University Classes Research Articles

Teachers and students’ perspectives of oral corrective feedback in non-English major classes in Nguyen Tat Thanh University

Oral corrective feedback plays an important role in EFL classes because it contributes to the development of speaking skills among language learners. However, many studies have shown that the teachers’ and the students’ perspectives in giving oral corrective feedback have been undertaken in the Vietnamese context in general and in non-English major classes in Nguyen Tat Thanh University in particular. Therefore, the objective of this study is to investigate the relationship between teachers and students’ perspectives on the contribution and sources of oral corrective feedback. This study focuses solely on quantitative and qualitative data collected from the questionnaires and interviews, respectively for the investigated phenomena. The data consisted of questionnaires with 102 students and 18 teachers, interviews with 10 students and 5 teachers who completed the questionnaires. The findings show that both teachers and students appreciated the importance of providing and receiving oral corrective feedback in classes. However, regarding the sources of oral corrective feedback, while teachers liked peer correction as well as appreciated the role of self-correction, students lacked their confidence in correcting their mistakes by themselves and they preferred being corrected by teachers.

Social prescribing for healthy ageing: insights from older people referral and uptake in Portugal

Abstract The population ageing presents multifaceted challenges for health systems, with implications for healthcare delivery and health and well-being outcomes. Innovative integrated-care approaches are needed to promote healthy aging and the quality of life of older people. Social Prescribing (SP) has emerged as a promising strategy to address the complex health and social needs of populations, including those older, offering non-medical interventions that encompass social, cultural, and community-based activities. SP has been implemented in Portugal since 2018 and currently target different subgroups, including elderly. This study aims to examine referral and uptake of older people to SP in Portugal. This cross-sectional study analysed sociodemographic, health condition, referral and uptake-related data from older patients (≥65 years) engaged in SP, collected through a survey and registries at primary healthcare units in Lisbon between 2018-2023. Of the 1060 patients referred to SP, 43.9% (n = 465) were aged 65 years or older. Within this age group, 38.1% were 71-80 years old and 36.1% were 81-90 years old; 67.5% were female. Around 48% were referred to SP for social isolation, 40% for social and financial support, and 32.5% for functional dependency. Two thirds had two or more chronic conditions, with cardiovascular disease (59,1%), mental health disorders (29,2%), and obesity (27,1%) being the most frequent. The SP consultations uptake rate was 59.1%, and patients were referred to a range of activities provided by third-sector organisations, as psychosocial support, home care, senior university classes, arts activities, and support in medicine management. The elderly population accounts for a large proportion of SP referrals. Further efforts are needed to identify the factors that influence patients’ acceptability and adherence and to promote the sustainability of SP and the well-being of the population. Key messages • Older people referred to SP initiative in Portugal have complex health-social needs, which reinforces the relevance of adopting a holistic centred-care approach to respond to the aging challenges. • Through SP older people have been integrated in community-based activities that promote their health and wellbeing, thus it is needed to develop tailored strategies to improve patient uptake.

Pengaruh Penyesuaian Diri dan Dukungan Sosial terhadap Motivasi Belajar Mahasiswa Fakultas Ekonomi yang Merantau

This research aims to analyze the role of social support on learning motivation among migrant students at the Faculty of Economics, Jakarta State University class of 2022. Migrant students often face challenges in the form of adapting to a new environment, which can influence their learning motivation. Social support, whether from family, friends, or the campus environment, is an important factor in helping this adaptation process. This research identifies types of social support such as emotional, instrumental, informational and self-esteem support, and their influence on learning motivation. Based on existing literature, social support can increase students' self-confidence, which has an impact on higher enthusiasm and motivation to learn. On the other hand, a lack of social support has the potential to cause stress, low self-confidence, and loss of motivation to learn. Using the case study method, this research examines the relationship between social support and the learning motivation of migrant students. The research results show that social support has a positive correlation with learning motivation. External factors, such as the campus environment and lecturers' teaching methods, as well as internal factors, such as personal interests and suitability of the field of study, also influence student learning motivation. This research is expected to provide new insights in increasing the learning motivation of migrant students through strengthening social support.

The Development and Application of a MCPS (Motivation and Creative Problem Solving) Instructional Model in Computing Liberal Arts for Non-Majors

The purpose of this study is to develop and validate a learning motivation and creative problem-solving MCPS instructional model for non-majors in a computing liberal arts course. This study aimed to propose a specific method for conducting a computing liberal arts class tailored for non-majors. The research was divided into two phases: model development and model application studies. In the model development study, we formulated the MCPS instructional model and lesson design by integrating Papert's constructionism learning principles, addressing the challenges in computing education for non-majors, and incorporating various teaching methods identified from related research. In addition, to improve the completeness of the instructional model, we developed an evaluation rubric that considered both content and evaluation aspects through expert review. In the model application study, we validated the effectiveness of this instructional model by implementing it in a university class. We employed various research analysis methods to derive further insights and implications. Research suggests that the traits of Papert's constructionism learning theory can enhance learner engagement and foster creative problem-solving in computing education when utilizing the MCPS instructional model. This model, as proposed in the study, can effectively serve as a pedagogical approach for delivering semester-long or more extensive computing liberal arts courses tailored for non-majors in college. We anticipate that the outcomes of this study will contribute to the establishment of robust computing education programs in universities, particularly at a time when the demand for computing education among non-majors is increasing, and its significance is growing.

Which one? AI-assisted language assessment or paper format: an exploration of the impacts on foreign language anxiety, learning attitudes, motivation, and writing performance

In recent years, language practitioners have paid increasing attention to artificial intelligence (AI)’s role in language programs. This study investigated the impact of AI-assisted language assessment on L2 learners’ foreign language anxiety (FLA), attitudes, motivation, and writing skills. The study adopted a sequential exploratory mixed-methods design. Divided between an experimental group (receiving AI-assisted assessment) and a control group (receiving paper-format assessment), the participants were 70 intermediate English learners from two intact university classes in Bangladesh. The TOEFL iBT writing section measured writing skills, while the study also investigated perceptions and experiences of FLA, attitudes, and motivation using narrative frames. Thematic analysis of the narrative data showed that AI-assisted assessment greatly raised learners’ motivation, improved attitudes about language acquisition, and lowered FLA. According to quantitative analysis, the pretest writing abilities across groups showed no appreciable variation. Even though the difference was not statistically significant on the posttest, the experimental group exceeded the control group. The results of this study imply that AI-assisted assessments can generate a helpful learning environment, lower anxiety, improve attitudes, and increase motivation, thereby delivering useful information. Future studies should investigate long-term consequences, and further improvements to AI tools should optimize educational advantages—attitudes, motivation, and writing skills.

The effects of university badminton class on health and well-being in untrained college students

This study investigated the effects of a 6-week activity course on health and well-being in untrained college students. Twenty-two participants (ages 18–23) engaged in either badminton or soccer twice a week. Using Badminton World Federation (BWF) Shuttle Time Lesson Plans, both groups showed significant improvements in the quadrant jump and standing long jump tests, with badminton participants demonstrating greater gains in the quadrant jump. In addition, Resilience levels increased in both groups and exercise self-efficacy saw a larger rise in the soccer class. The data suggested that badminton might improve agility more due to the need for rapid direction changes in a smaller court. Further, university activity classes could enhance both physical and mental well-being, though prior soccer experience and limited badminton court access may boost self-efficacy more in soccer participants. Lastly, BWF Shuttle Time Lesson Plans proved effective for introducing badminton to beginners.

The Use of Illustrators by Bahdini Kurdish Teachers in EFL University Classrooms

This study investigates the various kinds of illustrators that male and female Bahdini Kurdish (BK) lecturers perform in EFL university classes. In this area of study, there is still a lack of research on the impact of nonverbal cues on university-level teaching and learning processes when it comes to classroom communication between instructors and students. Ten university instructors, both male and female, were chosen as a sample for the study. Data was gathered from the lecturers using a descriptive observation method based on the illustrator classification system developed by Ekman and Friesen (1969, 1972). According to the results obtained from using excel sheets, the majority of lecturers employed deictic movements in their classes, followed by kinetographs and spatial movements. In terms of gender, females made up a large share of illustrators, except for ideographs.

Why not learn with children? A model of intercultural and intergenerational learning through Mandarin as a second language in higher education

ABSTRACT This study develops an intercultural and intergenerational model for teaching Mandarin as a second language, aimed at enhancing international students' intercultural communicative competence. Three native Mandarin-speaking kindergarten children in Taiwan, with no English knowledge, participated in a university Mandarin class with international students. They interacted exclusively in Mandarin, engaging in tasks like introductions, surveys, and storytelling. Students later provided community services, reading to Taiwanese kindergarteners in Mandarin. Through action research, including teacher logs, reflections, and interviews, the model was shown to improve students' attitudes, interpretation skills, and critical cultural awareness.

Association between Stress Levels and Functional Dyspepsia among Medical Students During the COVID-19 Pandemic: A Study of Indonesian Christian University

Background: Stress is a problem that often occurs among students. The high incidence of stress in students can interfere with students' effectiveness in carrying out their lecture activities. Stress in students not only affects the quality of learning but can also affect the physical condition of students, one of which is the occurrence of gastrointestinal disorders, one example of which is dyspepsia. Aims: This study aims to determine whether there is a relationship between stress levels and functional dyspepsia in students at the Faculty of Medicine, Indonesian Christian University class of 2020. Study Design: This research uses an observational analytical research design method with a cross-sectional approach. The main data source is primary data obtained through questionnaires taken online via Google Forms. Place and Duration of Study: The research was conducted at the Indonesian Christian University located in Cawang, East Jakarta. Time of research in September 2022. Methodology: The population in this study was 137 students from the Faculty of Medicine, Indonesian Christian University class of 2020. The sample was taken using a simple random sampling technique totaling 103 people determined using the Slovin formula with an uncertainty percentage of 5%. Results: From the results of data collection on 103 respondents who were FK UKI students Class of 2020, around 65% or 67 respondents were identified as having normal stress levels and as many as 64 students (62%) had symptoms of functional dyspepsia. Based on the results of the bivariate analysis, it was found that there was a relationship between the level of stress and the incidence of dyspepsia experienced by FK UKI students class of 2020 with the results of the chi-square test, namely p = 0.003 < sig 0.05 Conclusion: There is a significant relationship between stress levels and functional dyspepsia. This certainly cannot be taken lightly because the incidence of functional dyspepsia can have fatal consequences which can disrupt the sufferer's activities and productivity. Therefore, it is very necessary to manage emotions (stress levels) both by the sufferer himself and with professional help.

Association of body mass index with muscle strength and cardiorespiratory fitness: A cross-sectional study based on Chinese adolescents.

Muscle strength and cardiorespiratory fitness are important components of physical fitness and are important for the physical and mental health development of university students. However, obesity is also an important factor affecting physical fitness, and there are few studies on how body mass index (BMI), which reflects obesity, is associated with muscle strength and cardiorespiratory fitness among Chinese university students. Therefore, this study analyzed the association between BMI and muscle strength and cardiorespiratory fitness among Chinese university students in order to provide a reference and basis for promoting the development of physical fitness among Chinese university students. A stratified whole-group sampling method was used to test physical fitness items in 27 973 (15 527 boys, 55.51%) university students in 800 first- to fourth-year university classes in Anhui, Fujian, Xinjiang, Shanghai, and Jiangxi, China. The physical fitness items included height, weight, standing long jump, 1000 m running (boys), and 800 m running (girls) items. Curvilinear regression analysis was used to analyze the correlations that existed between BMI and standing long jump and VO2max. The BMI of Chinese 19-22 years old university students was (21.14 ± 2.92) kg/m2. The mean standing long jump score was (197.31 ± 34.07) cm. In general, the BMI reached the highest point of 207.92 cm when the BMI was 26.25 kg/m2, and then showed a decreasing trend with the increase of BMI. The overall relationship between BMI and vertical jump showed an inverted "U"-shaped curve. In terms of VO2max, the overall trend of VO2max increased gradually with the increase of BMI, and when BMI reached 40 kg/m2, VO2max was 4.34 L-kg-1-min-1. Chinese university students showed an inverted "U" curve relationship between BMI and standing long jump in general, while VO2max showed a gradual increase with increasing BMI. Compared with the cardiorespiratory fitness of Chinese university students, the effect of BMI changes on muscle strength was greater.

Simultaneous effects of high-speed circuit training (HSCT) and high-speed interval training (HSIT) on physical fitness and lung volumes of males after coronavirus disease

BackgroundPeople who are quarantined after coronavirus disease experience immobility, obesity and changes in the cardiopulmonary system. We hypothesized that the concurrent use of high-speed circuit training (HSCT) and high-speed interval training (HSIT) can be used to improve physical fitness and respiratory functions. MethodologyPhysical education students (n = 65, 18–22 yrs. Old) who recovered from a previous coronavirus infection were randomly divided into either an experimental (n = 38) or control (n = 27) group. Physical fitness tests such as heart rate (HR), Cooper's test, maximum oxygen consumption (VO2max), speed of 30 m, flexibility, balance of right and left legs, agility 4 × 9 m, barfix, sit-up, Sargent jump, push-up, and spirometry tests were conducted before and after the training protocols (HSCT and HSIT for 12 weeks). The control group only took regular university classes. ResultsThe simultaneous implementation of HSCT and HSIT had a positive significant effect on physical fitness indicators (VO2max, flexibility, sit-ups, push-ups, vertical jump, barfix, balance legs, agility 4 × 9, 30 m sprint, and Cooper test) and respiratory indicators (FVC, FEV1, PEF, MVV and FEV1/FVC). While it did not affect other variables. ConclusionThe simultaneous implementation of HSCT and HSIT can have a positive significant effect on physical fitness indicators and respiratory indicators of male university students. Therefore, students have more aerobic capacity for physical activities.

실감형 콘텐츠의 교육적 활용을 위한 교수 인식 탐구: K 대학교를 중심으로

Objectives The purpose of this study is to analyze faculty's perceptions of immersive contents' educational use. Methods For this purpose, an online survey was conducted targeting faculty at K University in Seoul, and a total of 99 responses were analyzed. The analytical methods involved frequency and mean analysis, univariate variance analysis, and descriptive responses were categorized through content analysis. Results The research findings are as follows: First, there was no significant difference in the willingness to use immersive contents in classes based on professors' general characteristics and professors perceived immersive contents as suitable for experiments, practical training, and field experiences. Second, they anticipated improved learning immersion and effectiveness when utilizing immersive contents, while expressing concerns about the impairment of class management due to gap of the digital literacy and information between professors and students. Lastly, for the educational use of immersive contents, there was a high demand for support for contents accessibility and learning management system linkage when developing content and digital equipment support and utilization education. Conclusions Based on these research findings, support measures and implications for the educational use of immersive contents in university classes were suggested.

Linguodidactic analysis of authentic video materials selected for Russian as a foreign language classes in universities

Linguodidactic analysis of authentic video materials selected for Russian as a foreign language classes in universities

Comparing learners’ emotional experiences under face-to-face, videoconferencing and online learning settings

ABSTRACT It is meaningful to explore the emotional experience of learners in various typical technology-related situations. However, there are limited previous studies. This study aims to compare the emotional experience of students in three typical settings, namely face-to-face, asynchronous online learning and videoconferencing. In reaching the aim, this study used a mixed approach, combining questionnaire and interview. This study was conducted in a Business English class of a Chinese university, participants of which are third-year undergraduates. Analysis of the data collected indicates that asynchronous online learning brings learners the best emotional experience, with highest positive and activating emotions, and lowest negative and deactivating emotions, followed by F2F. Videoconferencing ranks the last among the three. The findings may provide reference for improving learning design and thus offering better students’ emotional experience in technology-related settings.

Kontribusi Efikasi Diri terhadap Academic Burnout pada Mahasiswa Semester Akhir Universitas Negeri Padang

Academic burnout is a feeling of tiredness and boredom in doing tasks, pessimism about the functions assigned, and feeling ineffective as a student. The impact of academic burnout on students is the deterioration of their physical, mental, and psychological condition which can cause students to feel full and tired of doing their assignments, proposals, or theses which can result in neglect and delay in their tasks. This research aims to find out the contribution of self-efficacy to academic burnout in final semester students at Padang State University. The quantitative method is used for this research with a descriptive quantitative research type. The population for this study consisted of final semester students at Padang State University class 2018 and 2019. The sampling technique used for this study was purposive sampling with a total sample size of 95 people. The research instrument used is the Maslach Burnout Inventory Student-Survey Scale adapted into Indonesian by Arlinkasari et al. (2017) and the General Self-Efficacy Scale adapt by Novrianto et al. (2019). Hypothesis testing was carried out using simple regression analysis with a correlation coefficient (r) = -0.207 and significant results p = 0.045, meaning that there is a negative significant influence between self-efficacy on academic burnout in final semester students. It can be concluded that the higher the self-efficacy of final semester students at Padang State University, the lower the academic burnout.

ON THE WAY WITH FRAMEWORK CURRICULA TOWARDS FOREIGN LANGUAGE TEACHING AT NON-PHILOLOGICAL FACULTIES FROM TOMORROW

The aim of our contribution is to show how the framework curricula for the teaching of German and foreign languages which were developed in ten countries during a project for cross-curricular university language education in the period 1998-2014 can support teachers, even under difficult circumstances such as during the pandemic. The holistic approach of these curricula leads teachers to create teaching materials which allow their students to enjoy learning and to develop not only their linguistic, but also methodological, social and personal competences relevant to their future careers. Teaching examples from online classes at Bocconi University (Italy) and hybrid classes at the University in Novi Sad, (Serbia) are presented, which prove that the motivation and creativity of learners, who often perceive professional and technical language as something dry and overly factual, can be stimulated by appropriate working methods and targeted teaching materials. Appropriate teaching materials can be created for German classes as well as for any other foreign language classes, since the indications of principles, objectives, contents and procedures contained in the framework curricula are cross-linguistic and are not bound to the teaching of a single language, although they have been written in German by German lecturers.

Effect of morningness-eveningness chronotype on academic performance of undergraduate students

BackgroundCircadian rhythms are crucial for physiological functioning, and they vary among people. There are three distinct chronotypes: morning, evening, and neither type. Morning types experience their highest level of activation during the early part of the day and tend to be more conscientious and focused on achieving their goals. Evening types, on the other hand, reach their peak performance during the latter portion of the day and exhibit a higher level of intelligence. University class schedules may occasionally clash with evening-type individuals’ circadian preferences, potentially impacting their academic performance in comparison to their morning-type peers. Therefore, this study was done to investigate if morningness-eveningness can affect college students’ academic performance as sleeping late or sleep deprivation can lead to disease in the young population.Materials and methodsA sample of 100 collegiate students aged 18–30 years were recruited via convenience sampling from Jamia Hamdard, Delhi, and informed consent was obtained from the subjects. The morningness-eveningness questionnaire (MEQ) was used to assess students’ chronotype, and the mean of the last three academic years percentage was used to assess the academic performance of the students.ResultsThe total academic performance score was better in the morning category (75.53 ± 7.28) as compared to the evening (66.42 ± 10.08) and intermediate (73.72 ± 6.46) categories. There was a low degree of positive correlation between total academic performance and TMEQ (total morning-evening questionnaire) score (ρ = 0.204).ConclusionThe academic performance of morning chronotype students was better than that of evening chronotype students.

Socioemotional classroom environments mediating teacher expectation effects: A multilevel structural equation modeling approach

In higher education, the pathways through which teacher expectations could contribute to students’ academic achievement are an area of limited empirical investigation. In this study, we investigated the mediating role of the socioemotional classroom environment in the relations between university teachers’ early expectations and their students’ later achievement. The participants were 176 teachers and their 6,506 first-year undergraduate students from public universities in China. Data from teachers’ initial expectations, students’ prior and year-end achievement on standardized tests, and students’ perceptions of socioemotional factors within the classroom were collected. As students were nested in classes, multilevel structural equation modeling was employed for data analysis. The results showed that, at the individual level, with students’ prior achievement controlled, the extent of the teacher’s differential treatment, the quality of the teacher-student relationships, and the quality of the peer relationships in turn were statistically significantly related to the university teachers’ initial expectations, which ultimately was associated with the individual students’ year-end academic achievement. Further, the university teachers’ expectations for their individual students played a role in the quality of the peer relationships which subsequently contributed to students’ later academic achievements. Moreover, the university classes whose teachers tended on average to have higher expectations tended to achieve at higher levels. However, we did not identify mediating paths via socioemotional factors from university teacher expectations to student achievement at the class level.

Research on the Path of Enhancing the Quality and Effectiveness of Civics Classes in Private Colleges and Universities under the Environment of Melting Media

In the milieu of integrated media, elevating the teaching quality and efficacy of ideological and political theory courses in private colleges presents a challenging endeavor. Confronted with the novel demands that the era of new media imposes on education, private institutions of higher learning must align with the current of the times and undertake innovative reforms in their politico-ideological curricula. Presently, the pedagogy of such courses at private colleges is beset with various issues that necessitate refinement - ranging from content and methodology to assessment and the cultivation of the teaching cadre. This demands a multifaceted approach: refreshing the curricular content, revolutionizing teaching methodologies, renovating assessment techniques, and fortifying the instructor cohort, all in a bid to meet the developmental requisites of the new media age. This study aims to explore potential avenues for enhancing the quality and impact of ideological and political education in private colleges amidst this context, thereby fostering the healthy progression of the field.

Black Snake

We Are Water Protectors presents a complicated example of the role horror can play in children’s literature. This article looks at terrifying, yet powerful imagery in this book, with its implications for both children’s literature as a form of activism and a critical discussion of the topics brought up by Lindstrom and Goade. I argue that horror functions as a mediator capable of bringing topics such as ecocriticism, activism, climate emotions, and colonialism to fruitful discussions in both elementary and university literature classes.