Participants In Experimental Group Research Articles

The Effectiveness of Tai Chi Exercises on Balance, Fear of Falling, Working Memory, and Selective Attention in Older Women

Background and Aims Physical and mental disabilities and diseases increase with the onset of old age. On the other hand, the observation of older people who have considerably maintained their cognitive and physical abilities by changing their lifestyle rejects the belief that old age is always associated with profound physical and mental defects. In this regard, this study aimed to investigate the effectiveness of Tai Chi exercises on balance, fear of falling, working memory, and selective attention in older women. Methods The present study is an applied study in which 47 older women with a mean age of 62.91±0.580 years from Tehran City, Iran, announced their readiness to cooperate after responding to a cyberspace call. Of them, 40 eligible women were selected. After performing the pretest (static and dynamic balance tests, working memory and selective attention, and falling efficiency questionnaire), they were randomly divided into experimental and control groups. Then, the experimental group participated in the Tai Chi training program online for 8 weeks, and the control group performed their daily activities. Finally, the post-test was performed, and the results were recorded. Data analysis was performed by statistical method of analysis of covariance and combined analysis of variance using SPSS software at the level of P≤0.05. Results The results of the analysis of covariance showed that the effect of Tai Chi exercises on static balance (P=0.001), dynamic balance (P=0.001), fear of falling (P=0.001), working memory (P=0.022), and selective attention (P=0.002) was significant. Comparing the groups, the results showed that in all components studied, the participants in the experimental group performed better than the control group (P=0.001). Conclusion According to the findings, Tai Chi exercises are a useful way to improve balance, reduce fear of falling, enhance working memory, and increase selective attention in older women.

Effects of feedback visualisation of peer‐assessment on pre‐service teachers' data literacy, learning motivation, and cognitive load

AbstractBackgroundData literacy (DL) is vital for teachers, as it enables them to build on data and improve teaching and learning. Therefore, developing DL among pre‐service teachers is critical.ObjectivesThe purpose of this study is threefold: to evaluate whether a feedback visualisation of peer assessment‐based teaching approach (FVPA‐based teaching approach) can (1) promote pre‐service teachers' DL; (2) enhance their learning motivation; and (3) improve their cognitive load.MethodsThe research was conducted based on a pre‐test‐post‐test control group quasi‐experimental design. With 20 participants in the experimental group and 21 in the control group, a total of 41 pre‐service teachers were included in the study. The pre‐service teachers in the experimental group adopted the FVPA‐based teaching approach, and those in the control group adopted the traditional peer assessment‐based learning approach.Results and ConclusionsThe experimental group participants outperformed the control group participants in DL, learning motivation, and cognitive load. FVPA was conducive to helping pre‐service teachers critically interpret data, understand their teaching and learning issues, and improve self‐reflection. The findings indicate a reciprocal relationship between learning motivation and DL; improving the learning motivation of pre‐service teachers could promote their DL.ImplicationsThis study contributes to current knowledge by providing empirical evidence on the benefits of an FVPA‐based teaching approach in improving pre‐service teachers' DL, motivation, and cognitive load. The study findings, limitations, and prospects for future research are discussed.

Enhancing Young EFL Learners' Vocabulary Learning Through Contextualizing Animated Videos

Practicing target language contextually integrated with animated video in the classroom influences the way students use the language in their everyday situations. Contextualized animated videos as learning media based on young learners’ characteristics can be appropriate for stimulating them to acquire vocabulary. This study attempts to examine the effectiveness of utilizing animated videos as learning media in learning vocabulary for enhancing young EFL learners' engagement in classroom activities. The study used experimental research in which participants from two groups (experimental and control) were involved. The context-based learning strategy is utilized to introduce new vocabulary items to the participants in the control group. While the new vocabulary items were presented to the experimental group's participants through context-based learning integrated with animated videos. The analysis of the data revealed that the participants who underwent vocabulary learning through context-based learning integrated with an animated video in the vocabulary learning treatment significantly outperformed those who underwent vocabulary learning through the context-based learning method. Integrating animated videos into vocabulary teaching proves its effectiveness with the four word classes of the content word type. It was very effective in learning verbs and adverbs compared to being learned via a context-based learning strategy separately. Hence, integrating animated videos is not just appropriate to facilitate vocabulary learning for young learners but also increases their motivation to engage in classroom learning.

Assessing the stress-relief impact of an art-based intervention inspired by the broaden-and-build theory in college students.

This study's primary objective is to investigate the impact of art-making on the mental well-being of college students, who often experience heightened stress during their initial university years. Employing a comprehensive methodology, combining interviews and the Perceived Stress Scale (PSS), the research aimed to assess whether a four-week art-making intervention can effectively alleviate stress levels among college students. In the experimental group, participants engaged in a variety of art-making activities, including freehand drawing, clay modeling, and crafting. The results revealed that, in the pre-test, there were no significant differences between the experimental and control groups for each assessed indicator. However, in the post-test, significant differences emerged across all indicators. Further analysis demonstrated a significant reduction in stress perception among the experimental group participants between the pre-test and post-test phases. In conclusion, this study provides compelling evidence that art-making has the potential to foster positive personal development and significantly reduce stress levels among college students.

Virtual reality exposure therapy to decrease anxiety before surgical invasive procedures in hemodialysis patients: an interventional study

BackgroundHemodialysis patients are prone to anxiety and depression due to physiological changes and psychological tensions that leave irreversible effects on the patients. In this regard, the present study was an attempt to provide a simulated situation by using virtual reality on the anxiety level of dialysis patients before performing surgical procedures.MethodsThis non-equivalent groups pre-posttest quasi-experimental study was conducted in 2022 in a hemodialysis ward of Imam Khomeini General Hospital affiliated with Tehran University of Medical Sciences. The study population was patients suffering from kidney failure referred to this hospital. The participants were 30 patients selected from the study population, who were allocated into two groups (15 in each experimental and control group). The control group received routine training in the ward. The experimental group participants watched five educational virtual reality (VR) contents in addition to the routine training. They used head-mounted display VR (VR BOX headset 2.0 virtual reality glasses) to immerse in a virtual environment similar to the real world covering the experience of entering the operating room, during the surgery, and after surgery. The data gathering instrument was a valid and reliable anxiety inventory. The collected data was analyzed at a significance level of 0.05.ResultsThe study findings indicated that the anxiety scores of the experimental and control groups had no significant difference before intervention. However, after the intervention of virtual reality, the state and trait anxiety of the experimental group participants were significantly lower than the control group (P-value < 0.01).ConclusionThe application of VR for maintenance hemodialysis patients before invasive surgical procedures decreases patients’ anxiety. Considering the devastating and undeniable impacts of anxiety on the lives of patients referring to hemodialysis centers, the application of VR is suggested to decrease their anxiety.

Effectiveness of Traditional Thai Exercise (Ruesi Dadton) on Preventing Cognitive Impairment in Older Adults: A Quasi-Experimental Study

Background: Cognitive impairment is a common issue afflicting the geriatric population and may lead to increased rates of morbidity and mortality. Traditional Thai exercise (Ruesi Dadton) can help reduce the risk of health problems and improve the quality of life (QoL). Objective: To evaluate the efficacy of traditional Thai exercise (Ruesi Dadton) in preventing cognitive impairment in older adults. Materials and Methods: A quasi-experimental design was used for a posttest design. One hundred ninety-five eligible participants were recruited, including members of the elderly club in the elderly school for the intervention group and community-dwelling older adults for the control group. They were divided into two groups, with 65 as experimental group participants that were assigned to an 8-session intervention group, and 130 control group participants that received conventional care. The mini-mental state examination Thai version 2002 (MMSE-Thai 2002) was used to screen for cognitive impairment, and the Barthel activities of daily living (ADL) was used for assessing basic ADL function. Results: There were statistically significant differences between the post-test scores of the two groups in MMSE (p&lt;0.001), lower primary school (p=0.002), and higher primary school (p&lt;0.001). The post-interventional analysis revealed that the mean value of the MMSE scores was 25.0±4.9 in the experimental group as compared with a mean value of 21.8±3.3 in the control group. Conclusion: The traditional Thai exercise (Ruesi Dadton) program was effective in protecting against cognitive decline or dementia in the older population. Keywords: Ruesi Dadton stretching exercise; Cognitive impairment; Older adults

The Effect of St. John's Wort Oil (Hypericum Perforatum L.) in Knee Osteoarthritis: A Randomized Controlled and Qualitative Study

BackgroundReducing pain and improving physical function are critical in the treatment of osteoarthritis. Although individuals use St. John's Wort oil to relieve pain due to osteoarthritis, no scientific research has been found investigating its effectiveness. AimThis study investigated the effect of St. John's Wort oil on pain intensity and physical functions in people with knee osteoarthritis. MethodsThis study adopted a single-blind, randomized, placebo-controlled, and qualitative mixed design. The sample consisted of 60 patients randomized into intervention (n = 30) and placebo control (n=30) groups. The experimental group participants were treated with topically St. John's Wort oil three times a week for 3 weeks, and the placebo control group participants were treated with olive oil three times a week for 3 weeks. Quantitative data were collected using a patient identification form, the Western Ontario and McMaster Universities Osteoarthritis Index (WOMAC), and the Visual Analogue Scale. Qualitative data were collected through semi-structured interviews. ResultsThe experimental group had a significantly lower mean Visual Analog Scale score in the first, third, and fourth follow-ups than the control group. The experimental group had significantly lower mean WOMAC-pain, WOMAC-stiffness, and WOMAC-physical function subscale scores in the last follow-up than in the first follow-up. The qualitative data agreed with the quantitative data. ConclusionsThe results show that St. John's Wort oil helps people with knee osteoarthritis feel less pain and become physically more active. Additional research is warranted to better understand the effect of St. John's Wort oil on pain intensity and physical functions in people with knee osteoarthritis.

The Effect of Real-World Evaluation on Self-Controlled Learning, Independence, and Self-effectiveness Among EFL Learners with Some Psychological Implications

Through authentic evaluation, the current study attempted to foster self-controlled learning, independence, and self-effectiveness among some Saudi EFL students. Sixty EFL students were chosen for this research study and split equally into an experimental group (EG) and a control group (CG). The respondents' self-controlled learning (SCL), independence (I), and self-effectiveness (SE) were then evaluated using three questionnaires before the treatment. The control group received the treatment using non-real-world evaluations, whereas the experimental group participants received instruction using real-world evaluations. Three post-tests were given to both groups after they had been taught 16 English passages to assess how the treatment had affected their capacity for self-controlled learning, independence, and self-effectiveness. The experimental group students were given an attitude survey to gauge their opinions on using real-world evaluations inside EFL classes. According to the ANCOVA results, significant differences existed between the control group and experimental group post-tests. The findings showed that the experimental group significantly outperformed the control group in the self-controlled learning, independence, and self-effectiveness post-treatment tests. The outcomes also demonstrated that the experimental group had a favorable attitude toward the use of real-world evaluation in EFL programs. The study concluded that integrating real-world evaluation into EFL instruction may benefit EFL students positively. The results of the study have some implications for EFL instructors and curriculum developers because if they take into consideration the effects of real-world evaluations, they can increase the students’ self-control, autonomy, and self-effectiveness.

Investigation of pre-service TESOL teachers’ perceptions towards multimedia– based textbook development and usage

The purpose of the study is to present the results of investigating pre-service teachers’ perceptions of their readiness to develop and use multimedia-based English language training textbooks. The dimensional structure of the designed readiness is regarded as a complex personal integrative quality. A corresponding survey questionnaire is compiled to determine its content. The study included 81 senior students from the foreign language faculty at Karaganda Buketov University. The research's methodology included statistical analysis of quantitative data, experimental training and participant self-assessment questionnaires. Preliminary tests were conducted in both the experimental and control groups aimed at identifying participants’ perceptions of their initial level of readiness for the development and use of multimedia-based textbooks. Participants in the experimental group participated in an experimental course on technology development and the use of multimedia-based textbooks with the presentation of their final project. When the teaching period was over, the post-test was taken. The results demonstrated the efficiency of the complex assessment of readiness in the mentioned area enabling the definition and correction of gaps in its structural content. The designed course proved its effectiveness in practice as asserted by the post-test scores.

Data‐Driven Learning for Pronunciation: Perception and Production of Lexical Stress and Prominence in Academic English

AbstractIssues of intelligibility may arise amongst English learners when acquiring new words and phrases in North American academic settings, perhaps in part due to limited linguistic data available to the learner for understanding language use patterns. To this end, this paper examines the effects of Data‐Driven Learning for Pronunciation (DDLfP) on lexical stress and prominence in the US academic context. 65 L2 English learners in North American universities completed a diagnostic and pretest with listening and speaking items before completing four online lessons and a posttest on academic words and formulas (i.e., multi‐word sequences). Experimental group participants (n = 40) practiced using an audio corpus of highly proficient L2 speakers while comparison group participants (n = 25) were given teacher‐created pronunciation materials. Logistic regression results indicated that the group who used the corpus significantly increased their recognition of prominence in academic formulas. In the spoken tasks, both groups improved in their lexical stress pronunciation, but only the DDLfP learners improved their production of prominence in academic formulas. Learners reported that they valued DDLfP efforts for pronunciation learning across contexts and speakers. Findings have implications for teachers of L2 pronunciation and support the use of corpora for language teaching and learning.

Enhancing Intrinsic Motivation in Academic Settings: The Role of Self-Regulation Skills Interventions

This study aimed to investigate the effects of self-regulation skills (SRS) training on the intrinsic motivation of secondary school students. The primary objective was to determine whether an intervention focused on enhancing SRS skills could lead to significant improvements in students' intrinsic motivation over time. The study utilized a quasi-experimental design with a control group, involving 30 students (15 in the experimental group and 15 in the control group) from a secondary school. The experimental group underwent an 8-week intervention program designed to improve their SRS training, while the control group received no such intervention. Intrinsic motivation was measured at three points: before the intervention (pre-test), immediately after (post-test), and four weeks following the intervention (follow-up), using a validated intrinsic motivation inventory. Descriptive statistics and analysis of variance with repeated measurements indicated significant increases in intrinsic motivation scores from pre-test to post-test and from pre-test to follow-up in the experimental group. The control group, however, showed no significant changes over time. The interaction between time and group was also significant, suggesting that the intervention had a positive effect on enhancing intrinsic motivation among the experimental group participants. The findings suggest that interventions aimed at enhancing self-regulated learning strategies can have a positive impact on secondary school students' intrinsic motivation. The sustained improvement from post-test to follow-up indicates that the benefits of such interventions are not only immediate but also enduring.

Effectiveness of teachers' direct and indirect written corrective feedback provision strategies on enhancing students’ writing achievement: Ethiopian university entrants in focus

Written corrective feedback (hereafter WCF) has gained great emphasis from a considerable number of studies in second language (L2) writing history; however, an increasing number of previous studies have stressed its importance in helping learners develop their L2 writing abilities there are unresolved controversies regarding the significance and efficacy of various forms of written corrective feedback. Thus, this study was initiated to see the effects of teachers' written corrective feedback on university-entrant students' English language writing achievement. A quasi-experimental research design involving a test as a data-gathering tool was used. To that end, three intact freshman classes were selected and assigned into two experimental groups and one comparison group from a university in northwest Ethiopia. Test scores from self-descriptive paragraph writing were analyzed using a one-way ANCOVA, and the results showed that WCF has an influential role in improving university entrat learners' writing performance. Therefore, the findings from the study showed that both experimental groups performed better than the participants in the control group, indicating that both WCF provision strategies play vital roles in enhancing English language learners' writing performance as university entrants. Nevertheless, the study's findings revealed that statistically significant improvements in the writing proficiency of the study participants in both experimental groups were found the results confirmed that learners who received direct WCF along with metalinguistic explanations performed better than their peers in the indirect group who received indirect WCF. Consequently, it can be concluded that both direct and indirect WCF are crucial pedagogical strategies in improving learners' writing abilities, even though it was still found that direct WCF with a metalinguistic explanation was the most effective strategy in assisting EFL university entrants in improving their writing skills.

Learn to be happy-an experimental study in clinical context with depressive patients in Germany.

The increase in the number of people with mental disorders and the relapse rate of depressive patients give reason to constantly question and further develop psychotherapeutic interventions in order to stabilize therapy effects. Studies show that the art of living, described as the ability to lead a conscious and reflective life, can be learned and trained. The question arises as to what role the development of "art of living skills" have played in the treatment of depressed patients to date, and to what extent the targeted promotion of art of living within the framework of the therapy of depressed patients has an effect on the well-being and the level of depression that goes beyond this. The study is based on a mixed design. Study participants in the first experimental group (EG1, n = 53) each received one session of 50 min psychotherapy per week for 4 weeks. The second experimental group (EG2, n = 54) received psychotherapy equivalent to EG1 with additional life-skills reflection questions, which were to be answered every day and recorded in a diary. The control group (n = 53) received neither therapy nor reflection questions. The art of living, degree of depression, and satisfaction with life were assessed before and after the 4-week therapy and in the follow-up after 3 months, and the effects were compared. There was a significant decrease in the depression score over the 4 weeks in both therapy groups. EG2 showed a greater decrease in depression over the 4 weeks. However, the difference did not persist over the 3 months. Furthermore, in EG2 there was a significant increase in the Art of Living, Satisfaction with life, and Flourishing Scale over the 4 weeks, while in EG1 there was no change. However, the comparison in the follow-up after 3 months also shows that these effects could not stabilize. Overall, the results provide promising indications for integrating the art of living as a concept more strongly into the therapy of depressive patients. The question arises as to what long-term effects result from additional life skills stimulation and how the therapy effects gained can be stabilized over a longer period of time.

Ab. No. 85 Effectiveness of Practice of Stroop Test on Selective Attention and Processing Speed in Individuals With Stroke

Introduction: To identify the effectiveness of practice of Stroop test on selective attention and processing speed in the individuals diagnosed with stroke. To determine the significance of the Stroop test in cognitive rehabilitation for stroke survivors. Methods: Survivors of unilateral stroke with their first stroke episode between time frame of 3-18 months and age ranged between 30- 65 years were included in the study. Methods: Twenty-five participants were randomly assigned into two groups using computerized randomization list. Experimental group participants intervened with 30 minutes session of practicing of the Stroop test along with conventional physiotherapy for consecutive 10 days and control group participants received conventional physiotherapy for consecutive 10 days. Mann Whitney U test and independent sample t test were used for inter-group analysis. Wilcoxon test and dependent sample t test were used for pre-test and post-test group analysis. Results: Experimental group showed significant improvement in Stroop Test Card A (p= 0.03), Stroop Test Card B (p= 0.00), Stroop Test Card C (p= 0.00), Trail Making Test A (p= 0.00) and Trail Making Test B (p= 0.00) when compared pre and post intervention and significant difference was observed in Stroop Test Card A (p= 0.05), Stroop Test Card B (p= 0.00), Stroop Test Card C (p= 0.00), Trail Making Test A (p= 0.00) and Trail Making Test B (p= 0.00) when compared to the control group. Conclusion: Stroop test practicing was found to be efficient in improving selective attention and processing speed in individuals with stroke. Implications: Stroop test practicing can be a simple, convenient way of improving the parameters of the cognitive functions and thus could be added with regular treatment protocols of stroke survivors.

Effectiveness of an Occupational Therapy Memory Strategy Education Group Intervention on Memory Difficulties and Activities of Daily Living Performance among the Geriatric Population: A Quasi-experimental Study

Introduction: Memory deficits are one of the common indications of cognitive aging, and they are an essential component for completing day-to-day activities in an effective, timely, and safe manner. Disturbances in memory can have a major impact on an individual’s performance in all areas of occupation. Memory alterations have a substantial influence on numerous elements of everyday living, including sentiments and conceptions of self, connections with others, participation in Activities of Daily Living (ADL), and engagement in leisure activities. Aim: To determine the effectiveness of an occupational therapy Memory Strategy Education Group (MSEG) intervention on memory difficulties and its impact on ADL performance among the geriatric population. Materials and Methods: The present quasi-experimental pre-post-test pilot study was conducted at Department of Occupational Therapy, SRM Institute of Science and Technology, Kattankulathur, Tamil Nadu, India. A total of 10 participants aged 60 years and above were recruited from a community setting through convenience sampling and were divided into an experimental group (n=5) and a control group (n=5). The experimental group participants received MSEG intervention, while the control group participants received conventional occupational therapy memory intervention for three weeks. The Canadian Occupational Performance Measure (COPM), Contextual Memory Test (CMT), and Functional Independence Measure (FIM) were used to measure occupational performance, memory, and ADL. The outcome measure scores within groups were analysed using the Wilcoxon signed-rank test, and the comparison of outcome measures between the groups was analysed using the MannWhitney U test. An alpha level of p=0.05 was considered to be statistically significant. Statistical Package for Social Sciences (SPSS) 24.0 version was used to analyse the data. Results: In the present study, a total of 10 participants from the age group of 60-75 years (mean age=67.4 years) were included, and each group (control and experimental) consisted of five participants (3 males and 2 females). The results showed that there was a significant difference (p&lt;0.05) between the post-test scores of the experimental and control groups in COPM-Performance and CMT (p=0.032; p=0.018, respectively). However, there was no statistically significant difference (p&gt;0.05) in the post-test scores of the experimental and control groups in FIM (p=0.347). Further analysis revealed a clinically significant difference between the control and experimental groups in post-test scores. Conclusion: The results of the study concluded that the MSEG intervention is effective in improving memory difficulties in the geriatric population but had a lesser effect on improving ADL performance.

A longitudinal study of the effect of visuomotor learning on functional brain connectivity.

Neural adaptation in the frontoparietal and motor cortex-sensorimotor circuits is crucial for acquiring visuomotor skills. However, the specific nature of highly dynamic neural connectivity in these circuits during the acquisition of visuomotor skills remains unclear. To achieve a more comprehensive understanding of the relationship between acquisition of visuomotor skills and neural connectivity, we used electroencephalographic coherence to capture highly dynamic nature of neural connectivity. We recruited 60 male novices who were randomly assigned to either the experimental group (EG) or the control group (CG). Participants in EG were asked to engage in repeated putting practice, but CG did not engage in golf practice. In addition, we analyzed the connectivity by using 8-13 Hz imaginary inter-site phase coherence in the frontoparietal networks (Fz-P3 and Fz-P4) and the motor cortex-sensorimotor networks (Cz-C3 and Cz-C4) during a golf putting task. To gain a deeper understanding of the dynamic nature of learning trajectories, we compared data at three time points: baseline (T1), 50% improvement from baseline (T2), and 100% improvement from baseline (T3). The results primarily focused on EG, an inverted U-shaped coherence curve was observed in the connectivity of the left motor cortex-sensorimotor circuit, whereas an increase in the connectivity of the right frontoparietal circuit from T2 to T3 was revealed. These results imply that the dynamics of cortico-cortical communication, particularly involving the left motor cortex-sensorimotor and frontal-left parietal circuits. In addition, our findings partially support Hikosaka etal.'s model and provide additional insight into the specific role of these circuits in visuomotor learning.

EL EFECTO DE UN PROGRAMA COMBINADO DE EJERCICIO Y FIJACIÓN DE OBJETIVOS SOBRE LA MEJORA EN LA CALIDAD DE VIDA Y LA REDUCCIÓN DE LA ANSIEDAD Y LA DEPRESIÓN EN PACIENTES CON ESCLEROSIS MÚLTIPLE

The purpose of the study was to examine the effect of a combined exercise and goal-setting program of Greek patients with multiple sclerosis (MS) on improving quality of life, reducing anxiety and avoiding depression through physical activity. The sample consisted of 30 patients with MS (15 men &amp; 15 women), aged 23 to 65 years, randomly assigned into an experimental and a control group. The experimental group (N = 15) participated in an 8-week exercise program combined with self-selected goal-setting strategies. The control group (N = 15) did not participate in any intervention procedure. Pre and post intervention, both groups completed instruments measuring their quality of life (SF-36), anxiety and depression (HADS). Comparison between pre and post-intervention results showed an improvement on quality of life features and a reduction of depression and anxiety levels only for the experimental group participants compared to control group individuals. Based on these findings, further recommendations were made concerning the effect of a combined physical activity and goal-setting program on improving quality of life of patients with multiple sclerosis.

THE EFFECTIVENESS OF A CASE MANAGEMENT PROGRAM FOR FAMILY CAREGIVERS OF PERSONS WITH MCI OR EARLY STAGE DEMENTIA

Abstract This study examined the effectiveness of a case management program for family caregivers of persons with mild cognitive impairment, early to mild dementia. Using a quasi-experimental study design, we recruited family caregiver and care recipient dyads from memory clinics in Taiwan. We randomly assigned the dyads into experimental groups (n= 38 dyads) or control groups (n= 33 dyads). The experimental group participants received case manager services over a four-month period, while those in the control group received general health education. Data were collected at three time points: baseline, the 4th and 6th months for both groups. The results of the generalized estimating equation revealed that in the fourth month, the experimental group exhibited a declined depression (β = −3.74, p &amp;lt; .001) and increased use of social resources (β = 1.014, p = .045). In the sixth month, the depression of caregivers declined further (β = −3.186, p = .002), whereas their use of social resources showed no significant difference. This study illuminates the feasibility and efficacy of using a case management model to support caregivers encountered in memory clinics. Findings are promising to suggest the need to call for more education and supports available at clinics to prepare and assist caregivers who have a relative of at the early stage of cognitive impairment or dementia.

Effects of Cohesion Analysis-Based Instructions (CABI) on English as Foreign Language (TEFL) Students’ Reading Comprehension and Self-Efficacy

This study examined effects of CABI on grade 11 EFL students’ reading comprehension and self-efficacy using reading self-efficacy as mediating variable at Azezo Secondary School, Gondar City Administration. The study employed a quasi-experimental design with quantitative approach. Thus, intact groups were selected using simple random sampling technique, and one out of these groups was assigned as an experimental group (n=52) while the other as a control group (=52) by lot; both of them were selected using lot method. Then, the experimental group was taught using CABI, whereas the control one was taught using conventional way of teaching reading. In order to collect the data, reading comprehension test and reading self-efficacy questionnaire were used as data collecting instruments. The data were analyzed using chi square, independent samples t-test and SEM. The results of the study indicated that there was a direct significant difference (B = 1.781, CR = 5.844 (&gt;±1.96), p &lt; .05) between the control and experimental group students’ reading comprehension posttest scores in favor of the experimental group participants. Besides, the result showed that there is significant effect (β = .533, CR = 4.630 (&gt;±1.96), p &lt; .05) of CABI on experimental group students’ reading self-efficacy beliefs posttest score in comparison to the control one. In the same vein, the result (β = .825, CR = 3.855(&gt;±1.96), p &lt; .05) unveil that CABI had positive effect on experimental group participants’ reading comprehension posttest score through reading self-efficacy compared to the control group students. Hence, the instruction has a positive effect on reading comprehension both directly and indirectly (through reading self-efficacy). This implies that reading self-efficacy partially mediates the causal relationship between CABI and reading comprehension.

The effect of vocabulary learning strategy training on vocabulary strategy use

Nowadays, it is recommended to train students on how to learn vocabulary, for it is not practicable to teach all the English language words. The purpose of this article was to find out the effect of vocabulary learning strategy training on vocabulary learning strategy use of university students. The research design used in this study was experimental. 40 students (20 students in each group) from both experimental and control groups completed the adapted Schmitt’s (1997) Vocabulary Learning Strategies Questionnaire (VLSQ) before and after the vocabulary learning strategy training. After the students completed the pre-training questionnaire, only the experimental group learners received vocabulary learning strategy training for 16 hours. The researcher prepared the vocabulary strategy training material by integrating the vocabulary lessons incorporated from different books. Paired samples t-test was computed on SPSS version 24 to find out if there was a statistically significant difference between the experimental and control groups regarding vocabulary learning strategy use. The study found that the experimental group participants improved their vocabulary usage significantly better than the control group participants in the five among six major categories of vocabulary learning strategies (less than the p-value of 0.05). Future researchers can study the effect of training in learning strategies of other language skills and sub-skills and can improve their strategy usage. One of the significance contributions of this study could be curriculum designers might employ this article as an input to incorporate vocabulary learning strategies into English language training materials and improve students’ vocabulary strategy use.