Lecturers’Efforts in Building Rapport in the English-Medium Instruction(EMI)Context:Focus on the Use of Communication Strategies

Past studies reveal the prevalence of anxiety,coupled with low motivation and disengagement among students in English-medium instruction(EMI)programs.Given the detrimental impact these negative emotions can have on learning outcomes,it is imperative that teachers establish positive emotional rapport with their students.This study explores how experienced and highly rated EMI lecturers at a Chinese university’s overseas campus use communication strategies to build rapport with their students during interactive academic activities.It identifies the strategies used by these lecturers and examines how the strategies facilitate the teaching-learning process.The data,consisting of 10 hours of tutorials and 10 hours of supervisor-student supervision meetings,is analyzed using an adapted Conversation Analysis(CA)approach.The analysis reveals three types of communication strategies(CSs)frequently used by lecturers:back-channeling,codeswitching,and co-creation of messages.By employing these strategies,the lecturers established a strong rapport with the students,which created an encouraging and supportive learning environment.Consequently,this positive atmosphere facilitated students’learning of content knowledge through English.The findings of this study have implications for the training of lecturers who encounter difficulties in establishing rapport with multilingual students in the EMI setting.

An Assessment of English Instruction for Elementary-Level Students in Jeddah Governorate, as Perceived by English Supervisors and Educators

This study investigated the perceptions of English educators and supervisors in Jeddah Governorate regarding the process of teaching English to elementary students.A survey was conducted using a sample size of 94 educators and 10 supervisors.The data indicate that respondents considered English instruction at the elementary level essential for expanding kids’perspectives,improving academic performance,and promoting international involvement.The main advantages cited are the development of English language skills and the promotion of early education.Although not as easily noticeable,the disadvantages include potential negative impacts on an individual’s proficiency in Arabic and their sense of national identification.The highlighted challenges encompass insufficient teacher training,student reluctance towards English,limited resources,and school disparities.The proposed techniques focused on prioritizing English instructors’training,ensuring the use of appropriate content,utilizing technology,and promoting awareness of students and educators.The current research found different obstacles in teaching English at elementary stages.To overcome these obstacles,it will be essential to enhance teacher competencies,develop efficient teaching methods,get the backing of stakeholders,assign adequate resources,and carry out continuous evaluations.Further research can also contribute to a better understanding of how early English learning impacts on Arabic identity and proficiency.

A Survey Study of Kindergarten Teachers’Use of ChatGPT to Support Instructional Design

With the rapid development of information technology,Artificial Intelligence(AI)is gradually applied to a wide range of fields,especially the powerful ability of ChatGPT to bring infinite possibilities for education,but teachers’attitudes toward using it are not yet clear.The study investigates the use of ChatGPT by kindergarten teachers to support instructional design using questionnaires and interviews to explore the attitudes and perceptions of kindergarten teachers toward its use.The results indicate that kindergarten teachers hold positive preferences for technology acceptance,perceived self-efficacy,and learning attitudes toward using ChatGPT for instructional design.Meanwhile,the study argues that more research is needed in the future to focus on how kindergarten teachers can aptly use ChatGPT to improve the quality of instruction in realistic instructionenvironments.

Exploring Pedagogical Ideologies and Strategies for College English Writing Instruction from a Generative Artificial Intelligence Perspective

This study,drawing on the commonalities between generative artificial intelligence and foreign language writing instruction,outlines the core ideology of digital humanities-based college English writing instruction,including auxiliary use of generative artificial intelligence tools,primary focus on humanistic education,and the re-production of knowledge,aiming to foster students’critical thinking,collaborative skills,and creativity.Building on this foundation,the study delves into generative artificial intelligence tools applicable to different stages of process-genre writing and their strategic applications.The use of generative artificial intelligence tools is beneficial for students to present,discuss,and share writing content,encouraging them to enhance their writing,collaboration,critical thinking,and creative abilities through deep interaction with model essays and creative discourses.

“Instruction-Category” Approach of Test Suite Construction for Oven Embedded System

Being different from testing for popular GUI software, the “instruction-category” approach is proposed for testing embedded system. This approach is constructed by three steps including refining items, drawing instruction-brief and instruction-category, and constructing test suite. Consequently, this approach is adopted to test oven embedded system, and detail process is deeply discussed. As a result, the factual result indicates that the “instruction-category” approach can be effectively applied in embedded system testing as a black-box method for conformity testing.

Social Constructivism &the Web-based Application in Practical Instruction

The present paper aims to provide an overview of Constructivism,its underlying epistemologies,plurality and multiplicity of perspectives,as well as its core assumptions.In addition,the paper will focus on the most influential perspective of Social Constructivism,the effectiveness of the theory in improving learning outcomes,and its implications for instruction.

Effect of a low-cost instruction card for automated external defibrillator operation in lay rescuers: a randomized simulation study

BACKGROUND:To evaluate whether a simplified self-instruction card can help potential rescue providers use automated external defibrillators(AEDs)more accurately and quickly.METHODS:From June 1,2018,to November 30,2019,a prospective longitudinal randomized controlled simulation study was conducted among 165 laypeople(18–65 years old)without prior AED training.A self-instruction card was designed to illuminate key AED operation procedures.Subjects were randomly divided into the card(n=83)and control(n=82)groups with age stratification.They were then individually evaluated in the same simulated scenario to use AED with(card group)or without the self-instruction card(control group)at baseline,posttraining,and at the 3-month follow-up.RESULTS:At baseline,the card group reached a significantly higher proportion of successful defibrillation(31.1%vs.15.9%,P=0.03),fully baring the chest(88.9%vs.63.4%,P<0.001),correct electrode placement(32.5%vs.17.1%,P=0.03),and resuming cardiopulmonary resuscitation(CPR)(72.3%vs.9.8%,P<0.001).At post-training and follow-up,there were no significant differences in key behaviors,except for resuming CPR.Time to shock and time to resume CPR were shorter in the card group,while time to power-on AED was not different in each phase of tests.In the 55–65 years group,the card group achieved more skill improvements over the control group compared to the other age groups.CONCLUSION:The self-instruction card could serve as a direction for first-time AED users and as a reminder for trained subjects.This could be a practical,cost-effective way to improve the AED skills of potential rescue providers among different age groups,including seniors.

Effect of Specific Verbal Instructions on the Identification of Pain Location during a Passive Straight Leg Raise Test

Musculoskeletal pain is common. Because pain is subjective, objectively describing it is crucial. However, pain assessment may cause distress in patients;therefore, physical therapists (PTs) should conduct these tests quickly and accurately. Simple and clear instructions are recommended for pain assessment. However, few studies have provided evidence to support this hypothesis. Correspondingly, this study aimed to confirm the effectiveness of specific verbal instructions for pain location during five consecutive Passive Straight Leg Raise (PSLR) tests. The 28 asymptomatic participants (age 27.4 ± 9.6 years) who provided informed consent received five consecutive PSLR tests: three without and two with specific verbal instructions to ascertain pain intensity, quality, and location. The participants drew pain locations on a body chart and described the pain intensity and quality after each test. All participants were interviewed regarding the differences they noted in the presence and absence of specific verbal instructions. Each pain location was classified into one of ten areas for statistical analysis. The proportion of participants who changed the pain location was compared between the tests using McNemar’s test, and the kappa coefficient was confirmed for consistency of pain location. There was a significant difference in the proportion of participants who changed their pain location between the second and third tests and from the third to the fourth test (McNemar’s test: p = 0.003). Kappa coefficients had low consistency (κ = 0.28) just after receiving the specific verbal instructions in the fourth test compared to the third test. Consistency improved in the fifth test (κ = 0.57);93% of the participants answered that the pain location had become clearer. This study revealed the effects of specific verbal instructions in identifying pain locations. This detailed information may help PTs provide appropriate treatment and contribute to reducing pain in clinical settings.

An Integrated Image Task Planning in Satellite Networks:From Instruction Release and Observation Perspective

The unreasonable observation arrangements in the satellite operation control center(SOCC)may result in the observation data cannot be downloaded as scheduled.Meanwhile,if the operation instructions released by the satellite telemetry tracking center(STTC)for the on-board payloads are not injected on the specific satellites in time,the corresponding satellites cannot perform the observation operations as planned.Therefore,there is an urgent need to design an integrated instruction release,and observation task planning(I-IRO-TP)scheme by efficiently collaborating the SOCC and STTC.Motivated by this fact,we design an interaction mechanism between the SOCC and the STTC,where we first formulate the I-IRO-TP problem as a constraint satisfaction problem aiming at maximizing the number of completed tasks.Furthermore,we propose an interactive imaging task planning algorithm based on the analysis of resource distribution in the STTC during the previous planning periods to preferentially select the observation arcs that not only satisfy the requirements in the observation resource allocation phase but also facilitate the arrangement of measurement and control instruction release.We conduct extensive simulations to demonstrate the effectiveness of the proposed algorithm in terms of the number of completed tasks.

The Effectiveness of Explicit Vocabulary Instruction on Productive Vocabulary Learning in Writing Among Intermediate School Learners in Saudi Arabia

This study aimed to identify the effectiveness of explicit vocabulary instruction on productive vocabulary learning in writing among intermediate school learners in Saudi Arabia,verify the existence of any statistically significant differences at the significance level of 0.01 between the mean scores of the post-test of the control group and the experimental group in the vocabulary test,and verify the existence of any statistically significant differences at the significance level of 0.01 between the mean scores of the pre-and post-test of the experimental group in the vocabulary test in favor of the post-test.The study community consisted of all intermediate school students in the Kingdom of Saudi Arabia,while the study sample included 30 students.The experimental method was adopted to identify the effectiveness of explicit vocabulary instruction on productive vocabulary learning in writing and the achievement test was used as the study tool.The study reached many results including there were no statistically significant differences at the significance level of 0.01 between the mean scores of the post-test of the control group and the experimental group in the vocabulary test and there were no statistically significant differences at the significance level of 0.01 between the mean scores of the pre-and post-test of the experimental group in the vocabulary test in favor of the post-test.According to these results,some recommendations and proposals were made including training English teachers at the intermediate school level in the Kingdom of Saudi Arabia,on explicit vocabulary instruction and conducting future researches on the trends of English teachers at the intermediate school level,in the Kingdom of Saudi Arabia,regarding the adoption of explicit vocabulary instruction while teaching the English language.

The Reform Process of English Medium Instruction in Korean Higher Education

In the context of the internationalization of higher education,many non-English speaking countries,from Europe to Asia,are promoting English as a medium of instruction(EMI).The EMI in South Korea started earlier and developed rapidly under the promotion.From the initial“Study Abroad in Korea Plan”to the World Class University(WCU)and Brain Korea 21st century(BK21)PLUS programs,with the support and guidance of the government,South Korea’s higher education has made significant progress,with the global top 100 universities in QS increasing from 1 to 6 in South Korea.

A Study on the Instructional Design of Interdisciplinary Thematic Learning in Middle School Physical Education Based on the CASES-T Model

With the deepening of educational reform,interdisciplinary thematic learning,as an emerging educational model,has become a focus of attention in the field of educational research.Based on the STEM(science,technology,engineering,and mathematics)education concept and CASES-T(Content,Activity,Situation,Evaluation,Strategy-Target)model,this study provides a theoretical basis for the teaching design and implementation of interdisciplinary thematic learning in middle school physical education.Through the analysis of specific interdisciplinary thematic learning cases,it aims to provide theoretical support and practical guidance for the reform of middle school physical education through the CASES-T model-based interdisciplinary thematic teaching design research in middle school physical education,in order to enhance students’learning effects,cultivate core literacy in physical education,and promote students’all-round development.

Web-based推荐系统中的会话推荐多样性研究

Web-based推荐系统通常用推荐的准确性来衡量推荐算法的优劣,而Web-based推荐系统中用户的浏览行为以会话为单位,因此用户会话期内推荐的多样性是评价Web-based推荐系统推荐质量的一个重要指标.提出会话推荐多样性的概念,提出了一种能够提高会话推荐多样性的融合协同过滤算法,在用户会话期内建立会话推荐列表,有效避免会话推荐树中出现推荐环路,消除会话推荐树中的重复推荐.通过Movielens数据集测试表明,提出的方法可以大幅度提高Web-based推荐系统的会话推荐多样性,同时也提高了推荐准确率.

Peer-Instruction—哈佛大学物理课程教学新方法

Peer—Instruction教学方法是哈佛大学著名教授Eric Mazur创立，使用专门设计的用于揭示学生错误概念和引导学生深入探究的概念测试题（Concep Tests），借助计算机投票系统（Computerized Voting System），组织大班课堂教学，变传统单一的讲授为基于问题的自主学习和协作探究，有效地改变了传统课堂教学手段、教学模式。在大班课堂教学中实现学生自主学习、合作学习、师生互动、生生互动。本文旨在介绍这种教学方法，阐明其教育意义和促进学生学习方面的作用，综述了PI教学方法的广泛应用和相关研究结果。

基于Peer Instruction教学方法研究大学生物理错误概念——以动生电动势为例

我们使用同伴教学法(Peer Instruction)讲授大学物理课程,分析学生在讨论概念测试题的过程中出现的各种错误表述,研究学生在动生电动势概念方面存在的错误概念.再基于研究得到的学生的错误概念开发多项选择题,对130名学习大学物理课程的学生进行测试,定量研究这些错误概念在他们中存在的普遍程度.研究表明:在动生电动势概念方面,大学生普遍存在一些错误概念.

A Survey into Teachers＇ Roles in Web-based College English Autonomous Learning

The paper, with the backdrop of web-based autonomous learning put forward by the recent college English teaching reform, aims to explore teachers＇ roles in this learning process in students＇ perception through the means of questionnaires and interviews. It further analyzes the possible reasons why students perceive their teachers＇ roles in such a way, in the hope of providing some implications for web-based college English autonomous learning.

The Effects of Schema Instruction on Reading Comprehension of English Argumentation

Based on the perspective of the schema theory and modern education technology,In this paper,the method of ran dom experimnet is used to measure how two types of schema instruction‘video clip’and‘multimedia courseware’influence Chinese college students’reading comprehension of English argumentation.The results illustrate the schema instruction can not only develop the students’sensibility of English argumentation structure,but also activate the schema in students’memory.Mul timedia courseware instruction is superior to video clip instruction.The paper proposes its viewpoints concerned.

An Exploration of the Interactive Web-based College English Teaching Model

In the light of the theory of constructivism, the interactive web-based college English teaching model is intended to facilitate ＂autonomy＂, ＂inquiry＂ and ＂cooperation＂ in learning English. This paper presents a research in which the interactive web-based college English teaching model intends to reshape the teacher＇s and learner＇s roles in the classroom. Based on the research, an exploration is made --- within the framework of the interactive web-based model --- on the design of ＂teaching model＂ and ＂learning model＂, its application and related potential problems.

Incorporation of Learning Strategies into Web-based Autonomous Listening

The thesis introduces a comparative study of students'autonomous listening practice in a web-based autonomous learning center and the traditional teacher-dominated listening practice in a traditional language lab.The purpose of the study is to find how students'listening strategies differ in these two approaches and thereby to find which one better facilitates students'listening proficiency.

On Problems in College English Teaching Reform on the Basis of Cloud Computing Assisted Instruction

Cloud Computing Assisted Instruction shows incomparable advantages over the traditional language teaching, but meanwhile, it exists some major problems, for instance, the information technology is omnipotent, information input is too excessive and teachers' role is considerably weakened. This article attempts to analyze the problems and promote language teaching reform base on Cloud Computing Assisted Instruction.