This study delves into the developmental outcomes and quality of life perspective in children with autism spectrum disorder (ASD) following early therapies. The study aims to unveil the efficacy of early interventions that target the myriad issues composing ASD through an exhaustive review of literature coupled with data analysis. It is identified that interventions have the capacity to mitigate basic impairments and nurture adaptive behavior: thus, fostering social interaction and communication, which are critical skills. In this study, the researcher establishes a framework for exploration based on various ethical considerations surrounding the issue and factors like technology and treatment methods that can enhance intervention effectiveness. They play a role not only in helping ASD children but also in their families, contributing towards positive outcomes for all involved parties. Interestingly enough, age along with hours spent studying show a significant correlation with test results — underlining the importance of academic engagement alongside developmental maturity indicated by these variables. In a related regression analysis: age and hours studied demonstrate positive relationships with test scores which in turn suggests that early interventions might lead to improvements in academic performance; an aspect worth consideration when devising intervention programs further down the line.

In the process of second language acquisition, learners are often influenced by native language transfer. The effect can be both positive and negative. That is, the impact of positive and negative migrations. This paper is aimed at learners who speak English as a second language. This paper mainly summarizes the influence of mother tongue transfer on grammar, pronunciation, and vocabulary. Mother tongue transfer may be challenging for English as a second language learners in terms of grammatical morphological changes, word order, virtual word functions, and syntactic component correspondence. The sentence structure in English is more complex than in Chinese. This makes it easy for learners to have difficulties in mastering English tenses, voice, singular and plural, etc. The second is the impact of native language transfer on English pronunciation. Native Chinese speakers are influenced by Chinese tones when learning English pronunciation. This results in a lack of fluency and accuracy in pronunciation. Finally, there is the impact of mother tongue transfer on English vocabulary. Since each language will have similarities, it indirectly enriches the vocabulary of the second language, and it is faster for us to learn and memorize. Learners should be aware to avoid the adverse effects of negative transfer of mother tongue.

In recent years, boredom has become a research hotspot in the field of second language acquisition. What’s more, the effects of boredom on learning outcomes and motivation on learning outcomes have been widely discussed by scholars. However, it is a rare study on the effects of motivation and boredom on English learning outcomes. There is a gap in the research. The aim of this study is to explore the relationship between the three projects. After that, this study will provide better strategies to achieve the best learning results for educators and learners. The results show that there is a significant correlation between boredom and learning motivation, and boredom also has an effect on learning outcomes. However, there is no correlation between learning motivation and learning outcomes. Based on this result, the educators and learners can reduce boredom to develop learning outcomes by many approaches, such as reward system, interest in learning and so on.

In the context of global integration, English learning has become a more important topic, especially in developing speaking skills, which plays a vital role in cross-cultural communication. Motivation, as a psychological element that boosts individuals’ actions, has a significant impact on improving EFL students’ speaking competence. The study focuses on motivation and its influence on EFL students’ oral performance, aiming to explore how to improve students’ oral ability with motivational strategies effectively. In terms of methods, this study uses literature analysis, including literature review, theoretical analysis and empirical research. Based on the review of existing literature, the challenges posed by low motivation and self-regulation ability to EFL learners’ oral language development are identified. At the same time, this paper introduces the L2 motivational strategy, self-determination theory and Keller’s ARCS motivation strategy theory and explores how these theories are applied in the real pedagogical context. The results show that intrinsic motivation positively correlates with students’ autonomous learning ability, teacher support autonomy and classroom participation. Moreover, self-determination motivation can effectively reduce spoken English anxiety and improve spoken English ability. Based on the result, this study points out the key role of motivational strategies in teaching and provides practical guidance for teachers to improve EFL students’ oral performance.

Concept-based language instruction (C-BLI) is an emerging foreign language teaching method of this century, which is based on the sociocultural theory proposed by Vygotsky and developed by a team led by Lantolf based on the systemic-theoretical instruction proposed by Gal'perin from Vygotsky school. C-BLI has abundant international research, but it is still in its early stages of development in China, and both theoretical and empirical research are relatively scarce. Based on the research results on C-BLI in the past fifteen years, both domestically and internationally, this paper interprets the development process and theoretical connotation of C-BLI. It reviews the existing empirical research from two aspects: teaching form design and effectiveness testing. Through reflection and summary, this paper points out the directions that need to be explored and deepened in the international research and application of C-BLI. At the same time, this paper hopes to provide theoretical and practical guidance for developing C-BLI research in China and explore the feasibility and future development direction of C-BLI application in foreign language teaching in China.

As the level of education for all increases, family education is receiving more and more attention, and different parenting styles will have different impacts on children. This article mainly studies the impact of harsh parenting on Chinese middle school students' self-efficacy. In this study, 120 students of a middle school in Chengdu City, Sichuan Province, were recruited, and a questionnaire survey was conducted using stratified cluster sampling method, and 120 valid data were obtained. The questionnaire included the respondents' basic information, harsh parenting scale, and general self-efficacy scale, and the Cronbach's ɑ of the data was 0.76. Through comprehensive analyses, it is concluded that middle school students' self-efficacy was negatively correlated with their parents' harsh parenting, with the father's harsh language being the most significant in relation to the children's self-efficacy. In order to highlight the negative effects of harsh parenting and serve as a reminder to parents to be conscious of their own parenting style, this study aims to ascertain how strict parenting will impact children's sense of self-efficacy.

School bullying significantly impacts students' well-being and academic performance. This study investigates the relationships between empathy, emergency evaluation, and victim-bystander relationships, and the three types of bystander behaviours: perpetrator-helpers, outsiders, and defenders. A total of 230 Chinese students aged 12 to 20 participated in an online survey, collecting data on their bullying experiences, bystander roles, and knowledge of bullying. Statistical analyses, including chi-square tests and Pearson correlations used to examine these relationships. Findings indicate that friendships significantly increase the likelihood of bystanders becoming defenders, while friends of perpetrators are more likely to become perpetrator-helpers. Emergency evaluation is crucial; bystanders are more likely to help when they perceive the situation as an emergency. No statistically significant evidence was found linking empathy to helping behaviour, although there was a trend suggesting empathetic bystanders may be more inclined to help. Fostering friendships and improving students' ability to recognize and respond to emergencies can enhance bystander intervention. Educating students, teachers, and parents on these aspects is vital. Further research is needed to explore empathy's role in bystander behaviour comprehensively. Implementing programs to build social bonds, educate students about bullying, and train students in emergency evaluation can reduce bullying's incidence and impact. Enhanced support systems involving teachers and parents are also crucial for creating a supportive school environment.

Third language acquisition (TLA) research, as a novel area of study both domestically and internationally, has garnered significant attention from scholars worldwide in recent years. Previous studies on third language acquisition have extensively focused on interlingual transfer, but there has been limited attention given to grammatical transfer, especially related to the subjunctive mood. Additionally, Spanish has received less discussion than other languages. This present study aimed to investigate the language transfer of Chinese and English on learning Spanish subjunctive mood in a Spanish writing test conducted by 20 Chinese university students. The data were analyzed using frequency analysis and descriptive analysis in SPSS. The study revealed the following major findings: (1) Chinese transfer affects Spanish through changing verb form and the choice of tenses. (2) English transfer affects Spanish through the wrong verb form in the adverbial clause of purpose. Thus, the negative transfer from L2 to L3 is stronger than the one from L1 to L3.

Inclusive leadership is recognized as an effective form of leadership. This study reviews and organizes the existing research on inclusive leadership. First, it examines the definitions and methodologies used in measuring inclusive leadership. Second, it synthesizes the theoretical frameworks underpinning existing studies on inclusive leadership. Subsequently, the study scrutinizes findings concerning the antecedents and consequences of inclusive leadership. Antecedent research encompasses individual attributes and the organizational environment, while investigations into effects include impacts on individual employees, teams, and broader organizational outcomes. Finally, the study outlines prospective avenues for further inquiry into inclusive leadership. This endeavor is invaluable to scholars by providing a foundational literature framework for future investigations into inclusive leadership, offering a roadmap for ongoing research in this domain.

In the diverse context of multilingual learning, language transfer has garnered significant attention. Spanish, the third most widely spoken language globally, after Chinese and English, is being increasingly explored by learners from various cultural and linguistic backgrounds. The stark differences between Chinese and Spanish create an inevitable influence on the learning process of Chinese students. Their existing knowledge of English as a second language plays a crucial role in shaping their learning of Spanish. As a result, English language transfer has become a crucial topic in the study of Chinese students' learning of Spanish. The purpose of this paper is to analyze previous studies and explore the effects of English language transfer on Spanish grammar, vocabulary and pronunciation Exploring the impact of English language transfer on Chinese students' learning of Spanish can offer valuable insights into the complexities of the language learning process. Moreover, it can provide essential theoretical guidance and practical recommendations for students' Spanish learning. Ultimately, the exploration results can drive the development and advancement of Spanish teaching practices, benefiting both students and educators alike.