Correct pronunciation significantly increases the intelligibility of communication. However, it is uncertain whether acquiring the pronunciation of the words enhances word retention capability. Therefore, the major purpose of this research is to evaluate whether vocabulary acquisition with the aid of pronouncing with artificial intelligence leads to a longer memory. In this research, a full experimental pattern, and a pre-test and post-test control group design were applied. Furthermore, a total of 56 high school students aged between 14-15 were asked to memorize unknown vocabulary with two pronunciation teaching methods. Prior to the experimental process, the pre-test was applied to both groups, and then, the artificial intelligence-based speech recognition pronunciation teaching process was to the experimental group while the phonetic alphabet pronunciation process was to the control group on the 4th, 8th, and 12th weeks. According to the findings, it was obtained that pronunciation practice via artificial intelligence-enabled the words to remain in memory longer. Additionally, the participants’ views were gathered at the end of the research. For further research, this study will benefit other research with a variety of accessible tools to meet objectives by utilizing a new artificial intelligence-supported pronunciation model, through recording and reacting to learners' pronouncing practices in different languages.

Digital game-based foreign language learning has grown as a popular topic in recent years. Vocabulary knowledge has been prioritized in this research, particularly in the application of several skill areas in foreign language teaching. However, with the rapid growth of technology and the game business, this circumstance may necessitate the study of language skills in a variety of fields. In recent years, digital game-based foreign language learning has grown as a popular topic. This study seeks to conduct a comprehensive investigation of the skill areas of digital game-based foreign language acquisition in diverse educational and non-educational situations throughout the world. The evaluation of the literature covers current investigations completed between 2010 and 2021. The research is in the scanning model, and it is being examined using the content analysis approach. Within the scope of the study, 145 academic papers were investigated, and 57 studies were classified according to the defined criteria, omitting those that were unrelated to the issue. IBM SPSS 26.0 was used to compute the data as frequency - percentage. To confirm the study's reliability, the coding reliability was computed and determined to be 91%. According to the findings of the study, the number of studies on digital game-based foreign language instruction has grown in recent years, with the majority of these studies focusing on vocabulary. As a consequence of this research, it is advised that future studies on digital game-based foreign language instruction should include reading, writing, and listening abilities in addition to vocabulary. This study is expected to contribute to the literature by assessing skill areas in digital game-based foreign language instruction.

This research aimed to explore the views of 8 th grade students on digital game-based English language learning as a foreign language (EFL). A total of 69 students between the ages of 12 and 14 participated in the study. Students' vocabulary acquisition skills were tested using a web 2.0 application called "Quizziz." The study utilized a triangulation method in which the results of a quasi-experiment and the metaphorical perceptions of the learners were obtained. The results of the tests were recorded at two-week intervals, and students’ reactions to the results were collected using a data collection tool. The study used a pre-test, post-test, and control group design. The experimental and control groups took a pre-test before the study began. The experimental group then practiced vocabulary using Quizziz, while the control group practiced vocabulary by memorizing it in their mother tongue. The post-test results showed significant differences between the control and experimental groups. In addition, content analysis was used to analyse the data, with metaphors being grouped and frequencies calculated. The students generally expressed positive views on digital game-based EFL, stating that it was highly successful and that in-game power-ups, competing with other students, and receiving rapid feedback improved their motivation.

The purpose of this study is to examine the key challenges facing education management and to offer insights into best practices for addressing these challenges. The research investigates the shifting educational landscape and the increasing demand for effective and efficient management of resources, the role of technology in education management, and the importance of leadership in education management. The study was conducted using a comprehensive literature review and analysis of current practices in education management. The findings highlight the need for ongoing professional development, the development of strong partnerships and collaborations, and the implementation of effective data-driven decision-making processes. The results indicate that effective education management requires a deep understanding of the complexities of educational systems and the ability to collaborate effectively with stakeholders. Technology plays a crucial role in improving decision making and supporting resource allocation, while strong leadership skills, a culture of innovation, and a supportive and inclusive work environment are critical to success. In conclusion, this study offers practical strategies for enhancing the quality and effectiveness of educational systems. The findings emphasize the importance of addressing the challenges facing education management in order to ensure that students receive the best possible education and that resources are used efficiently and effectively.