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.

The Efficacy of Explicit Instruction about Discourse Connectives in English Argumentative Writing on Second-Year Chinese University Students

This study investigated the effect of explicit instruction about DCs in argumentative writings by 15 Chinese learners of English. This study involved in a 4-week experiment. Pre-and post-writing tests were quantitatively analyzed to examine whether the explicit instruction about DCs had a significant effect on the students'argumentative writing. The findings revealed that the ex-plicit instruction of the target DCs facilitated the improvement of the participants in their argumentative writing .

An Instructional Model of Online Synchronous Instruction--A Case Study of College English Course for College Students

Online synchronous educational experience via videoconferencing has become ubiquitous domestically and internationally with the spread of Covid-19 Virus.Online teaching theories and educational experiences through computer-mediated communication have been integrating and evolving during the current situation.The objective of this paper is to demonstrate a practical teaching model for Chinese college students’English as a foreign language learning course.The key finding of the research is that the 5-step-teaching Model developed under the context of online synchronous learning and teaching is both functional and efficient on the theoretical basis of constructivist approach.This teaching model is proved to be practical,interesting,useful and functional to both second-years and graduates during the implementation of educational transaction according to the survey conducted at the end of the semester.The ubiquity of online synchronous learning and teaching would lead to a meaningful and worthwhile educational experience and have a far-reaching implication for both educators and student’s personal development,especially students’critical thinking capability.The findings of the paper are pedagogically valuable for e-teachers in conducting online courses.It also holds true that the management of education and society could benefit and adopt this teaching model to various courses in different institutions.This study is hopefully to provide research-and-experience-based findings to enrich course design and instructional approaches and educational experiences.Thus,it is of interest to online teachers,instructional designers and programme developers in the field of education.

Full time adult credential students?instructional preferences at California State University, Long Beach: pedagogy or andragogy?

This study investigated the instructional preferences of full time adult credential students after they took a live course called Principles of Adult Education at California State University, Long Beach (CSULB) in the fall semester of 2002. These full time adult credential students had been working on their adult teaching credentials to meet the competencies specified by the California Commission on Teacher Credentialing. The course introduced students to Andragogy developed by Malcolm Knowles out of the andragogical model developed by Lindeman (1926). The study used Principles of Adult Learning Scales (PALS), advanced by Gary Conti in 1983 to measure instructional preferences. Data were collected from 30 (100% of 30) full time adult credential students enrolled in a live course to determine their instructional preferences of helping adults learn. The results of the study showed in most cases these adult learning professionals taught adult students andragogically; in some cases they taught adult students pedagogically.

Vicissitudes of Grammar Instruction and the Significance of English Grammar to Middle School Students in China

Grammar has experienced its vicissitudes or ups and downs in the course of language instruction. It was once regarded as the most crucial issue in language instruction. However, the recognition of transformation in the kind of proficiency that learners need, together with the achievements obtained in such fields as linguistics and teaching methodology and so forth, result in the Great Grammar Debates. Consequently, as a shackle on learners＇ imagination, grammar became irrelevant. In the last few years, however, the pendulum of grammar instruction seems to be on the return swing because of public pressure for standards and testing. Grammar instruction experiences the similar rises and falls in China and viewpoints from middle school students should be taken into serious consideration while we carry out English teaching in China.

Problems and Instruction Needed in Relation to Nursing Students’ Handling of Patient Information—From a Survey of Nurses Coordinating Clinical Practicums in Japan

The purpose of this study was to clarify and consider the instruction that is needed in relation to nursing students’ handling of patient information, as felt by the people in charge of student clinical practicums in hospitals. Semi-structured interviews were conducted with 7 people in charge of organizing practicums at hospitals where they are carried out. These subjects were asked about problems they had experienced in relation to nursing students’ handling of patient information and the instruction that is needed so that problems related to nursing students’ handling of information do not occur. Various problems were shown to occur in relation to nursing students’ handling of patient information, such as handling the information outside of the practicum setting. Many students receive no instruction with regard to the ethics of handling patient information in their classroom work, and their awareness regarding information is cannot be considered high, indicating the need for more consistent and reliable education in this area. The findings also suggest that instruction is needed with regard to the handling of sensitive information in accordance with the circumstances of individual patients.

Effectiveness of Enriched Demonstration and Lecture Instructional Strategies on Senior Secondary School Students’Achievement in Chemistry

The study determined the relative effectiveness of enriched demonstration and lecture instructional strategies on senior secondary school students’achievement in Chemistry.To achieve this,two research questions and three hypotheses were formulated to guide the study.Quasi-experimental design:specifically the pre-test,post-test,nonequivalent and non-randomized control group was adopted for the study.A total sample of one hundred and sixty-six(166)SS 1 students,drawn using multistage sampling technique were used for the study.The instrument used for data collection was Chemistry Achievement Test(CAT,r=0.82).Mean and standard deviation were used to answer the research questions,while analysis of covariance(ANCOVA)was used to test the hypotheses.Findings from the study revealed that:there is significant difference between the achievement of students exposed to two enriched instructional strategies and those exposed to enriched traditional lecture strategy;there is no significant difference between male and female students exposed to the three modes of instructional strategies;and there is no significant interaction effect between the instructional strategies and gender.It was recommended that chemistry educators should focus attention on reforming or enriching the traditional instructional strategies and that chemistry teachers should particularly make use of the enriched demonstration strategy in their classroom interactions,among others.

International Students’Perspectives on Model English-medium Instruction Practices in China:A Qualitative Study

From 2010,a drastic increase in international students’enrollment in many higher education institutions in China has led to the growth of English-medium instruction(EMI)practices and relevant research.With many state-level and province-level initiatives to promote the design and development of model EMI courses,international students’perspectives of these courses are not adequately reflected in the international literature which is primarily done in European higher education contexts.This study takes a qualitative approach by analyzing international students’EMI courses reflection reports,focus group interviews and observation notes of video-recorded EMI courses to probe into their perspectives on EMI practices in a business institute in a university of Shanghai.The findings show that international students show concerns about the systematic design of the curriculum,pedagogical problems and contextual limitations in EMI practices.All EMI stakeholders like curriculum developers,teaching administrators,teachers and students are responsible for these problems.Therefore,meaningful and consistent communication should be greatly promoted among all EMI practices stakeholders.The article concludes with recommendations for further research on model EMI courses in China.

The Impact of Peer Instruction on Students’ Achievement in Mathematics Analysis

In this research,we investigated the effect of peer instruction method on the first course mathematics education students’academic achievement and the attitudes of students by using peer instruction method.The implementation was carried out seven weeks with 60 participants in an introduction to mathematics analysis lesson in Suleyman Demirel University in Kazakhstan.Two first course groups were randomly assigned to treatment and control groups.The final results were obtained to measure students’academic achievement and questionnaires used to indicate attitudes towards peer instruction.Data were analyzed,using analysis of t-test(p=0.029)with an alpha significance level of 0.05.The results of final questions indicated,peer instruction has a significant positive effect on students’achievement in the introduction to mathematics analysis course and the results of questionnaires demonstrated peer instruction(PI)has a positive impact on peers’understanding by making learning interesting and interactive,and it also creates conducive atmosphere in the class.

The Effects of Integrating Language Learning Strategy into EFL Instruction for Non-English Major Students in Vocational Technical Colleges

Language learning strategies play an important role in language learning. Students in vocational technical colleges have been regarded as low English proficiency learners due to their weak foundation in learning English. To explore the solution, the present study employed a specific survey of language learning strategy use and tried to conduct a one-semester language learning strategy training, aiming to investigate the effects of integrating language learning strategy into EFL instruction for non-English major students in vocational technical colleges. We found after the instruction, the difference in the frequency of overall strategy use between the experimental group and the control group was significant indicating that the students could be trained with language learning strategies to enhance the frequency of their strategy use. After language learning strategy instruction, the experimental group didn＇t perform significantly better than the control group in terms of their English language proficiency. However, the results of this present study still supported this viewpoint that the strategy instruction had positive impacts to some extent if properly conducted, for it had positive effects on enhancing students＇ language learning strategy use.

The Analysis of Scaffolding Instruction Application in Senior High School English Writing Teaching —— Based on Students of Zuoyun High School in Datong

This study aims to investigate the relationship between English Writing achievement and scaffolding instruction with 100 Students from Zuoyun high school as subjects in a quantitative method.Results show that:1)On the whole,high school students have good use of scaffolding in English writing.2)The application of scaffolding instruction in high school English writing teaching has a significant positive correlation with English writing performance.3)On the whole,there is a significant difference in the application of the scaffolds in English writing between high and low-score group students.

The Influence of Combining Computer-Assisted Language Learning With Instruction on Chinese College Students’L2 Pragmatic Ability

In the area of computer-assisted language learning(CALL),although a number of studies have adopted various CALL-based devices(e.g.,blogs,gaming,and synthetic environments)to foster second language(L2)acquisition,the vital component of instruction has received little attention.The present study explored the usefulness of CALL-based communication in conjunction with instruction on EFL learners’L2 pragmatic development.Sixty-two EFL students from a university in China were recruited for the current research.The experimental group communicated with a native English speaker through synchronous messaging via Skype and had two instructional sessions pertinent to compliment responses,while the control group interacted with a native English speaker via Skype without having the teaching intervention.Findings from an independent samples t-test demonstrated that the experimental group produced significantly more proper compliment responses in the immediate posttest than the control group(p<.001).Moreover,a significant difference(p<.001)was found for the experimental group between the preintervention and delayed post-intervention mean scores,suggesting that CALL coupled with teaching intervention had a long-term impact on learners’L2 pragmatic development.These findings enrich our understanding of the beneficial and lasting influence of combining CALL with instruction on EFL students’pragmatic development.In addition,pedagogical implications for deploying CALL paired with L2 pragmatics instruction are provided.

Introducing BIM to Construction Management Students:A Case Study of Using Lego Blocks as Instructional Tool

As the construction industry is transitioning into the building information modeling(BIM)era,many construction management(CM)programs are actively integrating BIM into their curriculum.For new CM students who are unfamiliar with the BIM concept,a connection is desired to link 2D drawings with 3D models.This paper presents a case study that uses Lego blocks as an innovative instructional tool to introduce BIM to new CM students.The approach employs a physical Lego model house as the connection between the 2D and 3D worlds in an introductory BIM course and aims to demonstrate the benefits of BIM over 2D CAD through a hands-on session.CM students are instructed to build a Lego house first with a set of typical 2D construction drawings,including plan,elevation,and section sheets,and then with a 3D model in a BIM program.Students are guided to navigate the model and then use it as a 3D reference to complete the Lego house.Through the hands-on session,students will naturally establish the connection between 2D drawings and 3D models.In addition,by comparing the efforts needed to complete the Lego house with both methods,students can easily recognize the benefits of using BIM in CM.This case study demonstrates the procedures of using Lego blocks as an instructional tool in a hands-on session of an introductory BIM course.

The effect of scaffolding instruction on learning among nursing students in China:a meta-analysis

Objective:To systematically evaluate the influence of scaffolding instruction on the learning effect of nursing students in China.Methods:Through the databases of CNKI,Wanfang,VIP,CBM,PubMed,Cochrane Library,Embase and Web of Science,the randomized controlled trials of scaffolding instruction in nursing field were collected from the establishment of the databases to the publication in March 2022.After literature screening,data extraction and quality evaluation,meta-analysis was performed using RevMan5.3 and Stata16.0 software.Results:Nineteen articles were included,with a total of 2,340 nursing students.Meta-analysis results showed that,compared with the traditional teaching method,the scaffolding instruction was significantly better in nursing students’theoretical examination scores(SMD=1.37,95%CI:1.00 to 1.75,P<0.001),operation skill scores(SMD=1.83,95%CI:1.23 to 2.42,P<0.001),communication ability(SMD=1.51,95%CI:0.70 to 2.32,P=0.0003)and teaching satisfaction(P<0.05).Conclusion:Scaffolding instruction can improve the theoretical and operational scores of nursing students,and it also has a positive impact on communication ability and teaching satisfaction.This teaching method deserves to be applied and promoted in the field of nursing education.

Effectiveness of Differentiated Instruction in Teaching Media and Information Literacy to Senior High School Students of Ungos National High School

This study promotes and encourages the use of Differentiated Instruction(DI)in teaching Media and Information Literacy in senior high school among the schools of DepEd Quezon.This action research used a quantitative experimental design in employing the action research framework.Based on the results of the study,there is significant difference between the control group’s pretest and posttest scores based on the T-Value of 3.24 which is higher than the tabular value of 2.05 at 0.05 level of significance at 28 degrees of freedom.For the experimental group’s pretest and posttest score there is a significant difference based on the T-Value of 4.93 which is higher than the tabular value of 2.05 at 0.05 level of significance at 28 degrees of freedom.However,the data between the T-Value of the control and experimental group are that the experimental group has a higher computed T-Value by 1.69 which means that learners have better understanding and learning of the subject Media and Information Literacy if Differentiated Instruction was used compared to the control group without Differentiated Instruction and is of significant difference.This action research had proven the usefulness of DI in improving the performance and understanding of learners in senior high school in the subject Media and Information Literacy.Hence,the use of DI can be utilized in other senior high schools in the country as a method of effective classroom instruction.

Research on Bilingual Instruction for Students of International Trade Major

This paper takes international trade major as an example to explore two segments of bilingual curriculum development,a good environment of bilingual instruction and the implementation of bilingual teaching,by discussing the development of a general bilingual environment on campus,curriculum design,curriculum teaching mode and teaching methods.The study also has the value of reference to other bilingual curriculum to some extent.

Frequency and associated factors of accommodation and non-strabismic binocular vision dysfunction among medical university students

AIM:To investigate the frequency and associated factors of accommodation and non-strabismic binocular vision dysfunction among medical university students.METHODS:Totally 158 student volunteers underwent routine vision examination in the optometry clinic of Guangxi Medical University.Their data were used to identify the different types of accommodation and nonstrabismic binocular vision dysfunction and to determine their frequency.Correlation analysis and logistic regression were used to examine the factors associated with these abnormalities.RESULTS:The results showed that 36.71%of the subjects had accommodation and non-strabismic binocular vision issues,with 8.86%being attributed to accommodation dysfunction and 27.85%to binocular abnormalities.Convergence insufficiency(CI)was the most common abnormality,accounting for 13.29%.Those with these abnormalities experienced higher levels of eyestrain(χ2=69.518,P<0.001).The linear correlations were observed between the difference of binocular spherical equivalent(SE)and the index of horizontal esotropia at a distance(r=0.231,P=0.004)and the asthenopia survey scale(ASS)score(r=0.346,P<0.001).Furthermore,the right eye's SE was inversely correlated with the convergence of positive and negative fusion images at close range(r=-0.321,P<0.001),the convergence of negative fusion images at close range(r=-0.294,P<0.001),the vergence facility(VF;r=-0.234,P=0.003),and the set of negative fusion images at far range(r=-0.237,P=0.003).Logistic regression analysis indicated that gender,age,and the difference in right and binocular SE did not influence the emergence of these abnormalities.CONCLUSION:Binocular vision abnormalities are more prevalent than accommodation dysfunction,with CI being the most frequent type.Greater binocular refractive disparity leads to more severe eyestrain symptoms.

Investigation of the Acceptability of Cultured Meat in University Students

Background: Over the past 20 years, cultured meat has drawn a lot of public attention as a potential solution to issues with animal husbandry, including inadequate use of natural sources, improper animal welfare practices, and possible risks to public health and safety. The novel method of producing meat through culture reduces the need for animals to produce muscle fiber, thereby obviating the necessity for animal slaughter. Apart from its ethical advantages, cultured meat presents a possible way to fulfill the expanding need for food among growing populations. The purpose of this research was to find out whether Turkish students would be willing to pay for and accept cultured meat. Technique: Method: 371 university students who willingly consented to fill out a questionnaire and provide demographic data make up the research sample. Questions from previous studies on the acceptability of cultured meat were compiled to create the survey. The research’s data collection took place in March and April of 2022. The research was completed in June 2022 after the data had been processed and analyzed. Results: The results showed that the majority of participants were female and had omnivorous eating habits. Based on the results of the Bonferroni correction test, students with a higher intention to purchase and consume cultured meat were those who received economics and business education. Students with two years of university education had a higher overall survey score than those with four years of education (p < 0.05). Furthermore, it is discovered that there is a negative correlation between the participants’ ages and their Factor 2 (using cultured meat as an alternative to industrial meat) and Factor 3 (consuming and purchasing it) section points (r = -109, p = 0.036) (r = -0.121, p = 0.019). In conclusion, university students generally have a negative outlook on health-related issues, such as eating cultured meat as an alternative.

Evaluating the feasibility and preliminary effects of an online compassion training program for nursing students:A pilot randomized controlled trial

Objectives:This study aimed to assess the feasibility of an online compassion training program for nursing students and preliminarily investigate its effects on mindfulness,self-compassion,and stress reduction.Methods:This study employed a randomized controlled trial design.Second-year students from a nursing college in Guangzhou,China,were recruited as research participants in August 2023.The intervention group participated in an 8-week online compassion training program via the WeChat platform,comprising three stages:mindfulness(weeks 1e2),self-compassion(weeks 3e5),and compassion for others(weeks 6 e8).Each stage included four activities:psychoeducation,mindfulness practice,weekly diary,and emotional support.Program feasibility was assessed through recruitment and retention rates,program engagement,and participant acceptability.Program effectiveness was measured with the Mindful Attention Awareness Scale,Self-Compassion Scale-Short Form,and Perceived Stress Scale.Results:A total of 28 students completed the study(13 in the intervention group,15 in the control group).The recruitment rate was 36.46%,with a high retention rate of 93.3%.Participants demonstrated high engagement:69.2%accessed learning materials every 1e2 days,93.3%practiced mindfulness at least weekly,with an average of 4.69 diary entries submitted per person and 23.30 WeChat interactions with instructors.Regarding acceptability,all participants expressed satisfaction with the program,with 92.4%finding it“very helpful”or“extremely helpful.”In terms of intervention effects,the intervention group showed a significant increase in mindfulness levels from pre-intervention(51.54±10.93)to postintervention(62.46±13.58)(P<0.05),while no significant change was observed in the control group.Although there were no statistically significant differences between the two groups in post-intervention self-compassion and perceived stress levels,the intervention group showed positive trends:selfcompassion levels increased(35.85±8.60 vs.40.85±5.54),and perceived stress levels slightly decreased(44.77±8.65 vs.42.00±5.77).Conclusions:This pilot study demonstrated the feasibility of an online compassion training program for nursing students and suggested its potential effectiveness in enhancing mindfulness,self-compassion,and stress reduction.Despite limitations such as small sample size and lack of long-term follow-up,preliminary evidence indicates promising prospects for integrating such training into nursing education.Further research is warranted to confirm thesefindings and assess the sustained impact of this approach on nursing education and practice.

Comparison of vergence mechanisms between university students with good and poor sleep quality

AIM:To compare the vergence mechanisms between good and poor sleepers in university students.METHODS:A total of 64 university students were recruited in this study.The validated Malay version of Pittsburgh Sleep Quality Index questionnaire(PSQI-M)was used to measure the participants’sleep quality over the past month.Participants were categorized as good sleepers(n=32)and poor sleepers(n=32)based on the PSQI-M scores.Heterophoria and fusional vergences were measured at distance and near.Mann-Whitney U test was used to compare heterophoria,negative fusional vergence(NFV),and positive fusional vergence(PFV)at distance and near between good and poor sleepers.Spearman correlation analysis was used to study the relationship between PSQI-M score and PFV at distance.RESULTS:Both distance and near heterophorias were not significantly different between good and poor sleepers(P>0.05).There was a difference in distance PFV(P<0.05)between good and poor sleepers,but not in distance NFV,near NFV,and near PFV(P>0.05).Distance PFV was negatively correlated with PSQI-M score(rs=-0.33,P<0.05).CONCLUSION:University students with poor sleep quality demonstrates a reduced ability to maintain fusion with increasing convergence demand at distance.Sleep quality assessment during binocular vision examination in university students is recommended.