Course Of Conversation Research Articles

Hyperscanning shows friends explore and strangers converge in conversation

During conversation, people often endeavor to convey information in an understandable way (finding common ground) while also sharing novel or surprising information (exploring new ground). Here, we test how friends and strangers balance these two strategies to connect with each other. Using fMRI hyperscanning, we measure a preference for common ground as convergence over time and exploring new ground as divergence over time by tracking dyads’ neural and linguistic trajectories over the course of semi-structured intimacy-building conversations. In our study, 60 dyads (30 friend dyads) engaged in a real-time conversation with discrete prompts and demarcated turns. Our analyses reveal that friends diverge neurally and linguistically: their neural patterns become more dissimilar over time and they explore more diverse topics. In contrast, strangers converge: neural patterns and language become more similar over time. The more a conversation between strangers resembles the exploratory conversations of friends, the more they enjoy it. Our results highlight exploring new ground as a strategy for a successful conversation.

The Gerty Cori phenomenon: the first woman Nobel laureate in Physiology and Medicine

Gerty Cori was the first woman awarded the Nobel Prize in Physiology or Medicine, the first woman the Nobel Prize laureate in the United States, and the third woman the Nobel Prize laureate worldwide following Marie Curie-Skłodowska and her daughter, Irene Joliot-Curie. Despite a challenging and lengthy path to recognition, Gerty Cori’s exceptional qualities and strong character led to her success. In 1947, she was awarded the Nobel Prize in Physiology or Medicine jointly with her husband and lifelong research partner Carl Cori “for their discovery of the course of the catalytic conversion of glycogen”. The Nobel Committee recognized this discovery as one of the most outstanding achievements in biochemistry. Keywords: adrenaline, Cori cycle, diabetes, glucose, glucose-1-phosphate, glucose-6-phosphate, glycogen, hexokinase, insulin, Nobel Prize, phosphoglucomutase, phosphorylase

Insights into the Phases Transformation of Copper and Nickel Catalysts during Partial Oxidation and Steam Reforming of Methane

AbstractThe paper shows the structural changes of copper and nickel catalysts in the presence of strong (O2) and weak (H2O) oxidizing agents and their influence on the course of methane conversion. The changes in oxidation states of investigated catalysts were studied during partial oxidation and steam reforming of methane using an X‐ray reactor chamber (XRD) coupled with an online mass spectrometer. Also, the susceptibility of these catalysts to oxidation and reduction by individual reaction components was investigated using TPR, TPO, and in situ XPS techniques. The obtained results indicated the distinct catalytic behavior of copper and nickel catalysts depending on their oxidation state and the importance of coke formation in the activation of the partial oxidation process. The mechanism of re‐reduction of catalysts under reaction conditions and a method to increase the activity of nickel catalysts are proposed.

“I know how much he cares for our learning”: Moral Life in University ELT Classrooms

In Iran’s higher education English language teaching (ELT) context, we explored the moral nuances embedded in two conversation courses offered to undergraduate students majoring in English Literature at one of the branches of the Islamic Azad University (IAU) in Tehran. We collected data through classroom observations, field notes, and semi-structured individual and focus group interviews. Our content analysis revealed a range of moral values embedded in significant incidents, which we categorized into five themes: (a) relations, (b) rules and regulations, (c) assessment, (d) curricular substructure, and (I) culture. These themes were further subcategorized into more specific concepts that emerged from our data. We selectively focused on two subthemes, Class Initiation and Turn Taking, as well as the main theme of Assessment, as these were the most morally loaded, with a higher frequency of moral values extracted from related class episodes compared to other categories. This selection allowed for a deeper exploration of the complexities and nuances within these themes, providing further support on the role of ELT teachers as moral exemplars for their students.

모바일 앱을 활용한 영어학습이 산업대학 학생들에게 미치는 학습효과

This study examines the impact of utilizing a mobile application(App) for English learning on students at an industrial university. Forty-five participants in an English conversation course took the class first and used the ClassCard app to learn English sentences every week during a semester. This study conducted pre- and post-tests of English proficiency to analyze the results and a survey at the end of the semester to examine the impact of utilizing the App. As a result, first, this study found that participants’ achievement scores were significantly higher in the post-test compared to the pre-test. It showed that the participants’ performance improved because they were able to make the most of their abilities using the apps while managing their careers. Second, participants were found to exhibit three types of study habits: self-directed learning, repetitive learning, and willingness to use spare time for studying. Participants also responded that they preferred activities that allowed them to learn English sentences while understanding them step by step and practicing them through fun games. This study also found that there was a demand for features such as AI-based conversation practice. Finally, this study offers suggestions for enhancing the English communication abilities of industrial university students.

Karay (Karaim) language online conversational courses for foreigners

This paper gives information on the purpose and the contents of the Karay (Karaim) Language Online Conversational Courses for Foreigners, held between September and December in 2022. This course was joined by around 45 voluntary participants from various countries in Europe, Asia, and the USA. Two native speakers of Karay also helped this course participants by providing them with the correct pronunciation of the Karay literary language.

Vlogging: An Alternative to Role-play in Improving EFL Learners' Conversation Skills

Technology-enhanced language learning, or TELL, has played a major role in boosting EFL learners’ speaking skills in recent years. The use of online technological methods such as vlogging and uploading videos to popular social networks such as YouTube, in particular, has been recommended as a tool to hone students' conversation skills in addition to providing ubiquitous role-play practice. This study, therefore, aims to examine the effectiveness of multiple-party YouTube vlogging with the effectiveness of role-play when it comes to improving EFL learners’ conversation skills. Seventy-six Thai undergraduates taking an English conversation course were engaged in five role-play and five vlogging lessons before and after the midterm for the purpose of improving their English-speaking skills. The students were additionally assessed by the pre-, post- roleplay and vlogging teaching interviews for their speaking performance. A comparative analysis was conducted on the score sets derived from the three distinct interviews, and the scores obtained from participants' weekly role-play assignments were compared with those from their weekly vlogging. The results showed a significant improvement in the students’ confidence and content expression despite some challenges of the vlogging method. Further research can explore the alternative use of vlogging in other areas of English language skill improvement.

Bishops in the House of Lords: fit for the future?

AbstractThis article seeks to provide a constitutional law perspective on the contribution of the Lords Spiritual to the scrutiny of legislation in the House of Lords. It examines the legal basis of the bishops’ role in the Upper House and how this has evolved. It considers how far the bishops currently meet expectations about their role against the background of calls for reform of the House of Lords and changes in religious affiliation in the United Kingdom. The paper draws, amongst other things, on the experience of a group of current and former Lords Spiritual who shared their views with the author in the course of some informal semi-structured conversations. It also examines the relationship between the Lords Spiritual and the Church of England's national institutions. It concludes that the Lords Spiritual make a distinctive contribution to the legislature which should be maintained, with some modifications to meet the needs of the time.

Evolution from Traditional to Digital Storytelling as an Instructional Approach in English Conversation Courses

In the current Palestinian context, proficiency in English has become a crucial requirement. One of the methods employed to enhance this skill is storytelling. However, given the ever-advancing technology, there is a growing need for storytelling methods that break free from spatial and temporal limitations. As we navigate the digital era, the transformation from conventional to digital storytelling becomes imperative. This research aims to explore how this transition unfolds within the framework of English language courses in Palestine. Additionally, the study seeks to uncover the specific steps taken to create digital storytelling content in English tailored to the Palestinian context. Utilizing the Research and Development approach with the ADDIE model, the findings highlight the effective incorporation of digital storytelling as a learning method in Palestinian English language courses.

Using Open Educational Practices: Implications for Nursing Education.

This paper reports on our use of open educational practices (OEPs) with online students in nursing. Our aim was to provide nurse educators with knowledge about (and examples of) OEPs they could use to enhance student learning and their career satisfaction. Using collaborative autoethnography, we probed our open teaching strategies. With Swanson's middle-range theory of caring as a theoretical framework and thematic analysis of our data set (which included literature annotations, dialogic conversation transcripts, individual reflections, and course evaluations), we uncovered 5 themes relevant to nursing education. The themes are student achievement of affective domain learning outcomes, our values as a blueprint for action, alignment of our OEPs and relational pedagogy, mutuality of the experience, and the ongoing process of learning to be an open educational practitioner. Using OEPs can help develop skilled and caring nurses.

Speech adaptation in conversation: Effects of segment cue-weighting strategy for non-native speakers

Research has investigated how speakers make phonetic adaptations by adjusting their speech sounds to either converge to or diverge from their interlocutor’s. Less is known about the dynamic adaptive strategies non-native speakers use to improve intelligibility when interacting with native speakers, particularly how their strategies change over the course of spontaneous conversations. The current study examines phonetic adaptations in English words contrasting tense and lax vowels (e.g., sheep-ship) in unscripted conversations between non-native Japanese English and native English speakers during an engaging computer game task. Japanese speakers have previously been found to rely on temporal cues (vowel length) for tensity distinctions due to their L1 cue-weighting strategy rather than spectral cues (vowel quality) that are predominantly used in English. Acoustic analyses are conducted to examine changes in non-native vowel productions before, during and after the conversation task. We predict that, in an attempt to overcome miscommunication, non-native speakers may initially lengthen the tense vowels to distinguish them from their lax counterparts. As the conversation progresses, non-native speakers may adapt to a more native-like cue-weighting pattern by shifting to spectral distinctions. Results are discussed in terms of adaptations to cue-weighting strategies for intelligibility gains by interlocutors of different linguistic backgrounds.

Meta-analysis of the Aspects of Student Thinking Creativity in Learning Project Based Learning (PjBL) to Improve Learning Outcomes

The objective of this study was to examine elements of student cognitive ingenuity developed through Project-based Learning (PjBL) to enhance educational achievements. The research participants consisted of 22 students enrolled in the Electrical Engineering Study Program. The basic hypothesis posits that the presence of creative thinking elements has a beneficial impact on enhancing students' learning results. The key aspects encompassed are fluidity, flexibility, originality, and elaboration. The data were gathered using questionnaire-based observation, utilizing instruments that have been validated by specialists. This research falls under the category of Research and Development (R&D) and follows the Thiagarajan 4D paradigm, which involves defining, designing, developing, and disseminating. The data analysis was conducted using descriptive statistics and the PjBL learning effectiveness test, with a comparison made between intact groups. Analysis reveals that all four aspects examined have a significant impact on enhancing learning outcomes. Nevertheless, the most significant impact is observed in the domain of fluency when it comes to learning outcomes. The efficacy of PjBL learning in enhancing learning outcomes in Energy Conversion courses was found to be significantly superior to that of conventional learning approaches. In the upcoming study, it is advised to investigate and expand upon four unexplored facets of creative thinking.

Effectiveness of peer-assisted teaching of medical English skills to non-native English-speaking medical students.

Peer-assisted learning has been shown to be constructive in numerous aspects of undergraduate medical education. The purpose of this study was to evaluate the effectiveness of peer-assisted teaching of medical English skills to non-native English-speaking students. A medical English conversation course was conducted at Damascus University by a group of students. Targeted participants were intermediate level fellow students from the same program. A longitudinal study was carried out between 1 st to 31 st March 2019 to assess changes in self-assessment of English language skills among course participants. Pre- and post-course appraisal involved a review of previous experience with medical English language, a self-assessment of five English language skills, and an objective measurement of medical English knowledge. In addition, participants were requested to respond to a set of statements related to the importance and the usefulness of peer-assisted teaching of medical English skills. Paired-sample Student t-test was used to compare pre- and post-course appraisal results. 42 students attended the course and completed pre- and post-course appraisals in full. Data analyses showed a statistically significant increase in participants' confidence in speaking medical English in public ( p<0.001) and using English in various medical settings (presenting and discussing cases, writing clinical reports, interviewing patients and reading English medical texts). Objective measurements of medical English knowledge confirmed a significant increase in participants' knowledge of methods of administration of therapeutics, knowledge of human body parts in English and familiarity with English medical abbreviations. Most participants agreed that peer-education was effective in teaching medical English skills to non-native English-speaking students and in increasing their confidence when using English in real-life medical scenarios. The present study highlights the effectiveness of peer-assisted teaching of medical English skills to non-native English-speaking medical students. Further validation is required and should compare the effectiveness of traditional versus peer-assisted teaching approaches.

A Dogme-based approach to conversation classes

In the field of language learning, students often seek conversation classes to improve their speaking skills. However, such courses typically follow a pre-defined syllabus, offering little flexibility to address individual preferences and specific communication gaps. This study explores the characteristics of an alternative pedagogical approach, known as Dogme ELT, which advocates for personalized teaching based on students' preferences and emergent language needs (MEDDINGS; THORNBURY, 2009). This article presents a pedagogical proposal based on the implementation of this approach in a conversation course offered at the Federal University of Pará. Through a detailed examination of the planning process, three Dogme-based classes taught in this course will be analyze so as to highlight the most effective strategies for integrating students’ preferences and addressing their language necessities within a communicative language teaching framework.

Exploring English Teachers’ Views on the Compulsory English Subject for Non-English Major Students: A Case Study at an Indonesian University

This research investigates the perspectives of English teachers regarding the factors influencing the teaching and learning of English as a compulsory subject, specifically the English conversation course (Matakuliah Institusi), for non-English major students at Dayanu Ikhsanuddin University in Baubau. The study employed semi-structured interviews with six English teachers affiliated with the English study program at the university. By examining both positive and negative aspects, the research aimed to identify the factors that impact the quality of instruction and learning in the English conversation course. The findings highlight several factors, including the syllabus, availability of resources and equipment, students' attitudes and motivation towards learning English, participation in extracurricular activities, class size, institutional support, and teachers' enthusiasm. These factors were identified by the teachers as having both positive and negative influences on the course. Furthermore, the English teachers were given the opportunity to provide suggestions for program improvement, such as emphasizing the importance of support and commitment from the heads of each study program.

Pyrolytic conversion of waste hemp: Kinetics, product characterization, and boosted regression tree modeling

This study investigated the pyrolysis of hemp residue using kinetic analysis. The thermal degradation of hemp residue occurred in three temperature ranges, and the activation energy (Ea) varied between 147.5 kJ/mol and 299.2 kJ/mol depending on the model-free method used. Combined kinetics, statistical approach, was used to calculate the kinetic triplets including the reaction mechanism and pre-exponential factor besides Ea. Boosted regression trees (BRT), machine learning approach, was used to predict the Ea during the course of conversion at different heating rates. Bio-oil extracted from hemp residues at different temperatures was examined. The oil contained valuable compounds, including phenols, esters, ethers, aromatics, hydrocarbons, organic acids, furans, alkanes, and ketones. The production of hydrocarbons was found to increase at elevated temperatures, indicating their bioenergy potential. However, acids and esters formation decreased at higher temperatures, while aldehydes were produced by the breakdown of a sugar ring. The study provides insights into the potential of hemp residue to be used in the production of value-added products.

Gender Differences in Subclinical Coronary Atherosclerosis in the Asian Population With a Coronary Artery Calcium Score of Zero

There is little evidence on whether gender difference influences the incidence of subclinical coronary atherosclerosis in Asian populations with a 0 score. In this study, we investigated the influence of age and gender on the extent of subclinical coronary atherosclerotic burden within a healthy Asian population with a 0 coronary artery calcium (CAC) score. A total of 934 participants (320 women and 614 men) from Taiwan's Han Chinese population with an initial CAC score of 0 were included in this study. They underwent 2 consecutive cardiac computed tomography scans over a clinical follow-up period of 4.35 ± 2.37years. Clinical information and laboratory measurements were collected for analysis. Compared with the female group, the male group demonstrated significantly higher rates of subclinical CAC progression (27.4% vs 13.8%, p <0.001). Across the age group deciles (≤40, 41 to 50, 51 to 60, ≥61years), the male group had a higher prevalence of subclinical CAC progression than the female group. For the subclinical CAC progression, the logistic regression model demonstrated that age, gender (male gender), cholesterol level, and follow-up period were statistically significant parameters. In conclusion, these findings support that a gender difference impacts the long-term natural course of subclinical coronary calcification conversion in women compared with men, suggesting that the gender-based effect on coronary CAC conversion plays an important role in subclinical coronary atherosclerosis risk stratification in personalized preventive medicine.

Effectiveness of peer-assisted teaching of medical English skills to non-native English-speaking medical students

Background: Peer-assisted learning has been shown to be constructive in numerous aspects of undergraduate medical education. The purpose of this study was to evaluate the effectiveness of peer-assisted teaching of medical English skills to non-native English-speaking students. Methods: A medical English conversation course was conducted at Damascus University by a group of students. Targeted participants were intermediate level fellow students from the same program. A longitudinal study was carried out between 1st to 31st March 2019 to assess changes in self-assessment of English language skills among course participants. Pre- and post-course appraisal involved a review of previous experience with medical English language, a self-assessment of five English language skills, and an objective measurement of medical English knowledge. In addition, participants were requested to respond to a set of statements related to the importance and the usefulness of peer-assisted teaching of medical English skills. Paired-sample Student t-test was used to compare pre- and post-course appraisal results. Results: 42 students attended the course and completed pre- and post-course appraisals in full. Data analyses showed a statistically significant increase in participants’ confidence in speaking medical English in public (p&lt;0.001) and using English in various medical settings (presenting and discussing cases, writing clinical reports, interviewing patients and reading English medical texts). Objective measurements of medical English knowledge confirmed a significant increase in participants’ knowledge of methods of administration of therapeutics, knowledge of human body parts in English and familiarity with English medical abbreviations. Most participants agreed that peer-education was effective in teaching medical English skills to non-native English-speaking students and in increasing their confidence when using English in real-life medical scenarios. Conclusions:The present study highlights the effectiveness of peer-assisted teaching of medical English skills to non-native English-speaking medical students. Further validation is required and should compare the effectiveness of traditional versus peer-assisted teaching approaches.

The influence of occupational therapy students' preferred language on academic and clinical performance in a Canadian university program.

The Occupational Therapy Program at this Canadian university is a French program however, students must be bilingual to function in English or French clinical fieldwork settings. An understanding of the role of language in successful completion of program requirements was needed to effectively support students' education. The study objectives were to identify the role of linguistic factors in students' academic and clinical performance and to provide recommendations for strategies to address areas of learning difficulty. A multimethod approach used 4 data sources: (1) Multiple Mini Interview (MMI) informal language assessment scores, (2) grade point average (GPA), (3) fieldwork evaluation reports, and (4) an online survey of program graduates. The GPA on admission and MMI scores of 140 students predicted respectively only 20% and 2% of the variation in GPA on program completion. The areas of poorest performance in failed clinical fieldwork reports were in clinical reasoning and communication competencies. Among survey respondents (n = 47), 44.5% reported that a clinical placement in their second language with related charting (51.6%) and client communication (40.9%) were the most significant difficulties encountered in the program. Clients with mental health issues (45.4%) were the most challenging population to work with, attributed to communication barriers in the students' second language. Strategies are proposed to support occupational therapy students' academic and clinical language proficiency, including conversational training courses, problem-based learning activities in students' second language, focussed teaching on the clinical reasoning process and reflective skills, and language coaching to address early signs of difficulty in clinical fieldwork.

Clinical course and management of adverse events after endoscopic resection of superficial duodenal epithelial tumors: Multicenter retrospective study.

This study aimed to elucidate the clinical course and management of adverse events (AEs) after endoscopic resection (ER) for superficial duodenal epithelial tumors (SDETs). Consecutive patients who underwent ER of SDETs between January 2008 and July 2018 at 18 Japanese institutions were retrospectively enrolled. The study outcomes included the clinical course, management, and risk of surgical conversion with perioperative AEs after ER for SDETs. Of the 226 patients with AEs, the surgical conversion rate was 8.0% (18/226), including 3.7% (4/108), 1.0% (1/99), and 50.0% (12/24) of patients with intraoperative perforation, delayed bleeding, or delayed perforation, respectively. In the multivariate logistic analysis, involvement of the major papilla (odds ratio [OR] 12.788; 95% confidence interval [CI] 2.098-77.961, P = 0.006) and delayed perforation (OR 37.054; 95% CI 10.219-134.366, P < 0.001) were significant risk factors for surgical conversion after AEs. Delayed bleeding occurred from postoperative days 1-14 or more, whereas delayed perforation occurred within 3 days in all cases. The surgical conversion rate was higher for delayed perforation than those for other AEs after ER of SDETs. Involvement of the major papilla and delayed perforation were significant risk factors for surgical conversion following AEs. In addition, reliable prevention of delayed perforation is required for 3 days after duodenal ER to prevent the need for surgical interventions.