Surveying on English Mobile Learning Among University Students: Current State and Influencing Factors

Mobile learning integrates mobile technology with digital learning,offering flexible,personalized content and portable equipment.It enables access to rich content and enhances learning efficiency.Therefore,it has become mainstream to utilize mobile devices for English learning among university students’English learning.The current study aims to examine the current situation and influencing factors of university students’English mobile learning.98 university students in one university of Shanghai participated the study and the questionnaire was used to collect the data.The results indicated that most university students already have electronic devices to support mobile learning.Personal factors,environmental factors,digital literacy,and technological capabilities are the main factors affecting university students’English mobile learning.The current study has implications for learners,teachers,and software developers.Learners should adjust their learning motivation,play an active role,and fully utilize the mobile platform to obtain resources and improve learning efficiency.Teachers should incorporate the advantages of mobile teaching and promote categorized and tiered teaching.Software developers should add new functions on the basis of meeting the basic needs of learners and continuously innovate the mobile learning platform.

Evaluation of Chinese Learning Efficiency of International Students in China:Comparing by Dimension

This paper introduces the Value Engineering method to calculate the value coefficient of Chinese learning efficiency for 377 international students by dimension.Results suggest that attention should be paid to male,European and American,rural,introverted,and“work or education needs”international students;Give full play to the driving role of the reference-type,explore the space for improving the learning efficiency of the improvement-type and attention-type,and pay attention to the problems of problem-type international students.

How Presence Affects College Students’Online Learning Outcomes:Unveiling Its Underlying Mechanism

Over the past few years,China’s higher education institutions have experienced remarkable growth in online teaching.However,it remains uncertain whether and how the sense of presence perceived by students affects their online learning outcomes when teachers use online teaching media for communication.This sense specifically pertains to the extent to which students perceive themselves as“real persons”and establish connections with others.Therefore,this study constructs a conceptual model elucidating the impact of presence on students’online learning outcomes and empirically examines the mechanism through which three types of presence influence students’online learning.The test results of the structural equation modeling(SEM)indicate that:(a)teaching presence,social presence,and cognitive presence all exhibit significantly positive outcomes on students’online learning outcomes;(b)these three types of presence can also indirectly and positively influence students’online learning outcomes through the mediating effect of flow experience and learning satisfaction;and(c)flow experience and learning satisfaction play a sequential mediating role in the process by which presence impacts students’online learning outcomes.We hope that the relevant research findings may contribute to unveiling the“black box”of the impact of presence on students’online learning outcomes and offer valuable insights for college educators to overcome online teaching constraints and enhance online teaching quality.

Efficacy of Online Learning and Influence on Skin and Eyes Among College Students

To evaluate the efficacy of online learning and explore the impact of long-term use of electronic products on facial skin as well as eyes.A cross-sectional survey was conducted to 180 sophomores in Xi′an Jiaotong University by cluster random sampling from September to October 2021.The questionnaire covering study condition,skin lesion and Ocular Surface Disease Index.χ_(2) test was used to compare the facial skin condition among different groups,and spearman correlation test was used to test the correlation of rank data.During online education,students′learning pressure is reduced,their autonomy is improved,and the learning efficiency is reduced.There were differences in the incidence of facial itching and papules among different groups.Duration of use of electronic products was positively correlated with the facial itching,with an r value of 0.231(P<0.05);the proportion of pigmentation in non-blue light protection groups(12.8%)was higher than that in blue light protection groups(1.7%),the difference was statistically significant(χ_(2)=8.384,P<0.05).The prevalence of dry eye among college students is 66.7%,and the proportion of moderate to severe dry eye is 34.5%.The study autonomy has been improved during online teaching.Long-term use of electronic products and no blue light protection have an impact on facial skin.Students should enhance the knowledge of skin-care and eye-care and develop better habits.

A Study on the Impact of Psychological Counseling for Minor Medical Students in Clinical Teaching and Learning

Objective:To explore the impact of psychological counseling for underage medical students in clinical teaching.Methods:24 of the 48 underage medical students who were interned in our hospital from March 2023 to February 2024 were randomly selected to adopt the teaching management method of one-on-one psychological guidance as the observation group;the remaining 24 adopted the traditional teaching management method as the control group.The observation of the effects of psychological detachment on various aspects of underage medical students allows the determination of whether psychological detachment impacts clinical teaching.Results:The observation group’s theoretical examination scores,skill assessment scores,and departmental performance evaluation scale score excellence rate were higher than the control group’s,with P<0.05 being statistically significant.At the same time,the clinical teaching and teaching management ability of the hospital was also improved.Conclusion:Psychological guidance for underage medical students can not only improve the comprehensive quality of medical students but also improve the teaching level,which is conducive to improving the teaching effect,and it is a clinical teaching mode worth promoting.

Effects of Perceived Teacher Support on Student Behavioral Engagement in the Blended Learning Environment:Learning Experience as a Mediator

Blended learning(BL)has been widely adopted to improve students’academic achievements in higher education.However,its success relies mainly on student engagement,which plays an essential role in active learning and provides a rich understanding of students’experiences.The study utilized three self-designed scales-the Teacher Support Scale,Student Engagement Scale,and Student Learning Experience Scale-to gauge and examine the impact and relationship between perceived teacher support,student behavioral engagement,and the intermediary role of learning experiences.A cohort of 899 college students undertaking the obligatory College English course through BL modes across five Chinese universities actively participated by completing a comprehensive questionnaire.The results showed significant correlations between perceived teacher support,learning experience,and behavioral engagement.Perceived teacher support significantly predicted students’behavioral engagement,with socio-affective support exerting the most substantial predictive effects.All predictive effects were partially mediated by learning experience(learning mode,online resources,overall LMS-based learning,interaction with their instructor and peers,and learning outcome).The influence of perceived teacher support on behavioral engagement differed between students who reported the most positive(vs.negative)learning experiences.Suggestions for further research are offered for consideration.

Effects and Causes of VR-Supported Interpreting Learning Environment on the Interpretation Classroom Anxiety of Student Interpreter

Interpreting activity is considered a high-anxiety activity due to its immediacy, multitasking, complexity of cognitive processing, and uncertainty of cognitive processing. Research has shown that interpreting anxiety, as the biggest emotional obstacle in the interpreting process, is the main emotional factor that leads to individual differences in interpreting. Students often claim to have fear or anxiety behaviors in interpreting exams, interpreting competitions, and interpreting classes. However, the research on interpreting teaching attaches importance to the cultivation of language knowledge, cultural knowledge, and interpreting skills, and does not pay enough attention to emotional factors such as motivation and anxiety in interpreting learning, which makes it difficult for the cultivated interpreters to meet the requirements of professional practice. In recent years, virtual reality technology (VR) has been gradually applied in the field of foreign language and interpreting teaching for creating a real, interactive and experiential language learning environment. Situated Learning Theory stresses that the fundamental mechanism for learning to take place is for individuals to participate in the real context in which knowledge is generated, and to realize the construction of knowledge through the interaction with the community of practice and the environment. Virtual reality technology can satisfy the needs of language learners for real contexts by providing learners with immersive, imaginative and interactive scenario simulations, and has a certain positive effect on alleviating learning anxiety. Therefore, relying on the virtual simulation course “United Nations Kubuqi International Desert Ecological Science and Technology Innovation International Volunteer Language Service Practical Training System”, this paper adopts a combination of quantitative and qualitative analyses to investigate the interpretation anxiety level of the interpreter trainees and the factors affecting them in the VR situation to help them discover effective responses to interpreter anxiety.

A Feature Learning-Based Model for Analyzing Students’ Performance in Supportive Learning

Supportive learning plays a substantial role in providing a quality edu-cation system.The evaluation of students’performance impacts their deeper insight into the subject knowledge.Specifically,it is essential to maintain the baseline foundation for building a broader understanding of their careers.This research concentrates on establishing the students’knowledge relationship even in reduced samples.Here,Synthetic Minority Oversampling TEchnique(SMOTE)technique is used for pre-processing the missing value in the provided input dataset to enhance the prediction accuracy.When the initial processing is not done substantially,it leads to misleading prediction accuracy.This research concentrates on modelling an efficient classifier model to predict students’perfor-mance.Generally,the online available student dataset comprises a lesser amount of sample,and k-fold cross-validation is performed to balance the dataset.Then,the relationship among the students’performance(features)is measured using the auto-encoder.The stacked Long Short Term Memory(s-LSTM)is used to learn the previous feedback connection.The stacked model handles the provided data and the data sequence for understanding the long-term dependencies.The simula-tion is done in the MATLAB 2020a environment,and the proposed model shows a better trade-off than the existing approaches.Some evaluation metrics like pre-diction accuracy,sensitivity,specificity,AUROC,F1-score and recall are evalu-ated using the proposed model.The performance of the s?LSTM model is compared with existing approaches.The proposed model gives 89% accuracy,83% precision,86%recall,and 87%F-score.The proposed model outperforms the existing systems in terms of the earlier metrics.

The Influence of Self-esteem on College Students’Learning Burnout:A Mediation Model

We measured 324 college students’self-esteem,motivation for achievement,and learning burnout,and also we examined the inner mechanism of self-esteem’s influence on students’learning burnout.The results show:(1)There is a negative effect of self-esteem on college students’learning burnout;(2)Motivation of pursuing succeed plays partial mediating effect between self-esteem and learning burnout,but mediating effect of avoiding failure motivation between them is not significant.The study reveals that:the degree of learning burnout can be reduced by improving college students’level of self-esteem.

Research on the Influencing Factors of College Students’Learning Experience in Livestreaming Courses

The learning experience of online courses has always been a hot topic.As livestreaming courses are online courses with real-time interaction between instructors and students,its learning experience directly affects the learning behavior and effect.The evaluation indicators related to online course learning experience were combined with the attitudes of scholars,enterprise practitioners,and learners in livestreaming courses.When the questionnaire was designed,the exploratory and confirmatory factors were analyzed,the Questionnaire on Learning Experience of College Students in Livestreaming Courses was developed to evaluate the learning experience of college students attending livestreaming courses.Last but not the least,based on the survey data,important factors affecting college students’learning experience in livestreaming courses,including course content,learning environment,course interaction,and learning incentives were discussed and analyzed;strategies to optimize the learning experience in livestreaming courses were proposed.

The impact of just-in-time teaching model on nursing students'learning in the background of"Internet+":a meta-analysis

Objective:To systematically evaluate the impact of just-in-time teaching methods on nursing students’learning outcomes.Methods:Through the databases of CNKI,Wanfang,VIP,CBM,PubMed,Cochrane Library,Embase and Web of Science,the randomized controlled trials of just-in-time teaching in nursing field were collected from the establishment of the databases to the publication in November 2022.After literature screening,data extraction and quality evaluation,meta-analysis was performed using RevMan5.3 and Stata16.0 software.Results:Twenty articles were included,with a total of 1,865 nursing students.Meta-analysis results showed that compared with the traditional teaching method,the just-in-time teaching method had statistically significant differences in nursing students’theoretical examination scores(standardized mean difference(SMD)=1.26,95%confidence interval(CI):1.03 to 1.48,P<0.001),operational skills scores(SMD=1.56,95%CI:1.21 to 1.90,P<0.001),self-learning ability(SMD=0.76,95%CI:0.61 to 0.91,P<0.001)and just-in-time teaching method satisfaction(P<0.05).Conclusion:The just-in-time teaching method combines the advantages of traditional teaching and networked teaching,improves nursing students’theoretical performance,skill operation level and teaching satisfaction,and cultivates nursing students’self-learning ability.

A Study on the Factors Influencing Learning Burnout Among College Students in an Online Teaching Environment

With the advancement of economic globalization,mobile networks and media technology are developing rapidly.Media information is manufactured and spread at any time,and people can better understand global information with the help of the media.In the Internet era,college students,overwhelmed by complex information and a lack of information discernment,are susceptible to indulging in the curated online world presented by others.At the same time,negative information such as false,violent,and pornographic also spread rapidly in various media.These phenomena impact students’media literacy and affect their mental health,thereby leading to learning burnout.This study analyzes the current situation of learning burnout among university students,explores the effective path of improving online education of college students,and provides a theoretical basis for reducing the burnout of college students and assisting students in developing a positive mentality.

The Effect of Inquiry-Based Learning Strategy on EFL Tenth-Grade Students’ Reading Comprehension

This study examined the potential effect of Inquiry-Based Learning Strategy(IBL)on the tenth-grade students’reading comprehension.Two groups and a quasi-experimental design were used.Two complete sections of grade 10 students from a public Secondary School for Girls in Irbid was randomly assigned by the researcher.The experimental group of 30 students was chosen first,and then the control group of 30 students.A pre-post reading comprehension test was designed before and after the study in order to fulfill its goals.Additionally,the experimental group was taught using the IBL strategy,whereas the control group was taught using the traditional teaching methods recommended in the tenth-grade Teacher’s Book.According to the findings,there were significant statistical differences favoring the experimental group over the control group.In light of the findings,the researcher recommended employing the IBL strategy to students with various levels and EFL skills.

Remote Learning in Higher Education During the Pandemic: A Study of the Experiences of Chinese International Students at United Kingdom and United States Universities in 2020/21

During the COVID-19 pandemic crisis,many universities around the world made a drastic change by transferring most of their offline classes to emergency remote learning(ERL).The aim of this study was to explore how Chinese students,who studied in United Kingdom(UK)and United States(US)universities during the 2020/21 academic year,perceive their experiences of remote learning.As the UK and the US have two relatively advanced education systems,the arrangements of their universities for ERL and their support for international students are worth exploring.Moreover,during the ERL,a portion of Chinese students had online classes in their home countries instead of the country in which their universities are located.Therefore,semi-structured interviews were carried out to explore the academic experiences and social interaction of students who studied in UK and US universities,while remaining in China.The data were analyzed using the thematic analysis method.The findings showed that ERL was perceived negatively by students despite its flexibility in areas of academic learning experiences and social interaction.

New Year,New Insights:Interpreting the Cultural Nuances of Nowruz and Seollal for Iranian Students Learning Korean

With proper education,students would be better equipped for life in a more diverse and globally integrated world.To foster intercultural conversation and global citizenship among students,various cultural practices should be brought to their attention,and they should be encouraged to develop respect for these traditions.This study compares the cultural significance,rites,and customs,traditional meals,social interactions,and symbolism of the Iranian New Year(Nowruz;نوروز)with those of the Korean New Year(Seollal;설날)to determine whether or not Iranian students could benefit from learning Korean in terms of language acquisition,cultural understanding,and celebratory behavior.The findings shed light on the importance of instituting policies that foster intercultural conversation and including cross-cultural studies in educational programs.Some recommendations include increasing access to multicultural education,teaching languages,sponsoring international and intercultural activities,developing an appreciation of diverse cultures,and educating instructors.