Assess College Students Research Articles

The role of body weight in college students’ perceptions of anorexia nervosa and atypical anorexia nervosa

Objective: The present experimental study assessed college students’ ability to recognize an eating disorder across various body weights. Participants: Undergraduate students (N = 428) from a midsized public university. Methods: Participants completed an online questionnaire and were randomized to read one of four vignettes describing a woman with anorexia nervosa symptoms who was underweight, average weight, overweight, or obese. Participants completed a survey to assess body image, eating concerns, and ability to recognize an eating disorder. Results: Results showed participants in the underweight condition were significantly more likely to correctly identify an eating disorder (adjusted residual = 2.5) and showed fewer incorrect identifications than would be expected (adjusted residual = −2.5). In the underweight condition, 83.78% correctly recognized an eating disorder, followed by average weight (76.84%), obesity (69.16%), and overweight (68.89%). Conclusions: College students may have a harder time recognizing an eating disorder in someone with a higher body weight.

Study on the sports biomechanics prediction, sport biofluids and assessment of college students’ mental health status transport based on artificial neural network and expert system

Based on the theories of artificial neural networks and expert systems, this study constructs a model for assessing the sports biomechanics’ mental health of college students using artificial neural networks and expert systems. It assesses the sports biomechanics’ mental health status of college students who had their yoga classes suspended during the COVID-19 pandemic. Meanwhile, A mobile questionnaire was used to collect information on students’ personal circumstances, sport biofluids and yoga exercise routines, as well as data from the Depression Anxiety Stress Scales (DASS-21). This study presents a novel approach to assessing the intersection of sports biomechanics and mental health by employing Artificial Neural Networks (ANNs) and expert systems. Unlike previous research in this domain, this study offers an extensive review of the literature, highlighting both the distinctive contributions of ANNs and expert systems and the existing gaps in current methodologies. Similarly, a univariate analysis method was utilized to quantitatively assess the impact of yoga interventions and other factors on college students’ sports biomechanics and mental health. Building on this analysis, an artificial neural network (ANN) model was developed to predict mental health outcomes and sport biofluid conditions. The model focused on evaluating the significance of various variables, with particular attention to the contribution of yoga exercise routines. In short, this approach aims to enhance the understanding and support for utilizing yoga interventions to improve college students’ mental health within the context of sports biomechanics, especially in the post-pandemic era. The findings should make an important contribution to the field of integrating ANNs with expert systems and sports biomechanics improves mental health prediction accuracy.

Utilizing drawings to understand how our backgrounds and experiences change our plant mental models

Societal Impact StatementOur culture, life experiences, and the places we live teach us about the world around us and the plants within it. This information gives each individual distinct mental models. By delving into plant mental models of young adults, this study offers insights into the complex landscape of plant knowledge, with a special emphasis on Indigenous communities. Beyond broadening our understanding, these findings provide valuable resources for educators and researchers striving to bridge the gap in plant literacy. Moreover, the methods used offer a blueprint for similar investigations globally, which will foster a deeper understanding of plant awareness across diverse populations.Summary Plant mental models, or what people think about when they think of a given plant, give insight into a person's knowledge and understanding of plants. However, little to no research has been conducted on plant mental models of young adults or comparing mental models across demographics. This study assessed college students' plant mental models in the demographic categories of race, gender, rurality, and college type (tribal vs. non‐tribal), as well as experience in art, photography, and plant identification, to determine the impact of these factors on plant mental models. A total of 697 students from three tribal and three non‐tribal colleges enrolled in a specific introductory biology course participated. Participants completed four drawings, which represented their mental model of a plant, flower, grass, and tree. They also completed a short survey about demographics and experience with art, photography, and plant identification. Tree drawings had the most detail, and grass drawings had the least. Gender was the only demographic factor that impacted the detail drawn, with females including more detail for flowers and trees and males for grass. Surprisingly, experience with art, photography, and plant identification did not impact the detail included in the drawings. Overall, participants plant mental models across demographics were simplistic and lacked detail, potentially indicating a lack of plant awareness.

Contemplate MyPlate: Assessing College Students' Knowledge of MyPlate

Contemplate MyPlate: Assessing College Students' Knowledge of MyPlate

The Predictive Power of Students' Metacognition and Perceptions of Instructional Competencies of Instructors on Academic Life Satisfaction

In university education, change and development occur due to environmental factors and the individual's efforts. Students' awareness of their cognitions, the instructors they interact with, and their qualifications play an essential role in this development and change process and determine academic life satisfaction. This study aims to assess university students' metacognitive skill perception and their perceptions of instructors' instructional competencies and to reveal the predictive power of these two variables on academic life satisfaction. The practical implications of this study's findings can empower educators and students to enhance academic life satisfaction. Based on the relational survey model, the study's data were obtained from 405 students at a state university's Faculty of Humanities and Social Sciences. Academic Life Satisfaction Scale, Metacognitive Skill Perceptions Scale, and Instructor’s Instructional Competence Scale were used to collect data. In the data analysis, the Pearson Product Moment Correlation coefficient was calculated to examine the relationship between the scores obtained from the scales. Hierarchical Regression Analysis was used to solve the sub-problems related to prediction. The hierarchical regression included the student's achievement perception as a control variable. As a result of the data analysis, it was determined that there was a moderate positive significant relationship between students' academic life satisfaction and their perception of instructors' instructional competencies and metacognitive skill perception levels. When students' achievement perceptions were controlled, it was determined that metacognitive skill perception explained 15% of academic life satisfaction. When achievement perception and metacognitive skill perception were controlled, it was found that the perception of the instructor's instructional competence explained 10% of academic life satisfaction. Based on the research findings, it was concluded that the effect of students' metacognitive skill perception on academic life satisfaction was higher than their perceptions of the instructor's instructional competence.

Measuring belongingness in outdoor orientation programs

Outdoor orientation programs (OOPs) are reported to be successful at increasing students' feelings of belongingness. Currently only a handful of measures exist for assessing college students’ sense of belonging. This exploratory study examines three belongingness scales currently used in higher education assessing their effectiveness as measures of OOPs: the Student Belongingness Scale, the Workplace Belongingness Scale, and a one-question belongingness measure. The scales varied in their focus; for example, the Student Belongingness Scale measured perceptions of both peer belonging and institutional belonging. Researchers determined that scales focusing on belongingness to a small group provided the most useful data for OOPs. Management Implications: The findings of this study suggest managers of outdoor recreation programs consider ways to measure a sense of belongingness among participants as belongingness continues to grow as a measurement concept important to managers of outdoor recreation programs. Researchers recommend using an adaptation of the Workplace Belongingness Scale (renamed The Adventure Belongingness Scale) because the scale has both face validity and high correlations with the Behavioral Trust Inventory. The Student Belongingness Scale provides particularly useful data for assessing belongingness to institutions. Both scales should be considered to provide insight into the effectiveness of OOPs. The data for this study were collected via an online survey conducted in the fall of 2021.

Portfolios versus exams: a study to gauge the better student assessment tool

Portfolio assessment is a method used by teachers to evaluate their students’ academic performance by giving them several assignments and/or projects to work on during the semester. This is one alternative to exams which are an assessment tool seldom questioned for its validity and efficacy. This study seeks to scrutinize both of the mentioned methods of assessment and determine which is more accurate and viable to be adopted in tertiary education. A cohort of sixty 20–22-year-old university students in the College of Engineering at the American University of Sharjah participated in this study. They were required to complete a questionnaire comprising 12 questions concerning the academic, mental health, and professional benefits that students can enjoy as a result of being tested by means of portfolio assessment instead of exams. The research question is as follows: Is portfolio assessment a generally more viable method of evaluating university students’ academic performance than exams in terms of the potential academic, mental health, and professional benefits which such an assessment affords students? Overall, portfolio assessment was found to be a much more appropriate method of assessing university students than exams. The results of the study have implications for university professors, education experts, and examiners.

Clarifying Ethical Dilemmas in Sharpening Students’ Artificial Intelligence Proficiency: Dispelling Myths About Using AI Tools in Higher Education

Artificial intelligence has been talked about for over half a century now. Still, it became a fast-growing reality in 2023 through modern technologies, such as Meta AI, Open AI, or ChatGPT, and has created some ethical concerns. This research provides examples of how AI is being used in academia, how it can be used, and how to assess college students’ familiarity with such technologies, their perception of it, and level of usage. Using an AI-generated short survey to gather quantitative and qualitative data through a discussion exercise, 126 undergraduates with four different professors were asked to share their answers and views. The findings show that many of today’s college students in South Florida see the usage of AI as ethical and legal. However, a few respondents remain uncertain due to a lack of clear guidelines from professors and the institution. Thus, most respondents reported that they are familiar with AI as they use it multiple times weekly. Consequently, educators and administrators must sharpen their students’ AI skills so they can be ethical and competitive in the workplace. Implications for students, educators and administrators in the higher education arena are explored. Besides serving as a person’s second brain, using AI can be an excellent way for students to mitigate and overcome procrastination, enhance their productivity, and comprehensively complete academic projects on time. Furthermore, the proper use of AI tools can reduce errors, quickly assess large amounts of data, automate repetitive functions, lead to better decisions, and help learners move forward amid challenging obstacles. As such, academic institutions must do more to ensure they are “sharpening their students’ AI saw” before they graduate and embark on their professional endeavors. Artificial intelligence, when used properly, ethically, and legally following established industry norms and guidelines, offers many transformative benefits across diverse fields to benefit human beings and society. Students pursuing a healthcare career can use AI to aid in early disease detection, accelerate drug discovery, and improve patient care through precision medicine. Graduates in the engineering or transportation industries can use AI to optimize traffic flow, enhance safety with autonomous vehicles, and reduce emissions through predictive maintenance. Moreover, those who remain in the education field after graduation can use AI to facilitate personalized learning experiences tailored to individual student needs while fostering greater engagement and academic success for all learners. The latest advancements underscore AI’s potential to drive innovation, increase efficiency, and address complex challenges while ultimately shaping a more interconnected and prosperous future for everyone in society.

Assessing University Students Smokers Knowledge and Behaviours’ Related Smoking

Assessing University Students Smokers Knowledge and Behaviours’ Related Smoking

Experience and side effects of COVID-19 vaccine uptake among university students: a cross-sectional survey study.

Many people expressed concern over coronavirus vaccinations' reliability and side effects. This research aimed to assess university students' perceptions and experiences regarding the side effects of the COVID-19 vaccines in Bangladesh. We conducted an online cross-sectional survey to collect responses from university students vaccinated with any vaccines administered in Bangladesh between November 2021 to April 2022. Bangladeshi university students over the age of 18 and having an internet connection was included in the study. A binary logistic regression analysis along with Pearson's Chi-square test were used to identify COVID-19 vaccine-related side effects predictors after receiving the first dose. A total of 1,176 participants responded voluntarily to the online study, and most were vaccinated. More than half of the participants received the Sinopharm vaccine (56.5%), while others received Covishield (8.9%), Moderna (7.3%), and Pfizer (5.8%) vaccine. Around 32% of the participants reported side effects after receiving the first dose of the vaccine, including pain and edema (78.4%), body temperature (20.3%), and headache (14.5%), while a few experienced allergy, anxiety, and uneasy feelings. About 17% of the participants reported experiencing side effects after the second dose of the vaccine, including pain and edema (7.5%), body temperature (8.8%), and headache (7.3%). Most side effects were significantly associated with the Moderna vaccine (p < 0.001). Female students and those previously infected with COVID-19 were significantly associated with the side effects after taking the first dose of the vaccine. We found that side effects are mild and did not pose a significant challenge to Bangladesh's effort in managing and reducing the risk associated with the COVID-19 pandemic.

Under the Radar: A Survey of Students’ Experiences of Discrimination in the German University Context

Universities are commonly imagined as “enlightened institutions” that leave no room for discrimination. While studies from other countries and some studies from German universities cast doubt on this notion, the extent and characteristics of university students’ experiences of discrimination in Germany are not yet sufficiently researched. Therefore, the aim of this study was to assess university students’ experiences of discrimination in a cross-sectional online survey. A total of 890 students completed the questionnaire. Of these, 45% reported that they had witnessed discrimination in the university, while 28% reported first-hand experiences. For those who had experienced discrimination themselves, it occurred repeatedly (68%) or regularly (15.5%). The most common grounds for discrimination were sex or gender (33% of all reported grounds for discrimination), non-German origin (12.5%) and having a chronic illness (7%). University lecturers were mentioned most often (by 80% of those who reported discrimination) as the perpetrators of discrimination. Taking these findings into consideration, universities should revisit their policies and structures that protect students against discrimination and support them in the case of harassment. This could entail obligatory training for university employees but should also consider that the university’s hierarchical structure facilitates abuses of power and can therefore be considered a variable in its own right.

Development and validity evidence on the scale of perceived social support for university students (EPSSEU) during the period of social restrictions

AimThis study aims to validate a Perceived Social Support Scale for University Students (EPSSEU) during periods of social restrictions, by focusing on family and university support.Subject and methodsThis cross-sectional study was conducted with undergraduate students from a public higher education institution. The college students who participated in the study—1353 at baseline and 378 after 6 months—answered a virtual questionnaire containing questions on: sociodemographic and lifestyle data, items proposed for the EPSSEU, Satisfaction with Social Support Scale (ESSS), and Depression, Anxiety and Stress Scale (DASS-21). Exploratory factor analysis, Cronbach’s alpha reliability analysis, as well as discriminant, convergent, and known-group validations were performed.ResultsThe results showed two factors support from: i) the university and ii) friends and family— which explained 61.82% of the variance in the data. The EPSSEU showed good reliability (Cronbach’s alpha = 0.796) as well as validity, with higher scores among individuals without depression, anxiety, or stress.ConclusionThe EPSSEU shows adequate psychometric qualities and may be a useful instrument for assessing university students’ social support in pandemics, social distancing, and remote teaching contexts.

Listening to students: Beliefs and attitudes about active learning and effective lecture-style courses

Research shows that active-learning methods (e.g. discussion) are often superior to passive methods (e.g. lecture) with respect to learning outcomes. However, students sometimes report preferring and learning more in lecture-style classes compared to those in which they play an active role. These and related findings suggest students may lack awareness about the relative effectiveness of passive versus active teaching methods on their own learning. Here, we used a mixed methods approach to assess college students’ beliefs, attitudes, and feelings about lecture-style courses ( n = 246). One primary goal was to assess if, and to what extent, students would express an unprompted desire for interaction in lecture-style classes when reflecting, in an open-ended format, upon their real-world educational experiences. Respondents reported that the majority of their classes were lecture style, in accordance with previous research, and noted that they view lecture as a mostly effective form of pedagogy. While respondents described high-level knowledge and compelling delivery of the subject matter, effective class design and use of technology, and good stagecraft on behalf of the instructor as important aspects of effective lecture-style teaching, a substantial proportion of students mentioned interaction as the most important component of an effective lecture style class, suggesting that student preferences for passive classrooms is far from universal. Implications of these findings are discussed.

Development and psychometric evaluation of a questionnaire to measure university students' knowledge on the effects of alcohol use during pregnancy.

Alcohol consumption during pregnancy can lead to fetal alcohol spectrum disorders. This study developed and validated a questionnaire to assess university students' knowledge regarding the effects of alcohol during pregnancy. We designed an instrument with true-false-I do not know statements. Initially, 45 true statements were formulated and subjected to content validation by 19 experts. Based on the Content Validity Index (CVI), 17 items were selected. The instrument, called the Fetal Alcohol Consequences Test (FACT), was first assessed by 31 university students for the level of understanding. Then, the questionnaire was administered to a national Brazilian sample of university students, and an Exploratory Factor Analysis (EFA) was conducted. Each correct FACT answer was worth 1 point, and the knowledge was categorized as high (total score ≥ 80%), moderate (score between 60 and 79%), and low (score ≤ 59%). When the questionnaire was being designed, the CVI values ranged from 0.779 to 1.0, and all statements were considered suitable by the target audience. For psychometric evaluation, 768 students from 24 Brazilian states participated. In the EFA, five statements were removed, revealing a tool with 12 items and two latent factors: "fetal alcohol spectrum disorders" and "conceptions and guidance on alcohol consumption during pregnancy." The KMO index (0.76426) and Bartlett's sphericity test (6362.6, df = 66, p < 0.00001) both supported the final EFA model. The goodness-of-fit indices for the factor structure were adequate: χ2 = 119.609, df = 43, p < 0.00001; RMSEA = 0.048; CFI = 0.977; TLI = 0.965. The mean total FACT score among participants was 7.71 ± 2.98, with a median of 8; 32.03% of the students had high (10-12 points), 24.09% moderate (8-9 points), and 43.88% low knowledge (<8 points). The questionnaire proved reliable, with a floor effect of 1.17%, a ceiling effect of 9.25%, and a Cronbach's alpha index of 0.798. The FACT can be utilized in university students' health education processes, contributing to greater knowledge and information dissemination about the effects of alcohol during pregnancy, in addition to the formulation of policies on the subject directed to this group of young adults.

Assessment of University Students’ Knowledge, Attitude and Practice Regarding Breast Self-Examination in Bahrain: A Call for Action

Background Breast cancer has become a significant global health concern in recent years, calling for action and intense methods of prevention and early identification. Aim To assess the Knowledge, Attitude, and Practice (KAP) regarding Breast Self-Examination (BSE) among university female students. Methods A cross-sectional descriptive study was conducted at the University of Bahrain (UoB). A convenience sampling of 375 female students voluntarily completed the questionnaires. Results The students’ total percent scores in the three domains were less than 70% (63.25±10.60 for knowledge, 64.47±12.55 for Attitude, 56.03±18.27 for practices). The majority of students had unsatisfactory BSE practices (82.9%), and poor knowledge about BSE (69.6%). However, 28.5% of students had positive attitudes toward BSE. Conclusion The results indicate a significant gap in KAP related to BSE among university female students. The knowledge deficiency reflects finite awareness and understanding of the importance of BSE and using proper techniques. At the same time, the limited attitude might hinder students’ engagement and motivation in practicing BSE. Therefore, targeted educational initiatives and community engagement campaigns are essential to improve women’s awareness regarding BSE and enhance personal motivation toward the proper practice of BSE. Disseminating the appropriate practice of BSE in the community is also recommended.

Preparation of university students for independent work using benchmarking technology

Relevance. The study's relevance arises from the increasing adoption of new teaching methods in the education system, particularly influenced by the COVID-19 pandemic, which necessitates rethinking the learning process. Benchmarking technologies aim to enhance these processes by leveraging best practices from leading universities globally. Purpose. The study aims to assess university students' readiness for independent work and evaluate the outcomes of preparing students for independent work using benchmarking technology. Methodology. An experiment was conducted in three stages: collecting information, developing and testing the methodology, and integrating the methodology into the educational process. The study was carried out at Sh. Ualikhanov Kokshetau University. Results. The study revealed the degree of readiness of university students for independent work using benchmarking technology. The focus was on how benchmarking technology improves the educational process and the development of self-educational components. Systematic diagnostics and constant adjustments helped achieve planned results in organizing independent work. Conclusions. The proposed methodology for organizing students' independent work enhances future graduates' competitiveness, creativity, stress resistance, communication skills, and professional development capabilities. Keywords: modern teaching methods; future specialist; self-organisation; learning process

A cross-sectional study of university students' mental health and lifestyle practices amidst the COVID-19 pandemic.

University students are regarded as the backbone of society, and their mental health during a pandemic may have a substantial impact on their performance and life outcomes. The purpose of this study was to assess university students' mental health, specifically depression, anxiety, and stress, during Lebanon's extended COVID-19 pandemic, as well as the sociodemographic factors and lifestyle practices associated with it. An online anonymous survey assessed the rates of mental health problems during COVID-19, controlling for socio-demographics and other lifestyle practices, in 329 undergraduate and graduate university students. Instruments utilized were the Patient Health Questionnaire (PHQ-9) for depression, the Beck Anxiety Inventory (21-BAI) for anxiety, and the Perceived Stress Scale (PSS-10) for stress. The study employed descriptive statistics and multiple logistic regression models to analyze the association between depression, anxiety, and stress with sociodemographic and lifestyle factors. Results were evaluated using adjusted odds ratios and confidence intervals, with a significance level of 0.05. Moderate to severe rates of depression, anxiety and stress among students were reported by 75.9%, 72.2%, and 89.3%, respectively. The odds of anxiety and stress were higher among women compared to men. Students who used private counseling services had higher odds of anxiety and stress than those who did not. Overall rated health was a major predictor of depression and anxiety, with the "poor" and "fair" overall-reported health groups having higher odds than the "Excellent" group. When compared to those who did not smoke, students who increased their smoking intake had higher odds of depression, anxiety and stress. Students who reduced their alcohol consumption had lower odds of anxiety compared to those who did not consume alcohol. Students who reduced their physical activity had higher odds than those who increased it. Finally, students who slept fewer than seven hours daily had higher odds of depression than those who slept seven to nine hours. Our findings indicate a national student mental health crisis, with exceptionally high rates of moderate to severe depression, anxiety, and stress. Factors such as gender, university program, overall rated health, importance of religion in daily decisions, private counseling, smoking cigarettes, alcohol consumption, physical activity, and sleeping, were all found to have an impact on mental health outcomes. Our study highlights the need for university administrators and mental health professionals to consider targeted mental health programming for students, particularly for women and those with poor or fair overall perceived health.

English Language Teaching: Teaching College Students English for Particular Functions

This paper includes a current evaluation as well as a course layout. English for unique functions (ESP) within the subject of ELT (English Language Teaching), 2) the characteristics of teachers and students in ESP, and 3) the demanding situations associated with the trainer, pupil, surroundings, and other factors in ESP teaching. The ESP in ELT refers back to the particular English language necessities of the target learners or scholars. It describes the coaching of a certain English genre for college students with a defined set of targets that is geared in the direction of and concentrated on English teaching and studying. Based totally on an assessment of desires, targets, and the sports requiring English, ESP is created and advanced. Positive duties as a trainer, such as asking college students to develop study goals, creating a supportive environment, getting to know their surroundings, and assessing college students' progress, are all approaches to shaping publications. At the same time, getting to know techniques that are properly designed, difficult-to-remember know-how, and a specific ardor for learning are all associated with newcomers. Within the implementation of ELT, there are challenges and issues related to the instructor in coaching ESP, inclusive of the poor quality of the lectures and textbooks, the lecturers' inadequate qualifications and teaching strategies, and the absence of a theoretical framework for coaching ESP. difficulties relating to the students, such as their demographics, the demands of learning ESP, their English skill ability, the differences between their native tongue and other languages, their loss of vocabulary, their reliance on dictionaries, and their lack of know-how of how to use dictionaries, particularly ESP phrases. while the environment-associated challenges consist of a shortage of educational substances, courses with an excessive number of students, and a heavy emphasis on exams.

Madesa or books! Using a Coverage Comprehension Model to Assess University Students’ Ability to Comprehend Reference Books

Studies on reading in a foreign language report that meaningful reading comprehension is determined by an individual's vocabulary size. A conclusion from these studies is that a vocabulary threshold of 8000–9000 words is compulsory for the reader to comprehend 98% of running words in academic texts and consequently achieve optimal comprehension of the materials. A threshold of 4,000–5,000 words can only assist readers to understand 95% of running words, which guarantees minimal comprehension. This study examines the relationship between the vocabulary size of undergraduate university students and the vocabulary coverage of reference books sampled from among those listed in their course outlines. This corpus-based and descriptive study used the Vocabulary Level Test (VLT) to assess the vocabulary size of 774 participants and a vocab profiler to analyze the vocabulary coverage of the nine sampled reference books. The results showed that, on average, the participants’ vocabulary size would enable them to comprehend 95% of the running words in most of the books in the sample, but that size would not help them to understand 98% of the running words in any of the sampled books. These results suggest that, on average, no student in the sample could have optimal comprehension of the sampled reference books. Therefore, our study calls for the need to introduce serious reading programmes at the primary and secondary school levels so as to promote students' vocabulary size and reading comprehension ability.

Assessing University Students’ Competence in Translating English Discourse Connectives into Kurdish

The present study sets out to assess university students’ competence in translating English discourse connectives into Kurdish. It also attempts to study the impact of teaching on students’ translation competence for rendering these elements. Discourse connectives are one of the main subcategories of textual metadiscourse elements which play a crucial role in text organization and the creation of cohesion. Their class is mainly comprised of conjunctions and adverbials which connect ideas at intrasentential, intersentential, and textual levels. Appropriate recognition, utilization, and translation of English discourse connectives are problematic and challenging for Kurdish EFL learners and translators. Moreover, some connectors are multifunctional and polysemous in nature. This paper aims at highlighting some of these translation problems and assessing students’ competence in their rendering at the pre-test and post-test. The research design is mixed method and employs a Translation Task and a Judgement Elicitation Task as two means for measuring translation competence. These tests were carried out on 40 Third-Year students at the Department of Translation, College of Languages, University of Duhok. The study concluded that students possessed enough translation competence for making judgements on the appropriate renditions of the discourse connectives. In contrast, they failed to appropriately translate besides, although, nevertheless, yet, provided that, otherwise, unless, for, thereby, and so that in the pre-test. Furthermore, holding teaching sessions on the classifications, functions, and translation of discourse connectives had a significant impact on the acquisition of translation competence in the post-test.