Academic Lectures Research Articles

Second Language Listeners’ Emotion and Eye Gaze: A Web-Based Eye-Tracking Study

ABSTRACT While previous studies have shown that L2 listeners tend to focus more on videos with additional information, like presentation slides, the amount of eye gaze did not necessarily translate to higher listening test scores . Unlike previous research focusing on the benefits of additional visual cues, this study explores how emotions impact L2 listeners’ viewing behavior. Sixty-four adults completed the Foreign Language Listening Anxiety Scale (FLLAS), watched three academic lectures with their eye movements tracked, and answered comprehension questions. According to the results, listening anxiety was not a significant predictor of viewing videos. The relationship between viewing time and comprehension scores was non-significant. Interviews and survey responses highlighted diverse attitudes toward the videos. The findings suggest that individual differences in listening anxiety may not significantly influence how much participants look at the videos. Furthermore, adding context videos to listening tests to increase authenticity does not seem to affect comprehension scores, consistent with previous studies. The implications for developing video-based listening tests are discussed.

‘Like to comment on that?’

Abstract Questions are powerful interactional devices which academic lecturers may use to facilitate learning, engage students and add to a lecture’s interactivity. This contrastive and corpus-based study examines student-oriented questions, i.e. those initiating a student response, in British and Montenegrin university linguistics lectures. It aims to answer research questions regarding what forms of this question category are employed; how frequent they are, what functions they commonly perform, and whether there are any similarities and differences in these respects between the two groups of lectures. The data include 12 lectures in linguistics from several British academic corpora and a specially created corpus of 12 Montenegrin linguistics lectures. We combine quantitative and qualitative approaches to arrive at results which point to certain similarities and differences between the corpora. Some of these might be explained by the language differences between English and BCMS (Bosnian/Croatian/Montenegrin/Serbian), while others seem to have stemmed from academic lecturing style differences. The findings add to the literature on questions in academic lectures and, together with other contrastive studies, may contribute to revealing the universal and culturally-specific discourse features of academic lectures across academic cultures, as well as be pedagogically useful for lecturers, particularly novices, who are teaching linguistics in English and BCMS.

Hadith Preservation: Techniques And Contemporary Efforts

Hadith is an important source of Islamic teachings. The method of Hadith preservation during the time of Prophet Muhammad (peace be upon him) and after his demise has constantly been criticised by Orientalists and critics of Islam. Most of their objections emphasise that Hadith could not have been accurately transmitted orally over a century. Thus, conducting research on how Hadith has been preserved is crucial, particularly to remind the critics that Allah’s (Subhanahu Wa Ta’ala) promise to protect His Book is not limited to the Qur’an, but also extends to the Hadith, which explains the meanings of the Qur’an. Additionally, it is crucial to continuously discuss the painstaking efforts that went into Hadith preservation, which make Muslims believe with absolute certainty that Hadith were accurately preserved. On this basis, this article discusses the multifaceted landscape of Hadith preservation by exploring the techniques employed and contemporary efforts in preserving this rich Islamic heritage. Relevant books, academic journal articles, lecture notes, and webpages were reviewed in writing this article. The three main techniques that played a significant role in preserving Hadith are memorisation, the principle of practice, and documentation. Moreover, the contemporary efforts that contributed to Hadith preservation include the massive publication of academic books and journals on Hadith, the establishment of faculties in major universities that offer Hadith studies as a specialised academic program, the increase in comparative jurisprudence studies that refer to Hadith as one of the most important references, the need to respond to Orientalist theories on Hadith, and the advent of digital technology.

Perception of the Academic Lecturer’s Profile: From Research Orientation to Pedagogic Orientation, and Implications for the Digital Learning of Students

Aim. This study aims to examine the effect of lecturers’ teaching orientations, as perceived by students, on students’ digital learning patterns, differentiating between research-oriented and pedagogy-oriented teaching approaches. Methods. A survey method was employed to collect data from undergraduate students regarding their perceptions of their lecturers’ orientations and their own digital learning patterns. Descriptive statistical analysis, Pearson correlation, and mediation models were utilized to analyse the relationships between variables. Results. The findings indicate that when students perceived the lecturer as research-oriented, no significant indirect association mediated by the digital learning experience was found between the lecturer’s profile and both active and passive digital learning patterns. However, the association between the research-oriented lecturer and active digital learning was partially mediated by the student’s reading habits, while the association with passive digital learning was fully mediated by reading habits. For pedagogy-oriented lecturers, both active and passive digital learning patterns were partially mediated by the student’s learning experience, with no significant mediation by reading habits. Conclusion. The study suggests that research-oriented lecturers influence active digital learning through students’ reading habits, while pedagogy-oriented lecturers influence both active and passive digital learning through students’ digital learning experiences. Understanding these dynamics can help educational institutions support lecturers in their professional development and improve student learning outcomes in digital environments.

The Effectiveness of Instagram Account @Bima.Kemdikbudristek as a Medium for Disseminating Information for Lecturers of Academic Education Colleges

The Directorate of Research, Technology, and Community Service (DRTPM) disseminates research and community service information to lecturers of academic education colleges through social media @Bima.Kemdikbudristek. This study aims to analyze the effectiveness of the Instagram account @Bima.Kemdikbudristek as a medium for disseminating information to lecturers of academic education colleges using the AISAS method (Attention, Interest, Search, Action, and Share) as well as factors related to the effectiveness of Instagram. The research method used in this research is a quantitative method with a survey method. Respondents in this study were 101 academic education college lecturers who were obtained using quota sampling techniques. The results of this study indicate that the dissemination of information carried out by the @Bima.Kemdikbudristek Instagram account is effective for disseminating information to lecturers of academic education colleges, and there are factors related to the effectiveness of Instagram as a medium for disseminating research and community service information, namely information quality (completeness, relevance, accuracy, timeliness, and presentation of information). The results show that information quality has a very real relationship with the effectiveness of the Instagram account @Bima.Kemdikbudristek.

Was Copernicus an Astrologer? From the Perspective of a Historian of Astrology

Nicolaus Copernicus’s achievements in the field of astronomy are widely known and undisputed, but few people know that he also studied astrology – in his time recognised as a science and a subject of academic lectures. Evidence of this activity, though scarce, is preserved in the margins of one of the popular astrological treatises of the 15th and 16th centuries, which was owned by Nicolaus Copernicus. Thanks to these marginal notes it is possible to undertake a consideration of the scale and reasons for the involvement of the astronomer in the exploration of astrology.

Sosialisasi Pencegahan dan Penanganan Kekerasan Seksual di Perguruan Tinggi Melalui Pameran Karya Seni

This Community Service research This PKM (Community Service) activity aims to; Increased understanding of scholarship recipient students, scholarship recipient alumni, STMA Trisakti leaders, academic assistant lecturers for scholarship recipient students, alumni, and the surrounding community regarding activities to prevent and handle sexual violence in higher education through art exhibitions, and so it is hoped that this will increase the desire of students and alumni. , leaders of STMA Trisakti, academic assistant lecturers for scholarship recipient students and the surrounding community in activities to prevent and handle sexual violence. Using the Art Exhibition method. Participants who attended this PKM were 100 who came from scholarship recipients, both KIP, YBT, internship scholarships from STMA Trisakti, and in general from Trisakti Foundation Education units, such as the Trisakti Logistics Transportation Institute, STMK Trisakti, TSM Trisakti, IPT Trisakti, and Universities Trisakti.

Communication Skills Assessments and Rubrics In The Higher Education: A Meta-Analysis

Effective communication skills are crucial in the higher education system. Consequently, there is a growing concern about how higher education institutions can better equip students with the communication skills required for success in both academic and professional settings. The assessment of communication skills, especially in higher education, is complex and can have a substantial impact on students' academic achievements, preparedness for their careers, and overall professional growth. Due to this disparities and assessment challenges, this meta-analysis sought to answer the following research questions: (a) What are the assessments employed for communication skills in multi-discipline studies in higher education? (b) What are the “key findings” contributing to the issues of communication skills assessment in higher education? In this article, a meta-analysis was conducted to determine the types of communication skill assessments and other key findings concerning the assessment issues in this area. Sources were identified using Scopus, Web of Science, Wiley Online Library, Taylor & Francis Online and Springerlink, and, after inclusion criteria were applied, 21 samples of articles were included in the meta-analysis. The findings demonstrate the existence of issues from the aspects of audience, mode, and purpose of the assessments, which mainly are: (1) impact of language proficiency and ICT competency; (2) communication skills approach to non-scientific audience; (3) blended assessment and feedback communication; (4) use of explicit and direct teaching assessment; (5) critical thinking and opportunity for justifying scientific ideas; and (6) benefit of early and continuous communication tasks. The review finds an extensive gap on the communication skills assessment related to higher-order thinking and problem-solving abilities in junior students. This meta-analysis may be of great interest to university policymakers, language lecturers, and academic lecturers from other disciplines who are searching for the best assessments strategies to measure students' communication skills.

Exploring the Activities of the Academic Lecture Tour Group of Hyŏndae P"yŏngnon in 1927

Exploring the Activities of the Academic Lecture Tour Group of Hyŏndae P"yŏngnon in 1927

Detecting Voice Fatigue With Artificial Intelligence

Voice fatigue (VF) has many symptoms and can occur after extended or brief voice use, depending on the presence or absence of voice pathology, and other factors. However, fatigue is difficult to detect and quantify through current approaches. This study explores the use of artificial intelligence (AI) in the automatic detection and analysis of voice fatigue, presenting a novel approach to detect and monitor the condition. ObjectiveThis study aims to create an AI-based system for detecting voice fatigue. The AI model’s performance is evaluated against traditional methods of assessment conducted by speech-language pathologists (SLPs). MethodsVoice samples were collected from individuals experiencing varying levels of voice fatigue. To validate these samples, we calculated fo, increases which have been shown to be correlated with voice fatigue, at the beginning and end of the recordings. The samples were processed using a machine learning model trained to recognize patterns associated with voice fatigue. To build the model, we extracted embeddings from an ECAPA-TDNN model that has been shown to capture changes in the voice characteristics of a speaker over time and used a convolutional neural network for classification. To validate the model, the model’s accuracy in detecting voice fatigue was compared to assessments from SLPs. ResultsWe achieved an accuracy score of 93% on our dataset of English academic lectures and podcasts. As further validation, we asked 3 experienced SLPs to classify audio segments from our dataset and compared their responses to the classifications from our model, and achieved an accuracy of 86% as compared to their ratings. ConclusionThe application of AI in the detection of voice fatigue shows a generalizable approach for the analysis of voice fatigue. Future research will incorporate patient data to validate further the models that we created.

The Influence of Academic Stress, Lecturer Competence, Campus Facilities, and Learning Environment on Student Cyberloafing Behavior in Purwokerto

Objective: This study aims to determine empirically whether academic stress, lecturer competence, campus facilities and learning environment affect cyberloafing behavior in students in Purwokerto. Type of Research: This type of research is quantitative research. The sampling technique used proportional random sampling technique with the condition that students of universities in Purwokerto include UMP, Unsoed, UIN Saizu, and Telkom and must bring gadgets during lectures. Place and Time of Research: The research was conducted in Purwokerto from 10 december 2022 to 5 july 2024. Methodology: This research is conducted using a quantitative approach, the data obtained will be processed using SmartPLS software version 3.29. Each hypothesis will be tested using the Inner Model to determine the influence between variables. To test the validity and reliability of the research using the Outer model. Results: The results showed that there is a positive and significant influence between academic stress on cyberloafing behavior, a negative and significant influence between lecturer competence and cyberloafing, a negative but not significant influence on campus facilities and cyberloafing and a positive but not significant influence on the learning environment on cyberloafing behavior.

A Disputed Hegemony: Negotiating Neurosurgical Patient Care in the Netherlands, 1930-1952.

The emergence of the neurosurgical patient as a novel clinical entity in the Netherlands was marked by a lingering conflict between neurologists and neurosurgeons, in which both types of specialists sought to assume the clinical and institutional leadership of neurosurgical patient care. In the 1920s and 1930s, neurologists had facilitated the establishment of the first generation of neurosurgeons in the country, and in the process, had managed to clinically and institutionally subordinate neurosurgery to neurology. As the demand for neurosurgical patient care grew, the neurosurgeons began to challenge this hegemonic relationship. The neurologists, however, were unwilling to give up their control, fearing that they would be bypassed in the diagnosis of patients eligible to neurosurgery. These conflicting aims and interests resulted in an intricate demarcation battle, in which the boundary work between neurologists and neurosurgeons was directly played out at the local workplace and at the meetings of the Study Club for Neuro-Surgery, and indirectly at various other sites of contestation, such as medical journals and academic lecture halls, as both parties sought to rally external stakeholders to their cause. During these negotiations, local, national, and international forces increasingly intertwined to shape the particular organization of Dutch neurosurgery in the middle of the twentieth century. By analyzing this multilayered demarcation process, this article draws attention to the complexity of medical boundary work, and to the way in which, despite pervasive international influences, specialist practice was ultimately negotiated at the local and national levels.

Development and evaluation of a surgical 3D simulation model on submental flap surgery training.

The purpose of the present study was to design and assess a 3D simulation model for submental flap surgery in training oral and maxillofacial surgery (OMFS) residents. This quasi-experimental study involved a total of 20 OMFS residents attending and was conducted from September 2023 to December 2023. A 3D submental flap surgical phantom was designed using Mimics V.21 software and printed using fused deposition modeling technology. Participants were first tested on their knowledge of submental flap surgery before being randomly assigned to experimental or control groups. The experimental group received a lecture and demonstration using the developed phantom, while the control group had traditional lecture education only. Afterward, the same test was administered to all participants post-training. Pre- and post-test scores were calculated and compared between the two groups. p-Value<0.05 was considered statistically significant. The average pre-intervention test scores in the control and experimental group, were 2.5±1.43 and 3±0.816, respectively (p=0.35). Post-intervention, the experimental group exhibited significantly higher exam scores compared to the group who had only received academic lecture training (6.9±0.87 vs. 4.9±0.99) (p<0.001). Irrespective of the applied teaching method, both groups showed a significant increase in exam scores after receiving submental flap training (p<0.001 for both groups, paired-sample t-test). The use of the developed submental flap phantom model significantly improved OMFS residents' test scores and knowledge of the surgical technique, suggesting its potential integration into the conventional resident training curriculum.

Acute Effects of Exercise Breaks on Attention and Working Memory During a University Lecture: A Group-Randomized Controlled Trial

Objective: This study investigated the acute effects of exercise breaks on attention and working memory during lectures among third-year physical therapy students.Material and Methods: In total 65 participants were randomly assigned to exercise breaks (N=22), game breaks (N=21), and no breaks (N=22). The lecture was divided into two parts. Participants watched each part of a 50-minute computer-based video lecture. The present study examined the heart rate, perception, attention, and working memory impact of 5-minute breaks. The exercise breaks group performed a series of callisthenic exercises, the game breaks group played a computer game, and the no breaks group watched the entire lecture continuously without breaks. The differences in means for variables among each group were compared using a 3x2 repeated measure Multivariate Analysis of Covariance (MANCOVA).Results: Exercise breaks during lectures facilitated a positive impact on the modulation of shifting working memory in comparison to game breaks and non-exercise breaks (p-value&lt;0.05). Significant pre-test to post-test in shifting working memory improvements were found in the exercise breaks group (F(2,62)=4.266, p-value=0.018). The variation in mean shifting working memory was 12.1 percent of the effect (np2=0.121). This improvement aligned with better learning results, especially when assessed for immediate outcomes. Conclusion: Exercise breaks during academic lectures demonstrated a statistically significant impact on shifting working memory. Consequently, further investigations are required to explore the enduring impacts of exercise breaks on cognitive functions in the long term. Additionally, determining the optimal duration of exercise breaks and lecture lengths is essential for guiding university teaching practices.

Mental health content in the physiotherapy undergraduate curriculum in South Africa.

Knowledge about mental health in physiotherapy practice is essential as mental health can impact physical health. Little is known about the mental health content in the South African physiotherapy undergraduate programme. Our study explored the mental health content in the undergraduate physiotherapy programme at eight universities and the perceptions of academic staff at an identified training institution in South Africa and stakeholders about the relevance of mental health in the undergraduate physiotherapy programme. Our study employed a concurrent-mixed method design, which consisted of: (1) the administration of a survey to academic leaders or lecturers undertaking mental health teaching at universities and (2) an online interview that included stakeholders and a focus group to gauge perceptions of academic staff at an identified institution in South Africa. Seven of eight universities participated in our study. All the universities had a psychology module and agreed that it is crucial to have mental health content in the curriculum. There is diversity in the mental health content between the universities. There is a need for consistency in the mental health content at all universities to ensure that all students receive the same skill set to have an impact on the quality of care. There is a need to include mental health content at universities offering theoretical and practical undergraduate programmes.

Reflective Writing Competence in Explanation, Application, Reflection (EAR) Learning Strategy and its Correlation to Academic Performance in English

Reflective writing enables students to determine and express the link between academic lectures and personal experiences. The education sector has been highly integrating reflection into the development of higher-order thinking among learners through various learning strategies. With these, this study aimed to find out if an existing institutional reflective writing strategy has a relationship with the academic performance of students in English, a subject commonly targeting the attainment of writing competencies. A quantitative-correlational research method was used in this study that specifically evaluated the reflective written outputs of random Grade 12 students. A modified and validated reflective writing tool was used in such evaluation. Statistical analysis of the results implies that the reflective writing competence of students may influence their academic performance. On this basis, it is recommended to develop a standardized evaluation instrument to properly and objectively guide the students on utilizing reflections with the enhancement of their academic competencies.

Authenticity of academic lecture passages in high-stakes tests: A temporal fluency perspective

Corpus-based studies have offered the domain definition inference for test developers. Yet, corpus-based studies on temporal fluency measures (e.g., speech rate) have been limited, especially in the context of academic lecture settings. This made it difficult for test developers to sample representative fluency features to create authentic listening passages. To address this issue, the Fluency Corpus of Academic English Lectures (FCAEL) was created to offer insight into the thresholds for temporal fluency features in academic lecture settings. The current study compared the corpus data to the academic lecture passages in the Test of English as a Foreign Language Internet-based test (TOEFL iBT) and International English Language Testing System (IELTS) to examine the domain definition inference of these tests. In total, 14 temporal fluency measures were examined. A bootstrapped one-way multivariate analysis of variance (MANOVA), followed by a series of bootstrapped analyses of variances (ANOVAs), independent t-test, and Tukey tests showed some support for the tests, although many limitations were also found. The study suggests the 25th–75th percentile of FCAEL as tentative thresholds for each temporal fluency feature. The proposal may be useful for test developers to create and revise test materials. Coding schemes, analysis codes, and raw corpus data are available on the project’s Open Science Framework page, exemplifying how Open Science can provide benefits beyond the academic community.

Appraisal analysis of the vague expressions in academic lectures using English as an academic lingua franca in an EMI university

AbstractThis study aims to compare how lecturers, also being different English as a lingua franca (ELF) users use various vague expressions in academic lectures in a Chinese English‐medium instruction (EMI) university. The study adopts the framework of appraisal grounded in systemic functional linguistic theory to classify all vague expressions according to intensity, amount, and categorisation. It is found that vagueness in relation to amount with no gradable features was used most frequently in the 12 academic lectures of the study, followed by those related to no‐scaled categorisation and upscaled intensity. The use of vague expressions is further examined from an academic ELF perspective. We discover that native‐speaker lecturers may use more vague expressions concerning amount whereas ELF lecturers may prefer those concerning intensity. Finally, we suggest some pedagogical implications of using vagueness in ELF communication for delivering academic lectures in the EMI university context.

Metadiscursive Features in Interdisciplinary Lectures: Implications for EAP Notetaking

Abstract Academic lectures are among the primary resources of knowledge for higher education students, which makes notetaking a requirement during lectures. The ability to take good notes and the quality of notes taken during lectures are associated with academic achievement; therefore, notetaking instruction is an important aspect of EAP courses. To this end, the present study aims at offering a genre-based instruction framework for notetaking instruction. In accordance with this purpose, eight interdisciplinary lectures were analysed. First, rhetorical functions were identified using the framework developed by Bouziri (2020). Then, metadiscursive elements signalling the organisational structure were identified using the metadiscourse frameworks developed by Ädel (2010) and Hyland (2005). Major findings indicate a relationship between rhetorical functions and metadiscursive elements. Namely, certain metadiscourse items can signal the use of certain rhetorical functions. Thus, the GBI framework for notetaking was structured focusing on the associations that can be established between the rhetorical functions and metadiscursive elements.

THE CONCEPT OF HUMAN FIṬRAH IN ISLAMIC PHILOSOPHY OF EDUCATION

From the perspective of the Qur’an, investigating the concept of human nature becomes an intriguing subject for scientific exploration, with a particular focus on the term “muḥsin”. This word holds a wide range of interpretations within the Qur’an, encompassing both its semantic implications and its relevance to understanding humanity. This pursuit of understanding and learning within the realm of science, especially in academic lectures and research, aims to analyze the correlation between the concept of human nature and Islamic education as they relate to the Qur’an and Ilmud dilalah (the science of semantics). This research is specifically oriented towards qualitative research, utilizing a literature review approach. Data was collected from online sources through literature searches on platforms such as Google Scholar, Scopus, and Siendirect. Data analysis involved a meticulous content analysis process. The findings of this study highlight the concept of “fiṭrah” as a divine endowment bestowed upon humans by God, defining their existence. Understanding the meaning of this inherent nature is deemed essential for all individuals, ensuring that God’s gift is not squandered and that one’s full potential is developed. Islamic education plays a pivotal role in this context, serving as a guiding force that helps individuals preserve and direct their innate nature, particularly in fostering trust and confidence in Allah. It emphasizes the importance of nurturing one’s full potential. In Islam, education is not only emphasized but also intricately linked with the philosophy of science when applied to Islamic religious education. It is understood that Islam, as a holistic religion, provides comprehensive guidance and education for Muslims.