The study uses technology acceptance model (TAM) to gain insights into user reactions to the technology adopted for language learning. The study aims to analyze the correlation between the variables of TAM on using Zoom application in language learning, in addition to examining how gender and experience influence the use of technology. The participants of this study comprise of 75 undergraduate English-as-Foreign-Language learners who have studied for their courses online during the COVID-19 pandemic. The results of the study reveal a strong positive correlation between the actual use of Zoom and the students' attitudes and behavioral intention. In addition, there is a positive correlation between computer self-efficacy and other variables (i.e. PU, actual use, PEU, attitude and behavioral intention). Further, while the results reveal that there is no correlation between the gender and any variables of the model, it has been found that experience is positively correlated with the variables of TAM.

COVID-19 has changed our lives in all arenas, including higher education and psychological well-being. Three objectives were set forth in this study. We started by examining issues related to online education during the pandemic in Jordan, particularly for students pursuing business studies. Second, we assessed academic, behavioural, and financial stressors that business students experience at Jordanian higher education institutions. Lastly, we examined the possible coping methods students employed to cope and adapt during the pandemic. A descriptive cross-sectional study was conducted based on the perceived stress scale distributed to 473 Jordanian undergraduate students (18–27 years of age), across both public and private universities. Results showed an association between academic, behavioural, and financial stressors and students’ perceived stress. While students perceived various levels and types of stress during COVID-19, including academic, behavioural, and financial, they also experienced new online skills. However, despite coping with stress, some students (especially females) displayed more stress because of the deficient course content, which added to their perceived stress and left them feeling unmotivated. This study contributes to bettering the university students’ mental health.

The scope of this study is threefold. First, it examines socioeconomic status (SES) and pragmatic language development (PLD), hypothesizing that parental education and employment levels are mediators, where SES affects PLD mainly through its influence on parental education and employment levels. Second, we used quantitative (age) and qualitative (gender) variables as moderators, hypothesizing that gender and age moderate the relationship between classroom interaction (CI), social interaction (SI), and personal interaction (PI) skills and level of PLD. Third, characteristics of PLD in preschoolers with and without pragmatic language impairment (PLI) are compared. The Arabic Pragmatic Language Skills Inventory (A-PLSI) was administered by preschool teachers and speech-language pathologists in Saudi Arabia to 264 preschoolers with and without neurodevelopmental disorders to assess their PLD. Additionally, the SES of the parents of the same number of participants was surveyed. Results show that the more CI, SI, and PI a preschool child has, the greater the likelihood of typical PLD, regardless of the parents’ employment or education. Further, we obtained evidence that CI, SI, and PI all grow together with age. However, these three elements (namely, CI, SI, and PI) do not seem to be moderated or altered by gender. Typical PLD may be attainable when preschool children demonstrate typical mental and physical development, in contrast to children with psychiatric histories who display atypical PLD. These findings suggest that preschool children with more CI, SI, and PI will exhibit more typical PLD. The achievement of this goal results in a sustainable society for children.

There are numerous children and adolescents throughout the world who are either diagnosed with speech and language disorders or manifest any of them as a result of another disorder. Meanwhile, since the emergence of language as an innate capability, the question of whether it constitutes a behaviour or an innate ability has been debated for decades. There have been several theories developed that support and demonstrate the biological foundations of human language. Molecular evidence of the biological basis of language came from the FOXP2 gene, also known as the language gene. Taking a closer look at both human language and biology, biolinguistics is at the core of these inquiries—attempting to understand the aetiologies of the genetics of speech and language disorders in children and adolescents. This paper presents empirical evidence based on both scientometrics and bibliometrics. We collected data between 1935 and 2022 from Scopus, WOS, and Lens. A total of 1570 documents were analysed from Scopus, 1440 from the WOS, and 5275 from Lens. Bibliometric analysis was performed using Excel based on generated reports from these three databases. CiteSpace 5.8.R3 and VOSviewer 1.6.18 were used to conduct the scientometric analysis. Eight bibliometric and eight scientometric indicators were used to measure the development of the field of biolinguistics, including but not limited to the production size of knowledge, the most examined topics, and the most frequent concepts and variables. A major finding of our study is identifying the most examined topic in the genetics of speech and language disorders. These included: gestural communication, structural design, cultural evolution, neural network, language tools, human language faculty, evolutionary biology, molecular biology, and theoretical perspective on language evolution.

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