojvodina, with special focus on Netspeak and the regional features of language forms used on the Internet. It also analyses the attitudes of a group of students towards the influence of the Internet on speech and language. This part of the survey is based on questionnaires.
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Squires, Lauren. "Enregistering internet language." Language in Society 39, no. 4 (2010): 457–92. http://dx.doi.org/10.1017/s0047404510000412.

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AbstractThis article investigates the enregisterment of an internet-specific language variety and its features. The enregisterment of internet language is explored through several sites of metadiscourse: academic scholarship about computer-mediated communication, uses of the metalinguistic termsnetspeakandchatspeakin print media, and online comment threads about language and the internet. This metadiscourse provides evidence of a shared concept of internet language as comprising distinctive written features, primarily acronyms, abbreviations, and respellings. Internet language's enregisterment emerges from standard language ideology and deterministic views of technology, where the construal of these features as both nonstandard and internet-specific articulates the perceived distinctiveness of internet interactions. Yet empirical evidence shows that these features are relatively rare in instant messaging conversations, one form of interaction to which internet language is attributed; this discrepancy has implications for the application of indexical order to enregisterment. (Enregisterment, language ideology, computer-mediated communication, internet, metadiscourse, indexical order, Standard English, technological determinism, mass media)*
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Aitchison, J. "Language and the Internet." Literary and Linguistic Computing 17, no. 3 (2002): 361–67. http://dx.doi.org/10.1093/llc/17.3.361.

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Vallance, Michael. "Internet-aided Language Learning." Intelligent Tutoring Media 7, no. 3-4 (1997): 137–45. http://dx.doi.org/10.1080/14626269709408381.

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Wang, Shaoxiang. "Language and the Internet." Journal of Pragmatics 36, no. 11 (2004): 2069–73. http://dx.doi.org/10.1016/j.pragma.2003.12.008.

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Crystal, D. "Language and the internet." IEEE Transactions on Professional Communication 45, no. 2 (2002): 142–44. http://dx.doi.org/10.1109/tpc.2002.1003702.

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Eayrs, M. "Language and the Internet." ELT Journal 56, no. 4 (2002): 419–21. http://dx.doi.org/10.1093/elt/56.4.419.

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Akhmedova, K. "Semantics and Internet Language." Bulletin of Science and Practice 10, no. 6 (2024): 733–37. http://dx.doi.org/10.33619/2414-2948/103/90.

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In this article the following topics have been under the discussion: the developmental stage of the relatively new field – semiotics, its relationship with the other traditional branches of linguistics, three modes with some relevant examples, the role of signs in the modern way of communication medium, opinions and expectations of several researchers about this constantly modernizing process. -
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Guan, Shuyi. "Internet-Based Technology Use in Second Language Learning." International Journal of Cyber Behavior, Psychology and Learning 4, no. 4 (2014): 69–81. http://dx.doi.org/10.4018/ijcbpl.2014100106.

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Ever since computer technologies were accessible to second language learners and teachers, various types of computer-assisted language learning (CALL) have been harnessed in the service of teaching languages. Most recently, the advent of online technologies has sparked CALL practitioners to integrate this powerful form of teaching and learning into language education. This paper synthesizes the extant research on these online language education activities and the state of current understanding regarding the potential of Internet-based teaching and learning second languages. The results of analyzing extensive studies of Internet-based second language learning reveals that Internet-based technology has been widely used in second language learning. In addition, Internet-based technologies are effective instructional tools for second language learning and teaching.
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Dissertations / Theses on the topic "Internet language"

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Harvey, Jana R. "Tok Pisin on the Internet." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1370880.

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Internet message boards are a medium by which educated Papua New Guineans who are living outside of Papua New Guinea (PNG) maintain ties to one another and to their home country. One of the languages that they use on these message boards is Tok Pisin (TP), an English-based creole spoken in PNG that has changed rapidly in theapproximately 120 years since its creation as a pidgin.Romaine (1992) suggests that decreolization by means of new changes toward English is occurring in the TP language. Smith (2002) disagrees and claims that there is no evidence for decreolization. This study shows that there is evidence in favor of decreolization, in particular a Matrix Language (ML) turnover (Myers-Scotton 2002), in the TP used on seven Internet message boards. This conclusion is also derived through the study of 139 letters to the editor in the TP weekly newspaper Wantok written during 2003 and 2006.In looking for English `late system morphemes,' whose existence in bilingual complementizer phrases that have TP as the ML would indicate the beginning of a ML turnover (Myers-Scotton 2002), this study counts deletion of the TP particle i as a late system morpheme.Results show that on Internet message boards, the particle i only marks the predicate in 33% of the locations where it would occur in Standard TP. In Wantok letters to the editor, i occurs 95% of the time. Internet users are more likely to be influenced by English and have less access to Standard TP. Although TP is still valued by highly educated Papua New Guineans in the English domain of the Internet to discuss personal topics and show solidarity with one another, it is not their first choice of language, and the loss of the particle i shows evidence for a ML turnover having begun in the language. One conclusion that may be drawn from this study is that planning for the future of TP by the leaders of PNG is essential to maintain TP as a community language.<br>Department of English
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Lundell, Hanna. "Netspeak : The language of the Internet." Thesis, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3418.

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<p><p>The Internet is in many cases our primary source for communication. As more communicative options online are introduced and become a part of our life, the language of the Internet, so called Netspeak, becomes a part of our language. The aim of this paper was to find out whether there is a difference in the use of Netspeak between teenagers and adults. The investigation was based on two message boards, one where the majority is teenagers and one where the majority is adults. Four different features of Netspeak were studied: exaggerated use of punctuation; exaggerated use of capital letters; abbreviations; and emoticons. All features are substitutes for paralanguage.</p><p>The results show that teenagers are more likely to use features such as exaggerated use of punctuation and capitals, and abbreviations. Adults are, however, more likely to use emoticons than teenagers.</p></p>
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De, la Rosa-Carrillo Ernesto Leon. "On the language of Internet Memes." Thesis, The University of Arizona, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3703692.

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<p> Internet Memes transverse and sometimes transcend cyberspace on the back of impossibly cute LOLcats speaking mangled English and the snarky remarks of Image Macro characters always on the lookout for someone to undermine. No longer the abstract notion of a cultural gene that Dawkins (2006) introduced in the late 1970s, memes have now become synonymous with a particular brand of vernacular language that internet users engage by posting, sharing and remixing digital content as they communicate jokes, emotions and opinions. </p><p> For the purpose of this research the language of Internet Memes is understood as visual, succinct and capable of inviting active engagement by users who encounter digital content online that exhibits said characteristics. Internet Memes were explored through an Arts-Based Educational Research framework by first identifying the conventions that shape them and then interrogating these conventions during two distinct research phases. <?Pub _newline>In the first phase the researcher, as a doctoral student in art and visual culture education, engaged class readings and assignments by generating digital content that not only responded to the academic topics at hand but did so through forms associated with Internet Memes like Image Macros and Animated GIFs. In the second phase the researcher became a meme literacy facilitator as learners in three different age-groups were led in the reading, writing and remixing of memes during a month-long summer art camp where they were also exposed to other art-making processes such as illustration, acting and sculpture. Each group of learners engaged age-appropriate meme types: 1) the youngest group, 6 and 7 year-olds, wrote Emoji Stories and Separated at Birth memes; 2) the middle group, 8-10 year-olds, worked with Image Macros and Perception memes, 3) while the oldest group, 11-13 year-olds, generated Image Macros and Animated GIFs. </p><p> The digital content emerging from both research phases was collected as data and analyzed through a hybrid of Memetics, Actor-Network Theory, Object Oriented Ontology, Remix Theory and Glitch Studies as the researcher shifted shapes yet again and became a Research Jockey sampling freely from each field of study. A case is made for Internet Memes to be understood as an actor-network where meme collectives, individual cybernauts, software and source material are all actants interrelating and making each other enact collective agencies through shared authorships. Additionally specific educational contexts are identified where the language of Internet Memes can serve to incorporate technology, storytelling, visual thinking and remix practices into art and visual culture education. </p><p> Finally, the document reporting on the research expands on the hermeneutics of Internet Memes and the phenomenological experiences they elicit that are otherwise absent from traditional scholarly prose. Chapter by chapter the dissertation was crafted as a journey from the academic to the whimsical, from the lecture hall to the image board (where Internet Memes were born), from the written word to the remixed image as a visual language that is equal parts form and content that emerges and culminates in a concluding chapter composed almost entirely of popular Internet Meme types. </p><p> An online component can be found at http://memeducation.org/</p>
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De, la Rosa-Carrillo Ernesto León. "On the Language of Internet Memes." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556817.

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Internet Memes transverse and sometimes transcend cyberspace on the back of impossibly cute LOLcats speaking mangled English and the snarky remarks of Image Macro characters always on the lookout for someone to undermine. No longer the abstract notion of a cultural gene that Dawkins (2006) introduced in the late 1970s, memes have now become synonymous with a particular brand of vernacular language that internet users engage by posting, sharing and remixing digital content as they communicate jokes, emotions and opinions. For the purpose of this research the language of Internet Memes is understood as visual, succinct and capable of inviting active engagement by users who encounter digital content online that exhibits said characteristics. Internet Memes were explored through an Arts-Based Educational Research framework by first identifying the conventions that shape them and then interrogating these conventions during two distinct research phases. In the first phase the researcher, as a doctoral student in art and visual culture education, engaged class readings and assignments by generating digital content that not only responded to the academic topics at hand but did so through forms associated with Internet Memes like Image Macros and Animated GIFs. In the second phase the researcher became a meme literacy facilitator as learners in three different age-groups were led in the reading, writing and remixing of memes during a month-long summer art camp where they were also exposed to other art-making processes such as illustration, acting and sculpture. Each group of learners engaged age-appropriate meme types: 1) the youngest group, 6 and 7 year-olds, wrote Emoji Stories and Separated at Birth memes; 2) the middle group, 8-10 year-olds, worked with Image Macros and Perception memes, 3) while the oldest group, 11-13 year-olds, generated Image Macros and Animated GIFs. The digital content emerging from both research phases was collected as data and analyzed through a hybrid of Memetics, Actor-Network Theory, Object Oriented Ontology, Remix Theory and Glitch Studies as the researcher shifted shapes yet again and became a Research Jockey sampling freely from each field of study. A case is made for Internet Memes to be understood as an actor-network where meme collectives, individual cybernauts, software and source material are all actants interrelating and making each other enact collective agencies through shared authorships. Additionally specific educational contexts are identified where the language of Internet Memes can serve to incorporate technology, storytelling, visual thinking and remix practices into art and visual culture education. Finally, the document reporting on the research expands on the hermeneutics of Internet Memes and the phenomenological experiences they elicit that are otherwise absent from traditional scholarly prose. Chapter by chapter the dissertation was crafted as a journey from the academic to the whimsical, from the lecture hall to the image board (where Internet Memes were born), from the written word to the remixed image as a visual language that is equal parts form and content that emerges and culminates in a concluding chapter composed almost entirely of popular Internet Meme types. An online component can be found at http://memeducation.org/
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Mahalingam, Gayathri. "Natural language access to Internet search engines." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq30514.pdf.

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Nypadymka, Anna. "Language game application in psychological Internet-discourse." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18285.

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Chan, Haw-fung Victor. "Hong Kong English and the internet." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161689.

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Tanaka, Masahiro. "Composing and Supervising Language Services on the Internet." 京都大学 (Kyoto University), 2009. http://hdl.handle.net/2433/123847.

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С, С. Нікіпорець, М. Гадайчук Н, and S. Nykyporets N. M. S. "USE OF INTERNET RESOURSES FOR FOREIGN LANGUAGE LEARNING." Thesis, ВНТУ, 2018. http://ir.lib.vntu.edu.ua//handle/123456789/24836.

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The article deals with the issues of using internet resources in a modern high technical school.<br>В статті розглядаються питання релевантного використання інтернет-ресурсів в процесі викладання іноземних мов в технічному виші.
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Cheung, Mei-ling Lisa. "An evaluation framework for internet lexicography." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22142332.

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Books on the topic "Internet language"

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Kathleen, Kopp, Gartmann Shirley Ann, and Robbins Mari Lu, eds. Internet activities for language arts. Teacher Created Materials, 1999.

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Sidorova, M. I︠U︡. Internet--lingvistika. Izd-vo "1989.ru", 2006.

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1954-, Grant Donald, Jeunesse Gallimard, Chabot Jean-Philippe, and Emmert Anne, eds. Das Internet. Meyers Lexiconverlag, 1999.

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Collin, S. M. H. Internet guide for English language teachers. Peter Collin, 2001.

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Tattersall, Alex. The internet and the French language. Centre for Language in Education, University of Southampton, 2003.

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Dudeney, Gavin. The internet and the language classroom. Cambridge University Press, 2000.

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Kalantzi, Anastasia. Language pandemonium: The transcription of Greek written language through internet. LCP, 2001.

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I), International Conference on Internet and Language (1st 2003 Universitat Jaume. Internet in languages for specific purposes and foreign language teaching. Universitat Jaume I, 2003.

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Anna, Kövegy. Internet kisszótár. Kossuth, 1997.

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Campbell, Hope. Teaching language arts with the internet: Internet lesson plans and classroom activities. Classroom Connect, 1997.

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Book chapters on the topic "Internet language"

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Martin, Marcienne. "Internet: Language." In Encyclopedia of Big Data. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-32010-6_120.

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Martin, Marcienne. "Internet: Language." In Encyclopedia of Big Data. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-32001-4_120-1.

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Berry, Roger. "Internet Language." In Linguistics and Language Play. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-96-0688-7_19.

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Eichstädt, Matthias. "Profile Language." In Internet Webcasting. Deutscher Universitätsverlag, 1999. http://dx.doi.org/10.1007/978-3-663-10402-5_3.

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Yan, Zhou. "Network language." In Chinese Internet Buzzwords. Routledge, 2021. http://dx.doi.org/10.4324/9781003190400-4.

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Abadi, Martín. "Protection in Programming-Language Translations." In Secure Internet Programming. Springer Berlin Heidelberg, 1999. http://dx.doi.org/10.1007/3-540-48749-2_2.

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Neumann, Robert. "Semantic Product Description Language." In The Internet of Products. Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-658-00905-2_5.

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Leander, Kevin M., Cassandra Scharber, and Cynthia Lewis. "Literacy and Internet Technologies." In Literacies and Language Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02252-9_5.

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Leander, Kevin M., Cassandra Scharber, and Cynthia Lewis. "Literacy and Internet Technologies." In Literacies and Language Education. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-02321-2_5-1.

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Chen, Minzhe, Shuqing Liu, and Shuyu Zhang. "Internet Language Study in China." In The Palgrave Handbook of Chinese Language Studies. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-0924-4_17.

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Conference papers on the topic "Internet language"

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Radjabova, Jayron. "INTERNET BLOGS IN FOREIGN LANGUAGE TEACHING." In Modern approaches and new trends in teaching foreign languages. Alisher Navo'i Tashkent state university of Uzbek language and literature, 2024. http://dx.doi.org/10.52773/tsuull.conf.teach.foreign.lang.2024.8.5/xtmn8504.

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The article provides an overview of works devoted to research into the effectiveness of using Internet blogs in teaching foreign languages. The definition of an Internet blog is given. Theoretical justification for the use of Internet blogs in an educational context. The results of scientific research on the use of Internet blogs to improve students' cultural competence. The effectiveness of using Internet blogs for developing reading and speaking skills in a foreign language is considered.
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Tang, Jian, Xiaojiang Chen, and Wuying Liu. "Efficient Language Identification for All-Language Internet News." In 2021 International Conference on Asian Language Processing (IALP). IEEE, 2021. http://dx.doi.org/10.1109/ialp54817.2021.9675270.

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Si, Luo. "Natural Language Technologies for Internet Applications." In JCDL '20: The ACM/IEEE Joint Conference on Digital Libraries in 2020. ACM, 2020. http://dx.doi.org/10.1145/3383583.3398498.

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"Using Internet in English Language Teaching." In Sept. 28-30, 2017 Kuala Lumpur (Malaysia). HEAIG, 2017. http://dx.doi.org/10.15242/heaig.h0917430.

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Manerova, K., and E. Zakharova. "INTERNET HYPES IN GERMAN LANGUAGE CLASS." In NEMECKIJ JaZYK V TOMSKOM GOSUDARSTVENNOM UNIVERSITETE: 120 LET ISTORII USPEHA. Publishing House of Tomsk State University, 2021. http://dx.doi.org/10.17223/978590744247/16.

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The present paper gives information about using of different Internet hypes in German language class. In this regard, media pedagogy and media didactics are discussed, the media competence is described. The definition of the Internet phenomena is explained, and examples are given. Great emphasis is placed on memes (pictures with inscriptions). Thereafter the authors give examples of lessons, which are supported with different hypes.
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Apanovich, Zinaida Vladimirovna. "Comparison of data sources in different languages and cross-language authors disambiguation." In 18th Scientific Conference “Scientific Services & Internet – 2016”. Keldysh Institute of Applied Mathematics, 2016. http://dx.doi.org/10.20948/abrau-2016-20.

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Smirnov, Yury V. "Open Internet-based resources for indexing in sci-tech libraries." In Eighth World Professional Forum Sudak-Gelendzhik-Transit «Gelendzhik-2024». Russian National Public Library for Science and Technology, 2024. http://dx.doi.org/10.33186/978-5-85638-276-0-113-121.

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The author reviews the open-access Internet-based resources for indexing in sci-tech libraries. He focuses on the resources comprising the databases on information retrieval languages as the latter are used for indexing in the libraries' e-catalogs. The keywords-oriented language, subject headings language, Universal Decimal\al Classification Library Bibliographic Classification, State Rubricator of Sci-tech Information, Nomenclature of Scientific Specialties to be Awarded Academic Degrees are among these languages. The author also examines the databases user and search interfaces. He concludes that open-access Internet resources are available for each of the information retrieval languages used for indexing in Russian libraries. The paper is prepared under the Government Order to RNPLS&amp;T for 2024 No. 720000F.99.1.BN60AV03000, theme No. 1021062311368-2-5.8.3.
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Gorodnyaya, Lidia Vasiljevna. "Relative programming language definition." In 25th Scientific Conference “Scientific Services & Internet – 2023”. Keldysh Institute of Applied Mathematics, 2023. http://dx.doi.org/10.20948/abrau-2023-7.

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The article proposes a formalism that supports the relative definition of programming languages, allowing you to clearly express the difference between languages when analyzing and comparing them, as well as when defining new languages based on already known ones. Formalism is an extension of the BNF, in which the names of the concepts used can be accompanied by an indication of foreign concepts from other languages. As a result, it becomes possible to specify parts of the used concept, such as variants of the definition or implicit concepts, up to a syntactic position. The syntactic position can be specified using a terminal string, symbolizing the choice of a variant of the definition of a concept or indicating an implicit concept, the unnamed definition of which is located immediately after the string.
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Chen, Fengshunyu, Quanying Li, and Haoqing Yao. "Understanding and Studying Internet Culture by the Tool of Internet Language." In 2021 International Conference on Education, Language and Art (ICELA 2021). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220131.189.

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Egorova, Kyunnei Grigoryevna. "The language of the Internet as a new kind of language." In XI International Research-to-practice conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-464120.

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Reports on the topic "Internet language"

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Lennox, J., X. Wu, and H. Schulzrinne. Call Processing Language (CPL): A Language for User Control of Internet Telephony Services. RFC Editor, 2004. http://dx.doi.org/10.17487/rfc3880.

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El-Sherbiny, A., M. Farah, I. Oueichek, and A. Al-Zoman. Linguistic Guidelines for the Use of the Arabic Language in Internet Domains. RFC Editor, 2010. http://dx.doi.org/10.17487/rfc5564.

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Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha, and Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3759.

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The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation increasing. The results of the survey at two higher education institution as to personal experience in using VR applications for learning foreign languages are presented. Most students at both universities have indicated quite a low virtual reality application usage. Six popular virtual reality applications for foreign language learning (Mondly, VRSpeech, VR Learn English, Gold Lotus, AltSpaceVR and VirtualSpeech) are analyzed. It is stated that the most preferred VR application for foreign language learning includes detailed virtual environment for maximal immersion, high- level visual effects similar to video games, simple avatar control, thorough material selection and complete complicity level accordance of every element and aspect, affordability, helpful and unobtrusive following up.
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Pikilnyak, Andrey V., Nadia M. Stetsenko, Volodymyr P. Stetsenko, Tetiana V. Bondarenko, and Halyna V. Tkachuk. Comparative analysis of online dictionaries in the context of the digital transformation of education. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4431.

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The article is devoted to a comparative analysis of popular online dictionaries and an overview of the main tools of these resources to study a language. The use of dictionaries in learning a foreign language is an important step to understanding the language. The effectiveness of this process increases with the use of online dictionaries, which have a lot of tools for improving the educational process. Based on the Alexa Internet resource it was found the most popular online dictionaries: Cambridge Dictionary, Wordreference, Merriam–Webster, Wiktionary, TheFreeDictionary, Dictionary.com, Glosbe, Collins Dictionary, Longman Dictionary, Oxford Dictionary. As a result of the deep analysis of these online dictionaries, we found out they have the next standard functions like the word explanations, transcription, audio pronounce, semantic connections, and examples of use. In propose dictionaries, we also found out the additional tools of learning foreign languages (mostly English) that can be effective. In general, we described sixteen functions of the online platforms for learning that can be useful in learning a foreign language. We have compiled a comparison table based on the next functions: machine translation, multilingualism, a video of pronunciation, an image of a word, discussion, collaborative edit, the rank of words, hints, learning tools, thesaurus, paid services, sharing content, hyperlinks in a definition, registration, lists of words, mobile version, etc. Based on the additional tools of online dictionaries we created a diagram that shows the functionality of analyzed platforms.
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5

Tarasenko, Rostyslav O., Svitlana M. Amelina, Yuliya M. Kazhan, and Olga V. Bondarenko. The use of AR elements in the study of foreign languages at the university. CEUR Workshop Proceedings, 2020. http://dx.doi.org/10.31812/123456789/4421.

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The article deals with the analysis of the impact of the using AR technology in the study of a foreign language by university students. It is stated out that AR technology can be a good tool for learning a foreign language. The use of elements of AR in the course of studying a foreign language, in particular in the form of virtual excursions, is proposed. Advantages of using AR technology in the study of the German language are identified, namely: the possibility of involvement of different channels of information perception, the integrity of the representation of the studied object, the faster and better memorization of new vocabulary, the development of communicative foreign language skills. The ease and accessibility of using QR codes to obtain information about the object of study from open Internet sources is shown. The results of a survey of students after virtual tours are presented. A reorientation of methodological support for the study of a foreign language at universities is proposed. Attention is drawn to the use of AR elements in order to support students with different learning styles (audio, visual, kinesthetic).
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Tarasenko, Rostyslav O., Svitlana M. Amelina, Yuliya M. Kazhan, and Olga V. Bondarenko. The use of AR elements in the study of foreign languages at the university. CEUR Workshop Proceedings, 2020. http://dx.doi.org/10.31812/123456789/4421.

Full text
Abstract:
The article deals with the analysis of the impact of the using AR technology in the study of a foreign language by university students. It is stated out that AR technology can be a good tool for learning a foreign language. The use of elements of AR in the course of studying a foreign language, in particular in the form of virtual excursions, is proposed. Advantages of using AR technology in the study of the German language are identified, namely: the possibility of involvement of different channels of information perception, the integrity of the representation of the studied object, the faster and better memorization of new vocabulary, the development of communicative foreign language skills. The ease and accessibility of using QR codes to obtain information about the object of study from open Internet sources is shown. The results of a survey of students after virtual tours are presented. A reorientation of methodological support for the study of a foreign language at universities is proposed. Attention is drawn to the use of AR elements in order to support students with different learning styles (audio, visual, kinesthetic).
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Harrison, Stephen. Wikipedia’s Governance Challenge: Policies and Guardrails for New Generative AI Technologies. Balsillie School of International Affairs, 2024. https://doi.org/10.51644/bcs002.

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The Wikipedia editing community is struggling with the emergence of new generative artificial intelligence (AI) technologies such as ChatGPT and other large language models (LLMs). Should the volunteer editors who create and maintain Wikipedia’s articles be permitted to use new generative AI tools, or should they be prohibited because of the high risk of introducing misinformation into the popular internet encyclopedia?
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Hayashi, Ryotaro, David Raitzer, Xylee Javier, and Milan Thomas. Assessment of Changes in Secondary School Learning Outcomes in Post-COVID-19 Bhutan. Asian Development Bank, 2023. http://dx.doi.org/10.22617/brf23329-2.

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Bhutan’s schools maintained their relatively strong performance during the pandemic as access to remote learning, the opening of boarding facilities, and moves to prioritize education for secondary school pupils prevented performance gaps widening. This brief shows how Bhutan tried to minimize the impact of school closures on students, provided social safety nets to vulnerable households, and offered a mix of remote learning methods including television and internet. Analyzing exam grades for the Dzongkha national language, English, and science, it shows how the compensatory actions and steps to ensure continuity for secondary school pupils resulted in little decline in their results.
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Zhang, Yong. Efficacy and safety of corticosteroid therapy in patients with cardiac arrest: a meta-analysis of randomized controlled trials. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2023. http://dx.doi.org/10.37766/inplasy2023.1.0014.

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Review question / Objective: Our goal was to assess the effect of primary treatment outcome (overall survival rate at hospital discharge, rate of sustained ROSC) and secondary outcomes (favorable neurological outcomes at hospital discharge and adverse events including hyperglycemia, insulin infusion, hypernatremia, infection, gastrointestinal bleeding, new or changing antibiotics, paresis, renal failure). Information sources: Two researchers (Zhou FW and Liu C) independently searched the PubMed, Embase, The Cochrane Library, Web of Science and China National Knowledge Internet (CNKI) databases from inception to 11 October, 2022 by using medical subject headings (MeSH), Emtree, and text word with no language limitations.
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Malinauskas, Romualdas, and Vilija Malinauskiene. Meta-Analysis of Psychological Interventions for Reducing Stress, Anxiety and Depression among University Students During COVID-19 Pandemic. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.6.0054.

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Review question / Objective: The objective of this study was to investigate the effects of internet-based intervention programs for reducing stress, anxiety and depression among university students during COVID-19 pandemic by conducting a meta-analysis Eligibility criteria: Inclusion criteria above all else for the current analysis were the following: (1) journal articles and "un-published" Ph.D. dissertations, which give a quantitative assessment of the viability of intervention for reducing stress, anxiety, and depression among college under-graduates and graduates in the pandemic context; (2) studies targeting college undergraduate and graduate during COVID-19, aged 18 years or older; (3) studies with publication dates between 2020-2022, while COVID-19 restrictions started in 2020 and went on until 2022; (4) full-text studies published exclusively in English. Excluded from the review selection list were: (1) studies alluding to internet-based mental interventions that do not allude to the COVID-19 pandemic; (2) Studies with the principal text not published in English language (just tables were in English); (3) studies, which does not give signs of stress and/or anxiety and/or depression; and (4) internet-based mental interventions, which do not have a diminishing of stress and/or anxiety and/or depression as their essential intervention focus.
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