Language and cognition are complex human traits influenced by polygenic and environmental factors. Genome-wide association studies (GWASs) have identified numerous single-nucleotide polymorphisms (SNPs) and loci associated with phonology, syntax, semantics, and other cognitive abilities, highlighting the shared and distinct genetic architecture underlying these processes. Key genes-including PAX6, ATP1A2, KCNJ10, PROX1, and MIR3945-affect phonological processing, working memory, and grammatical development, and are linked to neural circuits in the superior temporal, inferior frontal, and parietal regions. Polygenic scores further demonstrate that early-life environmental factors, such as socioeconomic status and maternal nutrition, interact with genetic predispositions to shape cognitive trajectories. Despite substantial progress, much of the genome remains uncharacterized, and cross-population validation is limited. Integrating GWAS findings with longitudinal neurocognitive and multiomic datasets provides a framework for understanding how genetic variability contributes to language processing, cognitive development, and their disorders, paving the way for personalized educational and clinical interventions.
The rapid development of digital and artificial intelligence (AI) technologies has expanded opportunities for self-directed English learning beyond the classroom, yet learners' participation in informal digital learning of English (IDLE) remains uneven. Drawing on the proactive language learning theory, this study examines how social support and resilience jointly shape learners' participation in IDLE (i.e., receptive IDLE, productive IDLE, and AI-IDLE). Survey data were collected from 406 multilingual university students in the Uzbekistani EFL (English-as-a-foreign-language) context and analyzed using structural equation modeling. The findings reveal that social support strongly predicts learners' resilience and productive IDLE. Resilience, in turn, is positively associated only with receptive IDLE. Most importantly, a significant full-chain mediation effect was identified: social support -> resilience -> receptive IDLE -> productive IDLE -> AI-IDLE. These results highlight the developmental and cumulative nature of AI-IDLE, suggesting that out-of-class learning with AI tools builds on earlier informal learning experiences. By foregrounding an under-researched Central Asian context, this study contributes to the theoretical and empirical understanding of informal digital language learning in the AI era and offers evidence-informed implications for future pedagogical practices.
Ushbu ilmiy maqolada o‘zbek tilshunosligining fundamental masalalaridan biri — leksik birliklarning valentlik imkoniyatlari va ularning mikrosintagmatik sathi munosabatlari tahlil qilinadi. So‘zlarning kombinator imkoniyatlari, distributiv xususiyatlari hamda progressiv va regressiv qurshov munosabatlari zamonaviy lingvistik metodlar yordamida tadqiq etilgan. Valentlikning nafaqat grammatik, balki chuqur semantik-sintaktik tabiatga ega ekanligi, uning lisoniy qonuniyatlari hamda kognitiv freymlar bilan bog‘liqligi yoritilgan. Mikrosintagmatik qurshovda leksik birlik ma’no ko‘lamining o‘zidan oldingi va keyingi birliklar ta’sirida o‘zgarishi, ya’ni kontekstual cheklovlar va imkoniyatlar masalasi ko‘rib chiqilgan.
This study aims to design and preliminarily implement a YouTube-based active listening model to improve Arabic listening comprehension among postgraduate students. The study employed a Design-Based Research (DBR) approach through two iterative design cycles involving analysis, design, implementation, evaluation, and redesign in the context of postgraduate Arabic language education. The participants were ten students from Institut Insan Cendekia in Sukabumi, Indonesia, enrolled in a course on the application of technology in Arabic language teaching. The model was structured around six interconnected actions—listen, predict, verify, listen again, reconstruct meaning, and reflect embedded within a nine-stage instructional sequence. Each listening cycle was organized around a specific purpose that guided learners from global comprehension to analytical processing and metacognitive reflection. The study employed authentic or semi-authentic YouTube materials. The instructional intervention was conducted over eight weeks, comprising sixteen sessions of 90 minutes each. Arabic listening comprehension was assessed using a 20-item multiple-choice test. Content validity was established through expert judgment, while reliability was assessed using Cronbach’s alpha. Data were collected through pre- and post-tests, classroom observations, learner responses, and reflective evidence. The mean listening comprehension score increased from 62 on the pre-test to 86 on the post-test, representing an absolute gain of 24 points and a relative improvement of 38.71%. The normalized gain (N-gain) was approximately 0.63, indicating a moderate level of improvement. This finding is interpreted as a preliminary indicator of learning improvement rather than inferential evidence of causal effectiveness or generalizability, given the small sample size and the absence of individual-level dispersion data. The study contributes a practical framework for integrating YouTube into Arabic listening instruction through active listening, metacognitive strategies, purposeful repeated listening, and meaning reconstruction.
