AUCTORES
Globalize your Research
Review Article
*Corresponding Author: Hamed Ghaemi, Bahar Institute of Higher Education, Mashhad, Iran
Citation: Seyedhamed Sadoughvanini, Hamed Ghaemi (2022) Spoken Collocational Errors of Iranian Postgraduate Students. J.Addiction Research and Adolescent Behaviour. 5(4); DOI: 10.31579/2688-7517/049 .
Copyright: © 2022 Hamed Ghaemi, this is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided theoriginal work is properly cited.
Received: 23 May 2022 | Accepted: 30 May 2022 | Published: 06 July 2022
Keywords: spoken collocational errors; foreign language; iranian learners
The present study investigated collocational errors of Iranian learners of English as a foreign language in speaking. A total of 43 postgraduate Iranian learners at the Intermediate level of the Intensive English Course at Universiti Teknologi Malaysia participated in this study. Each participant's public speech test was recorded, transcribed, and analyzed for collocational errors
The present study investigated collocational errors of Iranianlearners of English as a foreign languagein speaking. A total of 43 postgraduate Iranian learners at the Intermediate level of the Intensive EnglishCourse at Universiti Teknologi Malaysia participated in this study. Each participant's public speech test was recorded, transcribed, and analyzed for collocational errors. The collocational errors were extracted and matched with their correctforms based on The BBI Combinatory Dictionary of English, The British National Corpus, and The Corpus of Contemporary American English. The collocational errors were categorized as either lexical or grammatical and the subcategory of each collocational error was also determined. The results indicatedthat lexical errors exceeded the grammatical ones and interference of second language was the dominant source of the collocational errors.Hence, Iranian Englishteachers should raise Iranian students'awareness of collocations and pay twofold attention to lexical collocatons in English classes.
Regarding the sources of collocational errors, they should prevent students from interchangeably using the words that have the same meaning in Farsi or are synonymous in English.
Present study
The purpose of this study was to investigate and analyze the collocational errors of Iranian EFL learners in speaking. The analysesof the collocational errors included investigating the extent to which the participants made lexical and grammatial collocational errors and their subcategories as wellas the extent to which the participants made interlingual and intralingual collocational errors and theirtypes as detailed in the following sections.
To answer research questions 1, 1A, and 1C, frequency analysis of Iranian EFL learners' collocational errors in public speech showed that the participants made a total of 996 collocational errors out of which 571 errors were lexical and 425 errors were grammatical, illustrating that the lexical collocational errors significantly outnumbered the grammatical ones based on the results of the Wilcoxon test, z= - 5.716; p < 0 xss=removed xss=removed xss=removed> 0.05, indicated that Verb + Noun subcategory does not show significant difference with Adjective + Noun subcategory. However, Verb + Noun subcategory showed significant difference with Noun + Verb subcategory, z= -4.595; p < 0 xss=removed>
To answer researchquestion 1D, the results of the Friedmantest, χ2= 316.810; df= 21; p> 0.05, showed that there was significant difference among the mean ranks of the 22 identified subcategories of the grammatical collocational errors. Then, the results of the Wilcoxon Signed Rank test showed that Preposition + Noun (G4) did not show significant difference with Verb + Complement (G8S), z= -1.505; p < 0 xss=removed xss=removed xss=removed>
Research questions 2, 2A, and 2C of this study aimed to investigate the dominant source of the collocational errors of the Iranian EFL learners or the extent to which L1 and L2 interference result in the production of collocational errors in Iranian EFL learners' speaking. In this regard, the collocational errors were categorized as either interlingual or intralingual. It was shown through frequency analysis that out of 996 collocational errors, 384 errors were categorized as interlingual and 612 collocational errors were categorized as intralingual. In other words, 384 collocational errors of the Iranian EFL learners resulted from L1 interference and 612 collocational errors resulted from L2 interference, illustrating the dominant influence of L2. To statistically prove the significant difference between the interlingual and intralingual collocational errors, the Wilcoxon Signed Rank test was conducted. The results, z= -4.314; p < 0>
To answer research question 2B, the type of each interlingual and intralingual collocational error was also determined. Based on Prator (1967), two types of interlingual errors were found in the participants' speeches: split (342) and underdifferentiation (42). Frequency analysis of the two types of interlingual collocational errors showed that Split was the major type of the interlingual collocational errors of the participants. The results of the Wilcoxon test, z= -5.499; p< 0>
The Iranian EFL learners' intralingual collocational errors consisted of five types and all of them except mispronunciation were mentioned by Liu (1999): ignorance of rules restriction (458), the use of synonyms (109), mispronunciation (25), overgeneralization (16), and false concept hypothesized (4). To answer research question 2D, frequency analysis of the five types of intralingual collocational errors showed that ignorance of rules restriction and the use of synonyms were the major types of intralingual collocational errors.
The results of the Friedman test, χ2= 132.877; df= 4; p< 0 xss=removed> 0.05, revealed that the intralingual collocational errors of the type ignorance of rule restriction significantly outnumbered the errors categorized as synonym and the other three types of intralingual errors. In addition, synonym showed significant difference with mispronunciation, z= -4.484; p < 0>
The results of the analyses of Iranian EFL learners' collocational errors showed that the participants' lexical errors significantly outnumbered the grammatical ones. The results revealed that lexical collocations are more challenging for Iranian EFL learners than grammatical collocations. In addition, the findings showed that intralingual errors significantly outnumbered the interlingual errors. Therefore, it can be inferred that L2 interference was the dominant source of Iranian EFL learners' collocational errors. Ignorance of rule restrictions was the major type of intralingual errors, illustrating that the majority of the participants' intralingual errors resulted from ignoring rule restrictions in the English language. Split was identified as the major type of interlingual errors, illustrating that the majority of the participants' interlingual errors were in cases that an item in Farsi had two or more equivalents in English. Hence, the above summary of findings of this study indicates that all objectives of the present study were achieved and the findings could show the extent to which the participants made lexical and grammatical collocational errors and their subcategories as well as the extent to which the participants made interlingual and intralingual collocational errors and their types.
Implications of the Study
Based on the findings of the present study presented in Chapter Four and Section 5.2, the following implications arise for EFL learners and instructors: raising EFL learners' awareness of collocations, learning words in context, and avoiding word for word translation.
"Students with good ideas often lose marks because they don't know the four or five most important collocations of a key word that is central to what they are writing about" (Hill, 1999:5). This will result in inevitable production of longer structures which is subject to more errors. Using "his disability will continue until he dies" rather than "he has a permanent disability" is an example of producing long structures due to the lack of knowledge of collocations (Hill, 1999:5). The concept of collocation is difficult for learners. For learners, the most difficult aspect of acquiring the lexical system is that word choice is seriously limited by the surrounding words (Thornbury, 2002). “Explicit instruction” or “consciousness- raising" (Ellis, 1997:133) by the teachers can be significantly advantageous to raise awareness to collocations in students. In other word, the teacher becomes more of a facilitator and guideline provider for the learners, by the strategies he recommends to be used outside the classroom. Nattinger (1980:341) suggests that teaching should be on the idea that language production is the piecing together of ready-made units appropriate for a particular situation. Comprehension of such units is dependent on knowing the patterns to predict in different situations. Instruction, therefore, should center on these patterns and the ways they can be pieced together, along with the ways they vary and the situations in which they occur.
In this regard, designing collocation exercises for the EFL learners can be advantageous and helpful to raise the learners' consciousness or awareness of collocations. Hill, Lewis and Lewis (2000:98-106) suggest general and specific classroom activities which focus on collocation. These activities could easily be incorporated into lessons to raise students’ awareness of collocations or English word combinations. Based on Hill, Lewis and Lewis (2000:98-106), a few examples of such activities are:
1) Students can be given a text to read or listen to and then assigned to find some collocations which are based on a topic.
2) Students can be provided with a list of individualized words and then they have to find the word that collocates with them in the text.
3) Students can do a cloze test or collocation exercise based on the text.
4) Students can do a matching exercise based on the collocations in the text.
5) Students can be assigned to find the odd one out in a list of words which is supposed to be combined with another word.
6) Students can be given a word and they are assigned to brainstorm as many collocates as possible.
7) Students can be provided with a list of words which collocate with one word and then they are supposed to guess the headword.
8) Students can be given a text to read and then assigned to orally reproduce it briefly using collocations.
9) Students can be assigned to translate sentences / short texts containing collocations.
10) Students can be assigned to spot collocational errors in a text.
The results of the analysis of Iranian EFL learners' collocational errors showed that they had problems in both lexical and grammatical collocations. The results also showed that lexical collocations were more challenging for the participants. In this regard, Yang (2010) pointed out that the native speakers consider lexical errors to be more disruptive as compared to the grammatical ones since lexical collocations are content words playing a more important role in meaningful production of language. Thus, Iranian teachers and learners should pay twofold attention to lexical collocations. Findings also revealed the participants' poor knowledge of L2 lexical and grammatical patterns that could result from memorizing a list of individual words.
The above exercises can help the students to avoid learning and memorizing a list of individual words. In this way, the students learn a word along with its context of surrounding words and they learn that each word has its own primings or typical collocations (Hoey, 2007). They also become aware of the L2 lexical patterns which show typical association of words with each other and how they form meaningful units (Hunston and Francis, 2000). Hunston and Francis (2000:83) stated that "the different senses of words will tend to be distinguished by different patterns, and secondly, that particular pattern will tend to be associated with lexical items that have particular meanings". In other words, the meaning of a word is determined in association with other words. Therefore, it can be inferred that without knowledge of word patterns or collocations, a learner has failed to convey the meaning he/she has in mind.
Teachers can play an important role in raising the learners' awareness of collocations. They should try their best to raise the learners' awareness of collocations and make them collocationally competent. Hill (2000) suggests that EFL teachers should try their best to increase collocational competence of the learners disregarding the difficulties.
Surrounding words or context play an important role in the selection of the other word. This notion has been illustrated in Firth's contextual theory of meaning. According to Firth (1957), contextual theory of meaning is based on high consideration of context. Among the three contexts mentioned by Firth (1957), this study focuses on "the context of surrounding words". Halliday (1966:150) also points out the fact that the surrounding words affect the choice of the other word.
Learning surrounding words of a word will lead to mastery of a word. Without knowledge of surrounding words or collocations, a learner has failed to learn a word completely since he/she does not know how to use a word and what the accompanying words are. In this regard, studying and memorizing a list of individual words must be avoided. By memorizing individual words, learners usually focus on learning meaning of individual words regardless of the relations those words make with other words. Learners must be reminded that language does not consist of words but of chunks. This is the case where context and surrounding words are disregarded. Furthermore, ESL/EFL learners face problem of how to use a word in production due to this strategy of vocabulary learning.
Based on the results of the analysis of the interlingual errors, two types of interlingual errors were found in the participants' speeches based on Prator (1967): split and underdifferentiation. The findings revealed that the interlingual errors categorized as split significantly outnumbered the errors categorized as underdifferentiation. In other words, the majority of the interlingual errors were cases in which two items in the second language were present for an item in the first language. Using return the data instead of retrieve the data is an example of this type. This collocational error was produced since the verbs return and retrieve have the same meaning in Farsi. Thus, the student used them interchangeably without attention to the fact that the verb return cannot collocate with the noun data.
Based on the results of the analysis of the intralingual errors, five types of intralingual errors were found in the participants' speeches based on Liu (1999): ignorance of rule restrictions, the use of synonyms, mispronunciation, overgeneralization, and false concept hypothesized. It is worth mentioning that the type mispronunciation was not mentioned by Liu (1999). The findings revealed that the intralingual errors categorized as ignorance of rule restrictions and the use of synonyms significantly outnumbered the errors categorized as the other three types. In other words, the majority of the intralingual errors were the cases in which the students ignored rule restrictions and used synonyms.
Based on the results of analyses of the Iranian EFL learners' collocational errors in speaking, this study can provide useful information for Iranian EFL teachers and learners regarding the most frequent subcategories of Iranian EFL learners' lexical and grammatical collocational errors and all their subcategories based on Benson et al. (1997). Thus, the teachers and learners can put more emphasis on the most frequent ones in English classes. In addition, it provides useful information regarding the extent to which L1 and L2 interference resulted in collocational errors or the extent to which the Iranian EFL learners produced interlingual and intralingual collocational errors and their types. In this way, the teachers and learners become familiar with and aware of how and in which ways L1 and L2 interference can result in Iranian EFL learners' collocational errors. Consequently, they can prevent the learners from the production of interlingual and intralingual collocational errors. Through this information, the teachers' and learners' consciousness is raised about the cases of interference. By raising the consciousness, the teachers and learners become aware of the sources and causes of Iranian EFL learners' collocational errors and through applying appropriate strategies, they can reduce the effect of L1 and L2 interference resulting in fewer collocational errors.
The results of the analyses of Iranian EFL learners' collocational errors in speaking can also be of high importance for research community since there are hardly any studies on investigating lexical, grammatical, interlingual, and intralingual collocational errors of Iranian EFL learners. This study can illustrate the extent to which Iranian EFL learners produced lexical and grammatical collocational errors and all their subcategories based on Benson et al. (1997) as well as the ways in which L1 and L2 interference resulted in collocational errors of Iranian EFL learners. In addition, this study intended to investigate lexical, grammatical, interlingual, and intralingual collocational errors of Iranian EFL learners in speaking, whereas the majority of other similar studies on EFL learners of other nationalities have focused on investigating the collocational errors in writing (Chen, 2002; Li, 2005; Fan, 2009). That is why this study found mispronunciation as the new type of intralingual collocational error. Mispronunciation is the new type of intralingual collocational errors identified in this study. This study categorized the participants' intralingual errors based on Liu's (1999) four types of intralingual collocational errors. This study could identify all four types of intralingual errors introduced by Liu (1999) in Iranian EFL learners' intralingual collocational errors. In addition, mispronunciation was identified, showing that some intralingual collocational errors in speaking could result from the way the learners pronounce a word. Investigating the types of interlingual collocational errors in the present study can be another significant contribution of this study since the other studies on EFL learners' collocational errors did not consider any types for the interlingual collocational errors and did not investigate the extent to which the participants produced the types of interlingual collocational errors (Chen, 2002; Li, 2005; Poocharoensil, 2011).
In summary, achieving mastery of how words co-occur is essential for L2 learners. In other words, learning collocations or how words co-occur in context is necessary for L2 learners' meaningful productions. The results of the present study showed that Iranian EFL learners produced lexical and grammatical collocational errors to a large extent. It can be inferred that lexical and grammatical collocational errors are produced because learners may not know how words co-occur in a specific context. Lexical collocational errors are produced since L2 learners do not know some collocations or lexical relations between words. In other words, they ignore that a word has its own primings or typical collocations (Hoey, 2007). If learners become familiar with L2 lexical patterning, collocational errors which result from split and the use of synonyms will be less probable to occur. In this regard, grammatical collocational errors are produced since L2 learners do not know some colligations or the grammatical relations between words. In other words, they ignore that a word has its own grammatical patterning or colligation (Hoey, 2000). If learners become familiar with L2 grammatical patterning, collocational errors which result from ignorance of rule restrictions, overgeneralization, and underdifferentiation will be less probable to occur. Effective vocabulary learning is yielded when the learners know how to use the words together in a specific context. Based on this, learning and teaching vocabulary in the process of second language acquisition must be based on the notion that language does not consist of words but of chunks. Learners must avoid learning and memorizing a list of individual words since in this way, they do not become familiar with typical collocations or context of surrounding words.
Firth (1957) focused on learning collocations and context of surrounding words in his contextual theory of meaning. Firth (1968:181) mentioned that "collocations of a given word are statements of the habitual or customary places of that word". Halliday (1966:150) also pointed out the fact that the surrounding word affects the choice of the other word. Without knowledge of surrounding words or collocations, a learner has failed to learn a word completely since he/she does not know how to use a word and what the accompanying words are. By focusing on context of surrounding words, effective vocabulary learning happens, correct lexical and grammatical collocations are produced, and communication or conveying of meaning is successfully conducted, leading to high communicative competence.
By considering the effect of surrounding words and regarding the relation of words in English, L2 learner becomes aware of the L2 lexical patterns. Hunston and Francis (2000:37) defined the patterns of a word as all the words and structures which have regular association with the word and which contribute to its meaning. In line with Firth (1957), Hunston and Francis's (2000) 'pattern grammar' focused on patterns of words and the typical context in which words are used. Hoey's (2007) theory of 'lexical priming' also focuses on the relation of words and how they are primed to be co-selected with their appropriate collocates. According to Hoey (2007), a word is primed to collocate with its own primings or typical collocations. For example, the word winter is primed to collocate with the preposition in or the noun majority is primed to collocate with the adjective vast. With reference to Firth (1957), Hunston and Francis (2000), and Hoey (2007), it is concluded that memorizing individual words is not recommended and EFL learners are required to learn words in the context of surrounding words.
In addition, EFL learners should focus on Sinclair's (1991) 'idiom principle'. It means that EFL learners should avoid recalling isolated or individual words and collocates from their memory without understanding the notion that language does not consist of words but of chunks. In this regard, learners should avoid using words interchangeably without considering the combinations they produce. EFL learners should consider that they cannot substitute a word for another since they have the same meaning in L1, split, or L2, synonym, without considering the context and the surrounding words. Otherwise, they fail to use the proper collocations they need when they communicate in either speaking or writing, and meaning may not be conveyed successfully. EFL learners should also be consciously aware that using words interchangeably can also result from phonological proximity of words, leading to mispronunciation collocational errors as discussed earlier. Therefore, they should avoid interchangeably using the words which have phonological proximity.
In conclusion, EFL teachers are required to raise EFL learners' awareness of collocations and how words co-occur. In this regard, EFL learners should be prevented from memorizing a list of individual words and learning vocabulary out of context. Instead, they should be reminded to learn words in the context of their surrounding words. EFL learners should learn vocabulary with reference to theories such as Sinclair's (1998) 'idiom principle' and Hunston and Francis' (2000) 'pattern grammar'. Furthermore, EFL teachers should prevent EFL learners from interchangeably using the words that have the same meaning in their first language or are synonymous in English.
Clearly Auctoresonline and particularly Psychology and Mental Health Care Journal is dedicated to improving health care services for individuals and populations. The editorial boards' ability to efficiently recognize and share the global importance of health literacy with a variety of stakeholders. Auctoresonline publishing platform can be used to facilitate of optimal client-based services and should be added to health care professionals' repertoire of evidence-based health care resources.
Journal of Clinical Cardiology and Cardiovascular Intervention The submission and review process was adequate. However I think that the publication total value should have been enlightened in early fases. Thank you for all.
Journal of Women Health Care and Issues By the present mail, I want to say thank to you and tour colleagues for facilitating my published article. Specially thank you for the peer review process, support from the editorial office. I appreciate positively the quality of your journal.
Journal of Clinical Research and Reports I would be very delighted to submit my testimonial regarding the reviewer board and the editorial office. The reviewer board were accurate and helpful regarding any modifications for my manuscript. And the editorial office were very helpful and supportive in contacting and monitoring with any update and offering help. It was my pleasure to contribute with your promising Journal and I am looking forward for more collaboration.
We would like to thank the Journal of Thoracic Disease and Cardiothoracic Surgery because of the services they provided us for our articles. The peer-review process was done in a very excellent time manner, and the opinions of the reviewers helped us to improve our manuscript further. The editorial office had an outstanding correspondence with us and guided us in many ways. During a hard time of the pandemic that is affecting every one of us tremendously, the editorial office helped us make everything easier for publishing scientific work. Hope for a more scientific relationship with your Journal.
The peer-review process which consisted high quality queries on the paper. I did answer six reviewers’ questions and comments before the paper was accepted. The support from the editorial office is excellent.
Journal of Neuroscience and Neurological Surgery. I had the experience of publishing a research article recently. The whole process was simple from submission to publication. The reviewers made specific and valuable recommendations and corrections that improved the quality of my publication. I strongly recommend this Journal.
Dr. Katarzyna Byczkowska My testimonial covering: "The peer review process is quick and effective. The support from the editorial office is very professional and friendly. Quality of the Clinical Cardiology and Cardiovascular Interventions is scientific and publishes ground-breaking research on cardiology that is useful for other professionals in the field.
Thank you most sincerely, with regard to the support you have given in relation to the reviewing process and the processing of my article entitled "Large Cell Neuroendocrine Carcinoma of The Prostate Gland: A Review and Update" for publication in your esteemed Journal, Journal of Cancer Research and Cellular Therapeutics". The editorial team has been very supportive.
Testimony of Journal of Clinical Otorhinolaryngology: work with your Reviews has been a educational and constructive experience. The editorial office were very helpful and supportive. It was a pleasure to contribute to your Journal.
Dr. Bernard Terkimbi Utoo, I am happy to publish my scientific work in Journal of Women Health Care and Issues (JWHCI). The manuscript submission was seamless and peer review process was top notch. I was amazed that 4 reviewers worked on the manuscript which made it a highly technical, standard and excellent quality paper. I appreciate the format and consideration for the APC as well as the speed of publication. It is my pleasure to continue with this scientific relationship with the esteem JWHCI.
This is an acknowledgment for peer reviewers, editorial board of Journal of Clinical Research and Reports. They show a lot of consideration for us as publishers for our research article “Evaluation of the different factors associated with side effects of COVID-19 vaccination on medical students, Mutah university, Al-Karak, Jordan”, in a very professional and easy way. This journal is one of outstanding medical journal.
Dear Hao Jiang, to Journal of Nutrition and Food Processing We greatly appreciate the efficient, professional and rapid processing of our paper by your team. If there is anything else we should do, please do not hesitate to let us know. On behalf of my co-authors, we would like to express our great appreciation to editor and reviewers.
As an author who has recently published in the journal "Brain and Neurological Disorders". I am delighted to provide a testimonial on the peer review process, editorial office support, and the overall quality of the journal. The peer review process at Brain and Neurological Disorders is rigorous and meticulous, ensuring that only high-quality, evidence-based research is published. The reviewers are experts in their fields, and their comments and suggestions were constructive and helped improve the quality of my manuscript. The review process was timely and efficient, with clear communication from the editorial office at each stage. The support from the editorial office was exceptional throughout the entire process. The editorial staff was responsive, professional, and always willing to help. They provided valuable guidance on formatting, structure, and ethical considerations, making the submission process seamless. Moreover, they kept me informed about the status of my manuscript and provided timely updates, which made the process less stressful. The journal Brain and Neurological Disorders is of the highest quality, with a strong focus on publishing cutting-edge research in the field of neurology. The articles published in this journal are well-researched, rigorously peer-reviewed, and written by experts in the field. The journal maintains high standards, ensuring that readers are provided with the most up-to-date and reliable information on brain and neurological disorders. In conclusion, I had a wonderful experience publishing in Brain and Neurological Disorders. The peer review process was thorough, the editorial office provided exceptional support, and the journal's quality is second to none. I would highly recommend this journal to any researcher working in the field of neurology and brain disorders.
Dear Agrippa Hilda, Journal of Neuroscience and Neurological Surgery, Editorial Coordinator, I trust this message finds you well. I want to extend my appreciation for considering my article for publication in your esteemed journal. I am pleased to provide a testimonial regarding the peer review process and the support received from your editorial office. The peer review process for my paper was carried out in a highly professional and thorough manner. The feedback and comments provided by the authors were constructive and very useful in improving the quality of the manuscript. This rigorous assessment process undoubtedly contributes to the high standards maintained by your journal.
International Journal of Clinical Case Reports and Reviews. I strongly recommend to consider submitting your work to this high-quality journal. The support and availability of the Editorial staff is outstanding and the review process was both efficient and rigorous.
Thank you very much for publishing my Research Article titled “Comparing Treatment Outcome Of Allergic Rhinitis Patients After Using Fluticasone Nasal Spray And Nasal Douching" in the Journal of Clinical Otorhinolaryngology. As Medical Professionals we are immensely benefited from study of various informative Articles and Papers published in this high quality Journal. I look forward to enriching my knowledge by regular study of the Journal and contribute my future work in the field of ENT through the Journal for use by the medical fraternity. The support from the Editorial office was excellent and very prompt. I also welcome the comments received from the readers of my Research Article.
Dear Erica Kelsey, Editorial Coordinator of Cancer Research and Cellular Therapeutics Our team is very satisfied with the processing of our paper by your journal. That was fast, efficient, rigorous, but without unnecessary complications. We appreciated the very short time between the submission of the paper and its publication on line on your site.
I am very glad to say that the peer review process is very successful and fast and support from the Editorial Office. Therefore, I would like to continue our scientific relationship for a long time. And I especially thank you for your kindly attention towards my article. Have a good day!
"We recently published an article entitled “Influence of beta-Cyclodextrins upon the Degradation of Carbofuran Derivatives under Alkaline Conditions" in the Journal of “Pesticides and Biofertilizers” to show that the cyclodextrins protect the carbamates increasing their half-life time in the presence of basic conditions This will be very helpful to understand carbofuran behaviour in the analytical, agro-environmental and food areas. We greatly appreciated the interaction with the editor and the editorial team; we were particularly well accompanied during the course of the revision process, since all various steps towards publication were short and without delay".
I would like to express my gratitude towards you process of article review and submission. I found this to be very fair and expedient. Your follow up has been excellent. I have many publications in national and international journal and your process has been one of the best so far. Keep up the great work.
We are grateful for this opportunity to provide a glowing recommendation to the Journal of Psychiatry and Psychotherapy. We found that the editorial team were very supportive, helpful, kept us abreast of timelines and over all very professional in nature. The peer review process was rigorous, efficient and constructive that really enhanced our article submission. The experience with this journal remains one of our best ever and we look forward to providing future submissions in the near future.
I am very pleased to serve as EBM of the journal, I hope many years of my experience in stem cells can help the journal from one way or another. As we know, stem cells hold great potential for regenerative medicine, which are mostly used to promote the repair response of diseased, dysfunctional or injured tissue using stem cells or their derivatives. I think Stem Cell Research and Therapeutics International is a great platform to publish and share the understanding towards the biology and translational or clinical application of stem cells.
I would like to give my testimony in the support I have got by the peer review process and to support the editorial office where they were of asset to support young author like me to be encouraged to publish their work in your respected journal and globalize and share knowledge across the globe. I really give my great gratitude to your journal and the peer review including the editorial office.
I am delighted to publish our manuscript entitled "A Perspective on Cocaine Induced Stroke - Its Mechanisms and Management" in the Journal of Neuroscience and Neurological Surgery. The peer review process, support from the editorial office, and quality of the journal are excellent. The manuscripts published are of high quality and of excellent scientific value. I recommend this journal very much to colleagues.
Dr.Tania Muñoz, My experience as researcher and author of a review article in The Journal Clinical Cardiology and Interventions has been very enriching and stimulating. The editorial team is excellent, performs its work with absolute responsibility and delivery. They are proactive, dynamic and receptive to all proposals. Supporting at all times the vast universe of authors who choose them as an option for publication. The team of review specialists, members of the editorial board, are brilliant professionals, with remarkable performance in medical research and scientific methodology. Together they form a frontline team that consolidates the JCCI as a magnificent option for the publication and review of high-level medical articles and broad collective interest. I am honored to be able to share my review article and open to receive all your comments.
“The peer review process of JPMHC is quick and effective. Authors are benefited by good and professional reviewers with huge experience in the field of psychology and mental health. The support from the editorial office is very professional. People to contact to are friendly and happy to help and assist any query authors might have. Quality of the Journal is scientific and publishes ground-breaking research on mental health that is useful for other professionals in the field”.
Dear editorial department: On behalf of our team, I hereby certify the reliability and superiority of the International Journal of Clinical Case Reports and Reviews in the peer review process, editorial support, and journal quality. Firstly, the peer review process of the International Journal of Clinical Case Reports and Reviews is rigorous, fair, transparent, fast, and of high quality. The editorial department invites experts from relevant fields as anonymous reviewers to review all submitted manuscripts. These experts have rich academic backgrounds and experience, and can accurately evaluate the academic quality, originality, and suitability of manuscripts. The editorial department is committed to ensuring the rigor of the peer review process, while also making every effort to ensure a fast review cycle to meet the needs of authors and the academic community. Secondly, the editorial team of the International Journal of Clinical Case Reports and Reviews is composed of a group of senior scholars and professionals with rich experience and professional knowledge in related fields. The editorial department is committed to assisting authors in improving their manuscripts, ensuring their academic accuracy, clarity, and completeness. Editors actively collaborate with authors, providing useful suggestions and feedback to promote the improvement and development of the manuscript. We believe that the support of the editorial department is one of the key factors in ensuring the quality of the journal. Finally, the International Journal of Clinical Case Reports and Reviews is renowned for its high- quality articles and strict academic standards. The editorial department is committed to publishing innovative and academically valuable research results to promote the development and progress of related fields. The International Journal of Clinical Case Reports and Reviews is reasonably priced and ensures excellent service and quality ratio, allowing authors to obtain high-level academic publishing opportunities in an affordable manner. I hereby solemnly declare that the International Journal of Clinical Case Reports and Reviews has a high level of credibility and superiority in terms of peer review process, editorial support, reasonable fees, and journal quality. Sincerely, Rui Tao.
Clinical Cardiology and Cardiovascular Interventions I testity the covering of the peer review process, support from the editorial office, and quality of the journal.
Clinical Cardiology and Cardiovascular Interventions, we deeply appreciate the interest shown in our work and its publication. It has been a true pleasure to collaborate with you. The peer review process, as well as the support provided by the editorial office, have been exceptional, and the quality of the journal is very high, which was a determining factor in our decision to publish with you.
The peer reviewers process is quick and effective, the supports from editorial office is excellent, the quality of journal is high. I would like to collabroate with Internatioanl journal of Clinical Case Reports and Reviews journal clinically in the future time.
Clinical Cardiology and Cardiovascular Interventions, I would like to express my sincerest gratitude for the trust placed in our team for the publication in your journal. It has been a true pleasure to collaborate with you on this project. I am pleased to inform you that both the peer review process and the attention from the editorial coordination have been excellent. Your team has worked with dedication and professionalism to ensure that your publication meets the highest standards of quality. We are confident that this collaboration will result in mutual success, and we are eager to see the fruits of this shared effort.
Dear Dr. Jessica Magne, Editorial Coordinator 0f Clinical Cardiology and Cardiovascular Interventions, I hope this message finds you well. I want to express my utmost gratitude for your excellent work and for the dedication and speed in the publication process of my article titled "Navigating Innovation: Qualitative Insights on Using Technology for Health Education in Acute Coronary Syndrome Patients." I am very satisfied with the peer review process, the support from the editorial office, and the quality of the journal. I hope we can maintain our scientific relationship in the long term.
Dear Monica Gissare, - Editorial Coordinator of Nutrition and Food Processing. ¨My testimony with you is truly professional, with a positive response regarding the follow-up of the article and its review, you took into account my qualities and the importance of the topic¨.
Dear Dr. Jessica Magne, Editorial Coordinator 0f Clinical Cardiology and Cardiovascular Interventions, The review process for the article “The Handling of Anti-aggregants and Anticoagulants in the Oncologic Heart Patient Submitted to Surgery” was extremely rigorous and detailed. From the initial submission to the final acceptance, the editorial team at the “Journal of Clinical Cardiology and Cardiovascular Interventions” demonstrated a high level of professionalism and dedication. The reviewers provided constructive and detailed feedback, which was essential for improving the quality of our work. Communication was always clear and efficient, ensuring that all our questions were promptly addressed. The quality of the “Journal of Clinical Cardiology and Cardiovascular Interventions” is undeniable. It is a peer-reviewed, open-access publication dedicated exclusively to disseminating high-quality research in the field of clinical cardiology and cardiovascular interventions. The journal's impact factor is currently under evaluation, and it is indexed in reputable databases, which further reinforces its credibility and relevance in the scientific field. I highly recommend this journal to researchers looking for a reputable platform to publish their studies.
Dear Editorial Coordinator of the Journal of Nutrition and Food Processing! "I would like to thank the Journal of Nutrition and Food Processing for including and publishing my article. The peer review process was very quick, movement and precise. The Editorial Board has done an extremely conscientious job with much help, valuable comments and advices. I find the journal very valuable from a professional point of view, thank you very much for allowing me to be part of it and I would like to participate in the future!”
Dealing with The Journal of Neurology and Neurological Surgery was very smooth and comprehensive. The office staff took time to address my needs and the response from editors and the office was prompt and fair. I certainly hope to publish with this journal again.Their professionalism is apparent and more than satisfactory. Susan Weiner
My Testimonial Covering as fellowing: Lin-Show Chin. The peer reviewers process is quick and effective, the supports from editorial office is excellent, the quality of journal is high. I would like to collabroate with Internatioanl journal of Clinical Case Reports and Reviews.
My experience publishing in Psychology and Mental Health Care was exceptional. The peer review process was rigorous and constructive, with reviewers providing valuable insights that helped enhance the quality of our work. The editorial team was highly supportive and responsive, making the submission process smooth and efficient. The journal's commitment to high standards and academic rigor makes it a respected platform for quality research. I am grateful for the opportunity to publish in such a reputable journal.
My experience publishing in International Journal of Clinical Case Reports and Reviews was exceptional. I Come forth to Provide a Testimonial Covering the Peer Review Process and the editorial office for the Professional and Impartial Evaluation of the Manuscript.
