The advent of advanced artificial intelligence (AI) technology, represented by ChatGPT, has ushered in new possibilities in the realm of language learning and teaching. This pre-application pedagogic position study delves into the potential benefits and associated challenges of employing ChatGPT as a potent pedagogical instrument for the acquisition of legal vocabulary. The proposed pedagogy is based on the authors’ primary experiences with the use of ChatGPT for their personal and pedagogical purposes and an unsystematic application of the pedagogy in EAP classes for undergraduate students at a law school of a university in Bangladesh. Our pre-application proposed innovative ChatGPT-mediated approach to vocabulary instruction is theoretically grounded in constructivism in language teaching and (web) technology in constructivist language pedagogy. The proposed pedagogy utilizes online newspapers with legal terminology, creating an interactive learning environment that encourages active participation and covers pronunciation, meaning, and spelling. It leverages primary language word definitions, refines pronunciation, fosters bilingual comprehension, and enhances spelling proficiency, offering a comprehensive learning experience. However, the study also predicts that the implementation of ChatGPT-based language instruction may involve challenges related to educator proficiency, student participation, resource limitations, and technology requirements. This study not only underscores the value of ChatGPT in language education but also paves the way for future research and innovation in the field.

The present study aimed to examine the possible relationship between English morphological knowledge as a powerful vocabulary learning strategy and English vocabulary knowledge of Iranian pre-university students. The study was conducted on 70 Iranian pre-university students aged 18-19. Morphological knowledge and vocabulary size of Iranian pre_university students were assessed through using Nation' 2, 000-word level vocabulary Test (VLT) and Morphological Knowledge Test which evaluated students' knowledge of inflection, derivation and compounding.Then the results were correlated in order to find out whether morphological knowledge plays any role in vocabulary size of Iranian pre-university students. The results showed that there is a significant relationship between the students' overall morphological knowledge and their vocabulary knowledge. In addition, the results underscored the potential importance of different aspects of morphological knowledge for increasing vocabulary knowledge. Students' led to the suggestions to improve Iranian pre_university students' English learning in general and their vocabulary size in particular through using morphological Knowledge as a very useful vocabulary learning strategy.

Introduction: Musculoskeletal problems are the common complaints of patients refer to internal medicine clinics and the pain is the most important of them. There are different physiotherapy methods for reduction of pain and action potential simulation therapy (APS therapy) is one of newest methods. The aim of this study was to determine reduction of pain with APS therapy. Materials & Methods: In 47 patients with different musculoskeletal pain APS therapy performed in 6 days each for 16 minutes and with current of 0.7-1.2 mA. Pain (VAS), Global functional status (ACR) and relief of pain (VAS) before and after study compared.Results: APS therapy reduced pain (p<0.001) and increased Global functional status (p<0.001) and increased relief of pain (p<0.005) but there was not any correlation between this reduction of pain with APS therapy and educational status and past history of physiotherapy and duration of illness in these patients.Conclusion: APS therapy is a useful physiotherapy modality for reduction of pain in musculoskeletal problems.

This study investigated the effect of teaching vocabulary through Ilingo application on English as a Foreign Language (EFL) learners’ vocabulary learning and vocabulary Learning Strategy (VLS) use. A total of 83 male intermediate EFL learners participated in this study. Quantitative data were collected through Oxford Quick Placement Test (OQPT), pre-and post-tests to measure vocabulary learning, and vocabulary Learning Strategy Questionnaire (VLSQ). The participants were randomly assigned to an experimental group receiving vocabulary instruction through Ilingo application and a control group receiving conventional vocabulary instruction. The statistical analysis of the data revealed significant differences between the two groups in terms of vocabulary learning, with the application-based instruction group outperforming the conventional instruction group. Additionally, higher levels of vocabulary learning strategy utilization were observed for learners who learned vocabulary with Ilingo application. More specifically, statistically significant differences were observed for the deployment of determination and memory VLSs indicating a higher frequency of use in the experimental group. These findings contribute to a deeper understanding of the advantages of incorporating technology-driven language learning tools into the EFL classroom. The implications of this study are valuable for EFL educators and curriculum designers, providing evidence-based insights into effective pedagogical approaches in EFL contexts.

Introduction: Ionic channel rearrangements through the demyelinated axons or supporting media play significant role in remission of the neurological deficit in MS patients. In this study the effects of Verapamil as a calcium channel blocker on central conduction have been investigated through the evaluation of changes in P100 latency of the visual evoked potential.Method: This randomized double blinded, placebo-controlled, clinical trial was performed on two groups of 20 multiple sclerosis patients who had been diagnosed for definite MS and had no relapse during the last year. Case group received oral Verapamil, 40 mg, every 8 hours and was compared to Placebo group for changes in P100 latency.Results: In the Verapamil group, the P100 latencies showed an average decrease of 5ms comparing to the placebo group (6.1±4ms vs1 ± 0.5 ms). Verapamil had no significant effect on the VEP duration.Discussion: The present study suggests that pharmacological manipulation of calcium-dependent process, possibly at the level of demyelinated axon, can acutely facilitate central conduction of electrical impulses in some patients with clinically stable multiple sclerosis.

Introduction :  The learning of German language vocabulary can be investigated from two points of view: "meaning and morphological structure". There are different ways to expand the vocabulary, most of the new words are created by word building method. Since the German language is rich in derivational and compound words, One of the suggested strategies for better learning German vocabulary is teaching vocabulary based on the word-formation knowledge. The two main forms of word formation in the German language are "compounds and derivatives" which make up a wide range of German words, Therefore, the importance of learning German vocabulary based on identifying the root of the word and using morphology becomes more visible. The research problem is that  whether there is a relationship between the teachings of morphology and etymology in learning and expanding potential German vocabulary for the learner of this language? This research aims to measure the effect of using morphological and etymological teachings in increasing the learning of potential German vocabulary. The hypotheses  of  this  research  are  that  etymological  and  morphological  teachings  help  the learner  to  analyze  and  understand  the  meaning  of  new  words  and  also  help  the  learner  to effectively store  and expand new German words in memory.   Background of the Study: There are various theories in vocabulary acquisition according to experts such as Rainer Bohn, Bernd-Dietrich Müller  and others, which  Wolfgang Hallet and Frank G. Königs collected in their vocabulary acquisition chapter, including learning words in the text, classifying words in different situations,  and synonymous and opposite categories, etc, but what this research deals with is the potential vocabulary and the  importance of teaching the rules of word formation in vocabulary lessons. According to Rainer Bohn, it is one of the vocabulary acquisition strategies.  because if the learner is familiar with the rules of word formation, It will also have the ability to infer the meaning of many unknown words. And this  means  that  when  faced  with  many  new  words,  he  tries  to  guess  the  meaning  of those words and less needs to refer to the dictionary.                                                                                                                      Methodologie:  For this purpose, an experimental method was used, And it is analytical-field type, during which two identical groups of German translation students were tested.To compare the two groups, their class scores were calculated using the Mann-Whitney test. The result of the Mann-Whitney test showed that there is no significant difference between the scores of the two groups at the five percent level, which means that the two groups were equal and at the same level before the test. Then the vocabulary test was held for two groups. Data analysis in this method  is for applying the right statistical or logical technique so that the raw data makes sense.                                              conclusion : vocabulary test results of both groups showed that the vocabulary of the students who learned vocabulary By identifying the root of the word, morphology and word formation rules was wider than the control group.Thus the test results based on statistical analysis and the T-test were checked. In the T-test, the comparison of the average scores of the two groups is significant at the significant level of one percent, and this itself shows a significant difference between the results of the two groups. The result of the statistical analysis on the experiments as well as the hypotheses of the research evaluates the answers to the research questions positively. Therefore, the results of the research show the positive effect of vocabulary analysis in learning and expanding potential German vocabulary.

The purpose of the present study was to identify any significant relationship between critical thinking ability, L2 vocabulary knowledge, and L2 vocabulary learning strategies of Iranian EFL learners. To this aim, the productive vocabulary levels test was administered to measure the learner’s L2 vocabulary knowledge and observe homogeneity in terms of vocabulary knowledge. At the second stage, a critical thinking questionnaire was administered, along with a newly-developed L2 vocabulary learning strategies questionnaire; the questionnaires were developed to specify the critical thinking ability and L2 vocabulary learning strategies of the individual participants. The results of the statistical analysis revealed that Iranian EFL learners’ L2 vocabulary knowledge was significantly related to their critical thinking ability. The participants’ critical thinking ability also correlated positively with their self-assessed degree of determination, memorization, cognitive, and meta-cognitive strategies of L2 vocabulary learning. The study also showed a positive relationship between participants’ L2 vocabulary knowledge and their L2 vocabulary learning strategies.