[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-186932-en":3,"doc-seo-186932-105":30,"detail-sidebar-cat-0-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},186932,1374391975076,"Riley","https://ap-avatar.wpscdn.com/avatar/14000253ca4ec9f6853?x-image-process=image/resize,m_fixed,w_180,h_180&k=1783305029341752051",8,"Research & Report","The Effects of Iconic Gestures on Lexical Retrieval in Late Bilinguals with Expressive Language Disorder (ELD)","This research investigates the influence of iconic gestures on the lexical retrieval capabilities of late bilingual individuals diagnosed with moderate expressive language disorder (ELD). Utilizing a mixed-methods approach with an explanatory sequential design, the study involved a purposive sample of 44 participants aged 12 to 15, carefully selected for comparable second-language proficiency and ELD severity. Quantitative measures included the Oxford Quick Placement Test (OQPT), the Comprehensive Assessment of Spoken Language-2 (CASL-2), and standardized lexical retrieval tasks. The intervention comprised 24 training sessions, each 90 minutes long, within a quasi-experimental framework. The experimental group (EG) underwent training that integrated iconic gestures, whereas the control group (CG) received communicative language teaching without the use of gestures. Findings revealed that the EG exhibited statistically significant reductions in dysfluency markers, such as fillers, repetitions, false starts, and pauses, when compared to the CG. Qualitative data obtained from focus group interviews with 11 randomly selected EG participants corroborated these quantitative results. The observed improvements were attributed to several mechanisms, including the provision of external cognitive scaffolding by iconic gestures, engagement of multisensory processing, facilitation of communicative adaptation, and enhanced support for language production. Additionally, the study explores the contribution of gestures to improved fluency and more effective communication strategies in this demographic.","| The Effects of Iconic Gestures on Lexical Retrieval in Late Bilinguals with Expressive Language Disorder (ELD) |  |\n| --- | --- |\n| Mohsen Mahmoudi-Dehaki \u003Cbr>Department of English, Na. C., Islamic Azad University, Najafabad, Iran\u003Cbr>[mohsen.mahmoudi@iau.ac.ir](mohsen.mahmoudi@iau.ac.ir) | Nasim Nasr-Esfahani \u003Cbr>Department of English, Isf. C., Islamic Azad University, Isfahan, Iran [nasim.nasr@iau.ir](nasim.nasr@iau.ir) |\n| \u003Cbr>Abstract\u003Cbr>This study examines the impact of iconic gestures on lexical retrieval in late bilinguals diagnosed with moderate expressive language disorder (ELD) . Employing an explanatory sequential mixed-methods design, 44 participants aged 12 to 15, matched for second-language proficiency and ELD severity, were purposively sampled. Quantitative assessments included the Oxford Quick Placement Test (OQPT), the Comprehensive Assessment of Spoken Language-2 (CASL-2),and standardized lexical retrieval tasks.The intervention consisted of 24 training sessions, each lasting 90 minutes, implemented within a quasi-experimental study design. The experimental group (EG) received training incorporating iconic gestures, while the control group (CG) underwent communicative language teaching without gesture use. Results indicated that the EG demonstrated statistically significant reductions in dysfluency markers, such as fillers, repetitions, false starts, and pauses-compared to the CG. Qualitative data from focus group interviews with 11 randomly selected EG participants supported these findings. Improvements were attributed to multiple mechanisms: iconic gestures provide external cognitive scaffolding, engage multisensory processing, facilitate communicative adaptation, support |  |\n|  |  |","cbCaisthBvd7EABY","https://ap.wps.com/l/cbCaisthBvd7EABY","pdf",325571,1,24,"English","en",105,"# The Effects of Iconic Gestures on Lexical Retrieval in Late Bilinguals with Expressive Language Disorder (ELD)","[{\"question\":\"What was the sample size and age range of the participants in this study?\",\"answer\":\"The study included 44 participants aged 12 to 15, who were matched for second-language proficiency and ELD severity.\"},{\"question\":\"What was the main difference in training between the experimental and control groups?\",\"answer\":\"The experimental group received training incorporating iconic gestures, while the control group underwent communicative language teaching without gesture use.\"},{\"question\":\"What were the key findings regarding fluency markers for the experimental group?\",\"answer\":\"The experimental group demonstrated statistically significant reductions in dysfluency markers such as fillers, repetitions, false starts, and pauses compared to the control group.\"}]","The Effects of Iconic Gestures on Lexical Retrieval in Late Bilinguals with Expressive Language Disorder (ELD) | 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