Gamification of language learning is a clear trend of recent years. Widespread use of smartphones and the rise of mobile gaming as a popular leisure activity contribute to the popularity of gamification, as application developers can rely on an unprecedented reach of their products and expect acceptance of game-like elements by the users. In terms of content, however, most mobile apps implement traditional language learning activities, such as reading, listening, translating, and solving quizzes. This article discusses gamification of learning natural language grammar with a mobile app WordBricks, based on a concept of more user-centric lab-style experimental activities. WordBricks challenges users to create syntactically accurate sentences by arranging jigsaw-like colored blocks. Users receive instantaneous feedback on the syntactic compatibility each time any two blocks are placed together. This Scratch-inspired virtual language lab harnesses grammar models used in computational linguistics and allows users to discover underlying grammatical constructions through experimentation. The system was evaluated in a number of diverse settings and shows how the principles of gamification can be applied to second-language acquisition. We discuss general features that enable the users to engage in game-playing behavior and analyze open challenges, relevant for a variety of language learning systems.

Skin cancer poses a significant healthcare challenge, requiring precise and prompt diagnosis for effective treatment. While recent advances in deep learning have dramatically improved medical image analysis, including skin cancer classification, ensemble methods offer a pathway for further enhancing diagnostic accuracy. This study introduces a cutting-edge approach employing the Max Voting Ensemble Technique for robust skin cancer classification on ISIC 2018: Task 1-2 dataset. We incorporate a range of cutting-edge, pre-trained deep neural networks, including MobileNetV2, AlexNet, VGG16, ResNet50, DenseNet201, DenseNet121, InceptionV3, ResNet50V2, InceptionResNetV2, and Xception. These models have been extensively trained on skin cancer datasets, achieving individual accuracies ranging from 77.20% to 91.90%. Our method leverages the synergistic capabilities of these models by combining their complementary features to elevate classification performance further. In our approach, input images undergo preprocessing for model compatibility. The ensemble integrates the pre-trained models with their architectures and weights preserved. For each skin lesion image under examination, every model produces a prediction. These are subsequently aggregated using the max voting ensemble technique to yield the final classification, with the majority-voted class serving as the conclusive prediction. Through comprehensive testing on a diverse dataset, our ensemble outperformed individual models, attaining an accuracy of 93.18% and an AUC score of 0.9320, thus demonstrating superior diagnostic reliability and accuracy. We evaluated the effectiveness of our proposed method on the HAM10000 dataset to ensure its generalizability. Our ensemble method delivers a robust, reliable, and effective tool for the classification of skin cancer. By utilizing the power of advanced deep neural networks, we aim to assist healthcare professionals in achieving timely and accurate diagnoses, ultimately reducing mortality rates and enhancing patient outcomes.

This article contributes to the discourse on how contemporary computer and information technology may help in improving foreign language learning not only by supporting better and more flexible workflow and digitizing study materials but also through creating completely new use cases made possible by technological improvements in signal processing algorithms. We discuss an approach and propose a holistic solution to teaching the phonological phenomena which are crucial for correct pronunciation, such as the phonemes; the energy and duration of syllables and pauses, which construct the phrasal rhythm; and the tone movement within an utterance, i.e., the phrasal intonation. The working prototype of StudyIntonation Computer-Assisted Pronunciation Training (CAPT) system is a tool for mobile devices, which offers a set of tasks based on a “listen and repeat” approach and gives the audio-visual feedback in real time. The present work summarizes the efforts taken to enrich the current version of this CAPT tool with two new functions: the phonetic transcription and rhythmic patterns of model and learner speech. Both are designed on a base of a third-party automatic speech recognition (ASR) library Kaldi, which was incorporated inside StudyIntonation signal processing software core. We also examine the scope of automatic speech recognition applicability within the CAPT system workflow and evaluate the Levenstein distance between the transcription made by human experts and that obtained automatically in our code. We developed an algorithm of rhythm reconstruction using acoustic and language ASR models. It is also shown that even having sufficiently correct production of phonemes, the learners do not produce a correct phrasal rhythm and intonation, and therefore, the joint training of sounds, rhythm and intonation within a single learning environment is beneficial. To mitigate the recording imperfections voice activity detection (VAD) is applied to all the speech records processed. The try-outs showed that StudyIntonation can create transcriptions and process rhythmic patterns, but some specific problems with connected speech transcription were detected. The learners feedback in the sense of pronunciation assessment was also updated and a conventional mechanism based on dynamic time warping (DTW) was combined with cross-recurrence quantification analysis (CRQA) approach, which resulted in a better discriminating ability. The CRQA metrics combined with those of DTW were shown to add to the accuracy of learner performance estimation. The major implications for computer-assisted English pronunciation teaching are discussed.

This paper presents a novel algorithm that leverages cutting-edge machine-learning techniques to accurately and efficiently detect AI-generated texts. Rapid advancements in natural language processing models have led to the generation of text closely resembling human language, making it increasingly difficult to differentiate between human and AI-generated content. However, misuse of such texts presents a serious and imminent threat to the quality of academic publishing. This underscores the urgent need for robust detection mechanisms to ensure information quality, maintain trust, and preserve the integrity of research publications. Our proposed model outperformed existing algorithms for accuracy with less computational complexity. The proposed model is a feature-based hybrid deep learning network that leverages part-of-speech tagging and integrates Bidirectional Long Short-Term Memory (BiLSTM) networks with Attention modules. The initial module extracts local contextual features using convolutional layers, followed by BiLSTM layers that capture long-term dependencies from past and future sequences. An attention mechanism highlights critical sequence components, enhancing the model’s focus on relevant data. The outputs from the attention and initial modules are concatenated through a residual connection, ensuring comprehensive feature representation. This combination is then fed into dense layers for final classification, effectively balancing feature richness and computational efficiency. The proposed model was evaluated on two benchmark datasets, achieving 85.00% and 88.00% accuracy, respectively.

The problem of accent recognition has received a lot of attention with the development of Automatic Speech Recognition (ASR) systems. The crux of the problem is that conventional acoustic language models adapted to fit standard language corpora are unable to satisfy the recognition requirements for accented speech. In this research, we contribute to the accent recognition task for a group of up to nine European accents in English and try to provide some evidence in favor of specific hyperparameter choices for neural network models together with the search for the best input speech signal parameters to ameliorate the baseline accent recognition accuracy. Specifically, we used a CNN-based model trained on the audio features extracted from the Speech Accent Archive dataset, which is a crowd-sourced collection of accented speech recordings. We show that harnessing time–frequency and energy features (such as spectrogram, chromogram, spectral centroid, spectral rolloff, and fundamental frequency) to the Mel-frequency cepstral coefficients (MFCC) may increase the accuracy of the accent classification compared to the conventional feature sets of MFCC and/or raw spectrograms. Our experiments demonstrate that the most impact is brought about by amplitude mel-spectrograms on a linear scale fed into the model. Amplitude mel-spectrograms on a linear scale, which are the correlates of the audio signal energy, allow to produce state-of-the-art classification results and brings the recognition accuracy for English with Germanic, Romance and Slavic accents ranged from 0.964 to 0.987; thus, outperforming existing models of classifying accents which use the Speech Accent Archive. We also investigated how the speech rhythm affects the recognition accuracy. Based on our preliminary experiments, we used the audio recordings in their original form (i.e., with all the pauses preserved) for other accent classification experiments.

English L2 email is an important mode of communication for Japanese university learners. However, learners often find it challenging to vary register in a pragmatically-appropriate manner when emailing. Identifying specific aspects of English email writing that learners find challenging can provide the basis for addressing learner needs. A corpus approach can help, systematically identifying instances of perceived divergence from register-specific norms in an email dataset. Few learner corpora, however, have focused on appropriate register variation in learner L2 English. This article describes the development, annotation, and analysis of a specialized corpus of Japanese university English L2 learners’ request-based email writing, annotated for perceived instances of pragmatic failure. Findings show high frequencies of perceived pragmatic failure across all aspects of English L2 email writing, with participants struggling to appropriately adapt their language to varying contexts. Implications for the language learning classroom are discussed.