It's also very important that your software tracks your progress so you can see your progress and feel good about yourself, which will help to keep you motivated, dedicated and on the right track. The ideal software should break down the process of studying Arabic into different levels so you always know where you're at. One of the greatest contributions of computer-based learning is that you no longer need be in a classroom to interact and listen to other people speaking Arabic.
The ideal Arabic learning software should provide you with a variety of engaging, interactive activities that help you improve your listening and speaking skills. Every student is different.
Learning Arabic is not the same for a native Chinese speaker with other experience learning foreign languages as it is for a native English speaker who's new to the language learning scene. Language learning software should adapt to any situation and give learners the possibility to manage their own learning process according their needs and learning styles. It should provide a wide variety of activities and promote flexibility to suit student's goals, mood, and energy level as they study.
The best Arabic learning software should help you to learn vocabulary, grammar, and culture while listening, speaking, reading and writing. None of these elements should be neglected, and there should be a balanced amount of each in your study program.
Ideally, there should be voice recognition technology to help you practice speaking and your program should include interactive listening, reading, and writing lessons.
Vocabulary should be presented in context and you should be able to study it with tools that allow for its repetition, such as flash cards or your own personalized online notebook. It's amazing how many language learning programs avoid explaining grammar topics and neglect teaching culture , and I can't emphasize the importance of these two topics enough.
The majority of language learners don't just want to memorize words and sentences, but want and need to know the grammatical rules to be able to form their own sentences. Similarly, culture and language go hand-in-hand, and understanding the culture of a people can help you to better understand and appreciate their language.
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Microsoft Office YTD Video Downloader. Adobe Photoshop CC. VirtualDJ Avast Free Security. WhatsApp Messenger. As regards education, five patients were illiterate in group I while the illiterate patients were six in group II. Most of the patients were in the chronic phase of aphasia 6 months after the onset of aphasia.
Tables 4 and 5 show the results of the conversational and expository speech part of BDAE. The mean differences of pre and post-therapy results between both groups were insignificant. Tables 7 , 8 , 9 , and 10 show the results of the oral expression part. The mean differences of pre and post-therapy results between both groups were significant for some items responsive naming, Boston naming test, and repetition item where group I showed more significant improvement.
The mean differences of pre and post-therapy results between both groups were insignificant for all items except matching item where group II showed more significant improvement.
The results of the writing part are shown in Table Ten patients cannot write due to right hemiplegia with five illiterate patients in group I. Six patients cannot write due to right hemiplegia with six illiterate patients in group II. The mean differences of pre- and post-therapy results between both groups were insignificant for all items.
In the present study, the effectiveness of a computer-based Arabic software program in improving language skills of post-stroke aphasic patients was assessed when given by a phoniatrician, in comparison to the conventional language therapy. The mean age of the study population was It is supported by many studies that stroke incidence rises with increasing age.
Aging is the strongest non-changeable risk factor for stroke. Older individuals have higher mortality, morbidity, and poorer recovery than the younger population [ 15 , 16 ].
It is supported by many studies that stroke is more common in males. It was attributed to the presence of many risk factors for stroke among males as the stroke was the etiological factor of aphasia in this study [ 17 ]. Males may seek medical help for language rehabilitation more often than females because they are most often the only breadwinner of the family, and they want to recover their language skills quickly in order to return to work.
Fortunately, phoniatrics, physiotherapy, and neurology clinics are in the same building, so patients could receive all the needed medical care in the same day.
This caused good compliance and prevent any dropout. Aphasia was attributed to stroke in both groups. It was suggested to include stroke patients to avoid any confounding factors that can affect the prognosis. As in case of brain tumors which usually have a progressive course and we cannot predict the effect of any surgical or medical intervention in these cases. Stroke also represents the most common cause of aphasia. This is in line with what was found by numerous studies which stated that ischemic stroke is more common than hemorrhagic type [ 18 ].
It is in agreement with the finding of many studies. El—Tallawy et al. Patients with more severe language impairment may tend to seek medical advice more often than the less severe impairment. This can explain the large proportion of global aphasia in the study.
Chronic aphasia represented a large proportion of the patients. This is important to avoid the conflict of improvement of language abilities due to spontaneous recovery in the acute phase. As regards the pre-therapy results of BDAE, there was an insignificant difference between both groups in most of the items. This little variation in the pre-therapy results may be due to that most of the patients who seek medical help have moderate to severe disorder so there was no great variation in the pre-therapy results.
As regards the improvement of language abilities as detected by BDAE, both groups showed significant improvement in all items after therapy except word-finding relative to fluency conversational and expository speech part for group II and matching item reading part for group I because patients had relatively good results in these items pre-therapy. The mean differences of pre and post-therapy results between both groups were insignificant for most of the items except phrase length, melodic line, word-finding relative to fluency, paraphasia, repetition, responsive naming, Boston naming test, and matching items.
Group I showed more significant improvement in all these items except matching patients had relatively good results in this item pre-therapy so there was insignificant difference post-therapy. The more significant improvement in group I might be due to the availability of varieties of pictures and exercises in the software program. This finding ensures the effectiveness of the software program as compared to the conventional therapy.
So the study concluded the effectiveness of the computer-based Arabic software program for aphasia rehabilitation. The software program was equivalent to the conventional language therapy in improvement of language skills as detected by BDAE.
The software program had more superior results in some items of the test. However, the computer-based therapy has some disadvantages as the absence of some helping strategies that are tailored for each patient according to the severity of aphasia and language skills. These strategies can be in the form of gesturing, uttering the first sound or syllable of the word, and using different cues. The computer-based therapy may lack the encouraging words related to each response and the handwriting exercises cannot be delivered.
It requires a computer or a laptop and basic knowledge of using computer. A lot of these problems were managed in the present study by the presence of a phoniatrician who can tailor various helping strategies according to the defects and severity of aphasia of each patient. Phoniatrician offers a lot of support and encouragement to the patients and supply them with the needed steps to use the program at home. The handwriting exercises can be offered by the phoniatrician beside the software materials.
Nowadays, we can find a computer in nearly every home in our country due to the continued efforts exerted by the government to use computer technology in all fields even in education and health. Phoniatrician-based therapy can overcome the problem of poor computer skills and motor disabilities that can hinder computer use.
All patients showed significant benefits with carry-over in naming. Palmer, Enderby [ 22 ] studied the effectiveness of computer treatment in chronic aphasia due to stroke. This study demonstrated the early evidence of the cost-effectiveness of self-managed therapy using the computer program. The benefits of computer-based aphasia rehabilitation were confirmed by other studies as that was done by Archibald, Orange [ 23 ].
In a review to investigate the application of computer technology in Aphasiology, it was concluded that computer applications were commonly used in aphasia rehabilitation. Many of the programs for aphasia focus on disorder-oriented treatment. They give the patients a big opportunity to work individually, as often as they like. They increase the intensity of therapy. Computer programs can also add to the functional and participation goals of rehabilitation [ 8 ].
In another review done by Zheng, Lynch [ 24 ] to define the effect of aphasia rehabilitation using computer therapy, it confirmed the effectiveness of computer therapy when compared to no rehabilitation and offered primary evidence that computer-based therapy might be as effective as the therapy mediated by a clinician.
This review highlighted the need for further research exploring the effect of computer therapy in a bigger sample to allow the investigation of factors as the type of aphasia, severity, the importance of feedback, and cueing effects on treatment outcome.
On the other hand, there was another study done by Kesav, Vrinda [ 25 ] to investigate the benefits of computer-based rehabilitation that reported opposite results. This study concluded that the more intensive therapy group that included combined conventional therapy and computer-based training gave inferior results than the less intensive therapy group of conventional therapy. This finding supported the significance of the conventional language therapy in enhancing the recovery of aphasia.
The poor results of computer-based therapy were attributed to the poor educational level, little computer expertise, little acceptability, mental, and physical fatigue due to longer sessions. There was a previous study to investigate the effectiveness of Arabic software program in aphasia rehabilitation.
It concluded the equal benefit of both computer software and conventional therapy. This software program includes three levels one-word sentence, two-word sentence, and three to four-word sentence level , and it did not include specific sections for reading, writing, and arithmetic rehabilitation. The present program involved many sections as reading, writing, mathematical, auditory comprehension, and perseveration training material.
It is a more detailed program to address the majority of language defects in aphasia[ 13 ]. There were some limitations of the present study as patients with speech apraxia, dysarthria, and intellectual disabilities were excluded from the study. It is advisable to apply the study on those patients as aphasia is commonly associated with these disorders, and any modification can be added to the program to suit those patients.
The cost-effectiveness of the computer-based aphasia rehabilitation and quality of life of patients after therapy have to be explored to document the program effect. Maintenance of the therapeutic effects of the program has to be investigated after a long time of therapy termination. It is recommended to study the effectiveness of the software program among a larger number of patients with different types and severity levels of aphasia to document its effect.
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