Describing The Relationship Between Text Habits And Spelling Competency Among Bsed English Students

Objective: Students are considered as the best source to mitigate the need for blood experienced especially among nations on a low resource. This study assessed the knowledge, attitude, and practices of students in relation to blood donation in a developing country. Methods: This study utilized a systematic review of the literature to assess the knowledge, attitude, and practices of students on blood donation. Using the keywords on eight research databases, the search was able to run 53 hits. Full texts, peer-reviewed, quantitative research design, in English language and published within the year 2013-2018 were the inclusion criteria observed in the review. Appraisal on methodological quality of literature was done on the gathered studies. There are five (5) studies that were considered appropriate for review. Results: Findings revealed that all literature were conducted from developing countries. Students are knowledgeable and has a good attitude towards blood donation, however, there is a low turnout on the actual practice and volunteerism in donating blood. More specifically, students inclined to health have better knowledge and attitude compared students in non-health related course. Female students are found to have low intention to donate. Interventional strategies that are suggested by the literature are mass media and enhancing donor efficiency. Conclusion: Evaluating the results of the previously conducted studies revealed the high knowledge and attitude of students in developing countries relative to blood donation. There is a need to intensify education and advocacy campaigns to translate knowledge and attitude into practice.

Previous discussion about perception and production of flapping in American English mostly centers on native speakers' exploration. The present study offers a new insight into flapping in American English learners. To investigate American-English-trained Taiwan ESL learners' perception and production of [ſ], two experiments were conducted, with completely different subjects. English major (Linguistically-trained) and non-English major college students were invited to the experiments: (1) In the production experiment, both subject groups would read 14 high-frequency words (7 with /t/ and 7 with /d/), whereby word-medial flapping was acceptable, two times in random order. (2) The perception test explored the sensitivity of [ſ] identification. English major students were asked to present phonetic transcriptions while those non-English majors judged that the recordings sounded more [t]-alike or [d]-alike. Results showed more occurrence of flapping laid on English major students but they could have perceptual confusion over [d, ſ] contrast. Hypercorrection, where [ſ] might be pronounced as [d] to seek audio resemblance, was also found in English maj ors. The study generally implicated [ſ] could be well pronounced by Mandarin speakers under more exposure to English and linguistic training. The overall findings can enlighten English pronunciation education in ESL contexts and potentially help ameliorate Automatic Speech Recognition (ASR) on non-English-native users' interfaces.

Academic emotions have consistently been a prominent topic in educational psychology. Academic emotions are closely associated with students’ academic achievements and performance. The level of oral proficiency is an important indicator for evaluating the English proficiency of English major students. However, its acquisition process highly depends on interaction and immediate output, which can easily trigger complex academic emotions among students. Although current research has recognized the role of emotions in language learning, there is still a need for further exploration into the specific academic emotions that arise during the oral language learning process among English major students and how they affect their oral language performance. Therefore, in order to address this issue, this study takes academic emotions as the independent variable and the oral English scores of English major college students as the dependent variable. It uses the literature analysis method to investigate how academic emotions affect the oral English scores of English major college students. This study confirms that academic emotions are a key non-intellectual factor influencing oral English performance among English majors. Positive emotions (especially enjoyment) are facilitators of oral learning, while negative emotions (especially anxiety) are the most significant obstacle and inhibitor.

Based on the discussion of critical thinking and related studies, this study conducted a survey of 104 senior English majors in a university by using a questionnaire and applied Excel to analyze the data, and explored English majors' attitudes toward critical thinking. The study found that most English majors do not have a clear concept of critical thinking, but they acknowledge the importance of critical thinking in learning and hold high expectations to be trained in critical thinking. The study indicated that English major students' attitudes need to be taken into due consideration in the development of critical thinking.

This study aims to explore the relationship between psychological resilience and classroom environment among English major students. The research involved 318 third-year undergraduate English majors from universities in Inner Mongolia, employing a mixed-methods approach combining quantitative and qualitative research. Quantitative data were collected using the 10-item Connor-Davidson Resilience Scale and the Classroom Environment Scale. Subsequently, eight students were randomly selected for interviews. The findings reveal that both classroom environment and psychological resilience among English majors are at moderate levels, and a significant positive correlation exists between classroom environment and psychological resilience. Theoretically, this study enriches research in educational psychology for English majors. Practically, it provides concrete and actionable strategies for optimizing English classroom environments and fostering students' psychological resilience, thereby holding significant implications for enhancing the quality of English major education and teaching.

Test anxiety stands as one of the most impactful affective factors in the English as a foreign language learning journey. Indeed, current language learning theories affirm the serious impediment of foreign language test anxiety (FLTA) to English as a foreign language (EFL) learners’ learning, which results in hindering their performance in English. Therefore, this study examined the levels of FLTA among Yemeni English majors at Hadhramout University before, during, and after a language test. The study also questioned whether male and female students encounter different FLTA levels. The researchers obtained a quantitative research design where a closed-ended questionnaire based on Ahmed and Halawachy (2013) and Himat and Nazari (2019) was distributed among 75 EFL junior and senior students at Hadhramout University, Yemen. Statistical analyses were conducted using SPSS software (Version 28). The methodological approach encompassed both descriptive statistics—comprising mean scores and standard deviations—and inferential analyses, specifically an independent samples t-test to examine gender-based differences in learners' attitudes toward foreign language test anxiety (FLTA). The results revealed that the majority of students scored medium-high in FLTA (mean =3.62). Additionally, the average mean score of the items related to FLTA before the test comes first with a mean of 3.62, followed by FLTA during the test (mean 3.55), and the last average of FLTA occurred after the test (mean =3.08). On contrary to prediction, the results pointed out that female students perceive higher FLTA than male students; however, the difference is insignificant (Sig=.572). The results offer some pedagogical implications for students and teachers at the English Department and syllabus designers at the Academic Development Center, and Quality Assurance at Hadhramout University. The findings would also contribute to familiarize English majors and their respective teachers of the factors which raised their FLTA to use suitable techniques and strategies that build students’ self-confidence, control and regulate their emotional feeling and develop healthy physical habits to help these students overcome test anxiety feeling and symptoms particularly before and during taking the test. Finally, the study provides suggestions to open further avenues of research and theoretical and practical insights to the field of FLTA.

BackgroundYellow fever (YF) is endemic in South Omo area of Ethiopia. Although Jinka University (JKU) is located in South Omo Zone, there is no information regarding the level of knowledge, attitude, and practice of students toward YF. The current study aimed to assess knowledge, attitude, and practice of JKU students toward YF and factors associated with the overall knowledge and attitude about the disease.MethodsIn this cross-sectional study, a semi-structured self-administered questionnaire was used to collect data from randomly selected regular program JNU students. Data were analyzed using SPSS. Bivariate and multivariable logistic regression analyses were performed to investigate associations of socio-demographic factors with overall knowledge and attitude scores.ResultsA total of 322 students (61.2% males, mean age of 20.7 years) participated in this study. Of these, 94.1% joined the University from places other than South Omo area and 86.0% (277/322) ever heard about YF. 9.6% were found to have a high level of overall knowledge about YF. High overall knowledge of YF was associated with being born and grown up in South Omo area (AOR=3.91; 95% CI: 1.28, 11.98) and being a student of a social science discipline (AOR=3.52; 95% CI: 1.22, 10.13). 48.8% of the participants had favorable overall attitude toward YF. Being a second-year student (AOR=1.96; 95% CI: 1.14–3.37), being born and grown up in South Omo area (AOR=5.13; 95% CI: 1.32–19.98), and having high overall knowledge of YF (AOR=13.24; 95% CI: 3.69, 47.44) were associated with favorable overall attitude toward YF. On the other hand, only 5.8% of the participants reported that they were vaccinated for YF.ConclusionThe low level of knowledge and low vaccination coverage of JKU students to YF, especially among those students from other parts of the country, calls for urgent awareness creation during admission and making vaccination available.

Introduction: The Attitude, Ethics and Communication (AETCOM) module was created as a guide to assist educators and institutions in putting in place a long-term programme that will assist students in developing the skills they need in the areas of communication, ethics and attitude. The AETCOM module helps students to develop the right attitude towards patients, families and colleagues and promotes respect for patient rights and social justice in health care delivery. Materials and Methods: A prevalidated questionnaire was used to test the knowledge, attitude and practice of 104 second-year medical students in a Medical College in the southern part of Karnataka, India. There were 16 knowledge, 12 attitude and 7 practice-related questions. Bloom’s cutoff points were used to categorise the knowledge and practice levels of the participants into good, fair and poor. A 5-point Likert’s scale was used to assess the attitude of the participants. Results: Analyses of knowledge showed that the majority of students (83.65%) were aware of the soft skills in medical practice. A considerable lack of knowledge (28.8%) was observed on how to break bad news to the patients. The attitude of the students on AETCOM was positive in all aspects. Assessment of practice regarding AETCOM revealed that 61% of the participants supported that physicians should assist death for patients who no longer wish to live. Conclusion: This study demonstrates a good knowledge and positive attitude towards AETCOM modules and their importance amongst second-year MBBS students, which plays a key role in developing each individual into a better doctor.

As AI technology continues to advance, its influence on foreign language learning, especially English language learning, is becoming increasingly important. It is crucial to assess how English majors view the integration of AI tools into their English learning process. This research uses a quantitative research design and a structured survey questionnaire to collect data to evaluate English majors' experiences, perceptions, expectations, and concerns about the use of AI tools in their English language learning journey at the tertiary level in Vietnam, specifically across various universities in Ho Chi Minh City. The results indicate that the respondents have already used AI tools for English language learning purposes. Moreover, the participants have a positive attitude toward the application of AI tools in their English language learning. However, they also express concerns about the impact of AI tools on their critical thinking and problem-solving skills, as well as their future career prospects as English teachers and translators. This study suggests further consideration of the integration of AI tools in English Language Learning for English majors.

English reading strategies and awareness of reading strategies are of great significance for English learners to master and possess high English reading abilities, but in reality, learners' ability to apply English reading strategies is still unsatisfactory. Moreover, this issue seems to be a common and urgent issue for all learners of English as a second language. This study taking a Chinese university (Hunan University of Science and Engineering, HUSE) as an example, using the Survey of Reading Strategies (SORS) to measure three broad categories of reading strategies, 527 respondents involved, through comparing data mean values of English majors with non-English majors and the composite mean value of these respondents, found that: (a) English major students have higher reading strategy awareness than non-English major students; (b) English major and non-English major students are at different levels in terms of reading strategy awareness and generally have a moderate level of reading strategies; (c) There is great room for improvement in university students’ reading strategy. Centering on how to make good use of the teaching resources of reading courses and how to use innovative ways and methods to enhance the awareness and ability of college students' reading strategies, this study puts forward four measures, namely, attaching importance to reading strategy education in reading course teaching, attaching importance to the leading role of reading course teachers in improving students' reading strategy level in curriculum teaching, attaching importance to students' main role, and strengthening students' reading strategy training.

This paper focuses on the cultivation path of business etiquette for English major students. With the deepening of global economic integration, business communication is becoming increasingly frequent, and business etiquette skills have become crucial for English majors. This study aims to explore how to effectively cultivate the business etiquette skills of English major students. Through literature review and empirical research methods, this article first analyzes the importance and influencing factors of business etiquette, then proposes a systematic training path, and verifies the feasibility and effectiveness of this training path through empirical research. The research results indicate that English major students need to pay attention to knowledge learning, practical opportunities, and personal quality cultivation in improving their business etiquette skills. This study has certain guiding significance for improving the business etiquette skills of English majors.

The existence of English major in Southwest Papua is still become a big project for universities in improving the number of students to choose English major. Year by year, the new students who take this major is decreased. This is become the big reason to conduct this research that aims to discover the Papuan high school students' perceptions and attitudes towards English majors. The case study design was used to describe this case. This research involved five schools in Sorong and Raja Ampat Regency. The sample of this research was 50 Papuan high school students’ taken from the five schools that participated. In collecting the data, the research used interviews and attitude questionnaires. The result regarding the students' perceptions is that most Papuan students think English is confusing and complex. It is because of the teaching method or strategy that the teacher considers monotone and boring. The pedagogical competence of an English teacher also influences this student's opinion. As an impact, fewer want to pursue English-related careers, like educators or tourism jobs. Most want to become civil servants after graduating from senior high school. Regarding the student's attitude, 86% of respondents have a negative attitude towards the English major. The significant cause is that they previously had no interest or motivation in learning English. As an impact, most of them do not want to choose English as their major at the university level.

This study aimed to investigate the impact of artificial intelligence (AI) on the speaking skills of second-year Vietnamese university students majoring in English as a Foreign Language (EFL), and the attitudes of both students and lecturers toward the integration of AI in speaking classes at a university in Ho Chi Minh City, Vietnam. The study sample consisted of 80 students (N = 80), divided into two groups: a control group (N= 40), which followed the traditional approach, and an experimental group (N = 40), which received AI-supported speaking instruction. The researchers collected data both quantitatively and qualitatively through pre-tests, post-tests, and student questionnaires. The survey results showed a significant improvement in the speaking abilities of students in the experimental group. In addition, findings revealed that AI tools enhanced learners’ confidence, autonomy, fluency, and opportunities for interactive practice beyond the classroom. The findings also pointed out several technological and pedagogical challenges associated with AI integration. Based on the results, the researchers proposed recommendations for lecturers and students to optimize the use of AI in speaking classes and improve instructional effectiveness.

Listening, speaking, reading, and writing skills are crucial for the academic success of English majors in Chinese colleges and universities. While there are numerous English learning apps available, each program focuses differently on enhancing the abilities of English majors. It is widely known that English majors show a preference for English dubbing apps, and these apps have been recognized for their effectiveness in improving students' speaking skills. However, there is a lack of consensus regarding the impact of these apps on Chinese English majors' listening and reading skills. Nine students were selected to participate in this qualitative study, an experiment that tested students' feedback on listening and reading after using the APP. This study delves into the perceptions of English major students regarding dubbing apps, aiming to determine whether they acknowledge the positive impact of these tools on the two skills. The study results indicate that English majors perceive improvements in listening and reading skills through the use of English dubbing apps. Nevertheless, the study notes that the oversimplification of language and limitations in addressing more advanced levels make the effect on reading skills less evident. The study recommends ongoing improvement and adaptation of English dubbing applications to cater to the diverse needs of a broader range of learners. As English majors increasingly rely on technology-enhanced language learning, it is crucial to address the nuanced challenges associated with these apps, ensuring a more comprehensive and impactful language learning experience.

In recent years, learning engagement and self-efficacy have received more and more research interest. Research has found that both self-efficacy and learning engagement are closely related to academic performance. However, few existing studies have focused on how their interplays may influence English majors' language learning. Thus, this study chooses English majors as research objects, employes questionnaires as instruments to analyze the relationship between their self-efficacy and learning engagement. It is found in this study that English major students have moderate level of self-efficacy and learning engagement and the self-efficacy and learning engagement influence each other significantly. A significant relationship between self-efficacy, learning engagement and learning achievements has also been identified in this study. These findings shed light on the teaching and learning of English major students.