Posttest Scores Research Articles

Penerapan Metode Struktural Analitik Sintetik (SAS) terhadap Kemampuan Membaca Permulaan Siswa Kelas I SD Negeri 11 Kodeoha Kabupaten Kolaka Utara

The problem in this research is whether the application of the Synthetic Structural Analytical (SAS) method can improve the initial reading ability of class I students at SD Negeri 11 Kodeoha, North Kolaka Regency. Meanwhile, the aim of the research carried out was to determine whether the application of the Synthetic Structural Analytical (SAS) method could improve the reading ability of beginners in class I of SD Negeri 11 Kodeoha, North Kolaka Regency. This type of research is pre-experimental research with a quantitative approach. The sample in this study was 22 class I students at SD Negeri 11 Kodeoha, North Kolaka Regency. The results of the research showed that there was an influence of the application of the Synthetic Analytical Structural (SAS) method on the initial reading ability of class I students at SD Negeri 11 Kodeoha, North Kolaka Regency. This can be seen from the comparison between the pre-test and post-test scores. The average pretest value obtained was 55.47. The average value was in the interval 55-64 which was included in the low category. Meanwhile, the average posttest score obtained was 81.94, which was in the 75-84 interval, which means it was in the high category. The research results obtained were tcount = 15.26 and ttable = 3.819. Then tCount ≥ tTable or 15.26 ≥ 3.819. So it can be concluded that Ho is rejected and H1 is accepted. This means that the application of the synthetic analytical structural method (SAS) can have an influence in improving the initial reading ability of class I students at SD Negeri 11 Kodeoha, Bulukumba Regency.

The Use of English Songs to Improve the Listening Comprehension of Eighth-Grade Students at SMP Negeri 2 Babahrot

English is the world's international language of communication. In some countries, English is even a common language or mother tongue. This study aims to determine the effectiveness of using English songs in improving students' listening skills. The population of this study is VIII-grade students at SMP Negeri 2 Babahrot. The study involved two groups: experimental group that learned by using songs and control group that used traditional teaching methods. The experimental group, consisting of 23 students, took a pretest and a posttest to measure the impact of the learning intervention using songs on their listening ability. The comparison between the two groups showed that the experimental group showed greater improvements in English language skills compared to the control group, with a mean pretest score of 60.70 and posttest score of 74.43. The use of English songs significantly improved the listening skills of the grade VIII students. These results support the hypothesis that using songs into English language learning, especially in improving listening skills, can improve students' listen skills. This suggests that songs can be an effective strategy for improving students and used as additional materials to increase students' motivation and engagement in learning.

Feedback for learning from text: What kind and where in the text is most effective?

Etextbooks have the affordance of providing immediate feedback for review questions on the content. However, it needs to be clarified what type and placement of feedback is most effective. College and high school students (N = 390) were randomly assigned to receive either correct-answer-only feedback or elaborative feedback either in the middle-and-end of the textbook excerpt or the end only. Elaborative feedback at the end of the text had more accurate posttest scores and more efficient learning (based on time reading per correct answer) than did other conditions. Metacomprehension accuracy, based on the difference between predicted performance and actual performance, did not reliably differ by condition. Neither the perceived difficulty of the text nor the review questions reliably differed based on feedback condition. This study has practical implications for the design of etextbooks provided the findings generalize across disciplines and entire etextbooks.

The Utilisation of Islamic Integrated Science Comics to Teach Primary School Students about Reuse and Recycling

Despite implementing innovative instructional techniques, many students struggle to understand science topics. This mixed-method and action research study explored the effectiveness of Islamic integrated science comics in enhancing students' comprehension and performance on the topic of 'reuse and recycle,' a challenging area for most students. The study involved 50 Year 3 Bruneian primary school students and used quantitative and qualitative data collection methods. A Wilcoxon signed-rank test revealed significant improvements in students' post-test scores compared to their pre-test scores, demonstrating the intervention's success. Interviews with students further supported these findings, as they described the comic-based lessons as enjoyable and collaborative. The results suggest that integrating Islamic themes into science comics significantly improves students' understanding and application of scientific knowledge. This approach makes learning more engaging and aligns with students' cultural and religious contexts, thereby providing a more holistic educational experience. The study's findings have important implications for educators seeking to enhance science education in similar contexts.

Effects of integration interdisciplinary learning on student learning outcomes and healthcare-giving competence: a mixed methods study

BackgroundInterdisciplinary collaboration is known to foster professional innovation and enhance student learning across different domains. However, the research on the effectiveness of integration of interdisciplinary learning in pediatric nursing education is limited. Therefore, this study aimed to examine the effectiveness of integrating game-based learning, an interdisciplinary approach to teaching, into pediatric nursing education’s play courses.MethodsWe used a mixed methods study with pre-test/post-test quantitative analyses and a descriptive qualitative analysis of students’ reflection journals. Data were collected between August 2019 and July 2020 to gauge course effectiveness. Quantitative data obtained from the questionnaires were analyzed using a t-test, correlation, and regression analysis. Qualitative data using students’ reflective journals were collected and analyzed using content analysis. One hundred and three second-year nursing students enrolled in a four-year nursing program. Nursing students attended classes in university classrooms and served learning in a kindergarten or hospital in Northern Taiwan.ResultsThe subscales of Students’ Learning Outcome in knowledge, abilities, and attitudes showed significantly higher mean post-test scores compared to pre-test scores: 26.15 (SD = 3.35) vs. 16.82 (SD = 4.49), p < .001; 18.03 (SD = 2.13) vs. 11.43 (SD = 2.95), p < .001; and 12.90 (SD = 2.12) vs. 8.72 (SD = 2.52), p < .001. Furthermore, scores on the Service-Learning Abilities Scale indicated a significant increase in communication, problem-solving, knowledge application, and cross-cultural competence. Integrating instruction to improve problem-solving skills and knowledge application predicts student learning outcomes. Qualitative findings revealed nursing students’ reflections on integrating different learning areas, communication, problem-solving, and practical knowledge skills.ConclusionsIntegration of interdisciplinary learning effectively stimulates learning among nursing students and enhances their knowledge, abilities, and attitudes toward therapeutic play, benefiting children’s health. Our findings demonstrate that integration of interdisciplinary learning significantly enhances nursing students’ healthcare-giving competence, particularly in communication, problem-solving, knowledge application, and cross-cultural competence as measured by the Service-Learning Scale. Integrating social service with integration of interdisciplinary learning exposes nursing students to diverse challenges and needs, thereby enhancing their communication skills, knowledge application, and problem-solving abilities. Nursing students can blend knowledge and skills through integrated learning, which is crucial for nursing career preparation.Trial registrationN/A. It was a survey on educational activities.

The effectiveness of integrating classcraft: A gamified learning platform on enhancing writing skills among elementary school learners

The objective of this study was to examine the influence of incorporating Classcraft, a gamified learning platform, on the writing abilities of elementary school students. The research employed a quantitative approach, utilizing a pre-test post-test control group design. Thirty second-grade elementary school pupils from a variety of schools participated. The paired sample t-test was employed to analyze the data that was collected through a written test. The results demonstrated a substantial disparity in the writing skills of the students who utilized Classcraft between the pre-test and post-test scores, suggesting that the gamified platform significantly improved their writing abilities. The results provide empirical evidence that supports the use of Classcraft as an educational intervention to enhance the writing proficiency of elementary students. The research posits that the integration of gamification through platforms such as Classcraft can establish a more engaging and pleasant learning environment, resulting in improved writing outcomes for young learners.

Evaluating pre-consult patient education videos for patients with newly-diagnosed anal squamous cell carcinoma: Impact on patient comprehension, satisfaction and distress

We hypothesized that pre-consult patient education videos can improve patient understanding about their diagnosis, lead to high satisfaction and low distress. In this pilot study, we developed a patient education video curriculum for patients with newly-diagnosed anal cancer. Comprehension of key content was evaluated by comparing pre- and post-test scores. Patient satisfaction scores were collected. Patient distress scores (0–10) were collected at the beginning of their consult visit prior to seeing the physician. We found that patient education videos prior to consult improved patient understanding, resulted in high patient satisfaction, and low patient distress at the time of consult.

The effectiveness of case management and nursing counselling among caregivers of patients with dementia: A pilot study.

According to the data released by the Taiwan Ministry of Health and Welfare in 2021, in 2019, 235,000 patients sought medical treatment for dementia-related diseases at the National-Health-Insurance-participating hospitals and clinics for more than three outpatient visits or had been hospitalised, and the number had increased by 15,000 from the previous year (Ministry of Health and Welfare, 2021). This implies that families are affected, causing tremendous physical, psychological, and economic pressures and burdens on the caregivers and families of the patient. The estimated social cost of caring for dementia families increased from $1.3 trillion in 2019 to $2.8 trillion in 2030 (World Health Organisation, 2021). Thus, long-term care for the dementia population has become a critical issue in medical care and social services in Taiwan and worldwide. In 2017, Taiwan Ministry of Health and Welfare has been starting Dementia care policy with 10 years long-term care plan through set up dementia care centre. The purpose of this study is to investigate the effectiveness of dementia care centre for reducing the burden and improving the quality of life for caregivers of dementia patients. This pilot study adopts a quasi-experimental research design and uses purposive sampling to select in house informal caregivers of dementia patients who are part of a dementia collaborative care programme at a medical centre in the northern region and were willing to participate in this study. Upon enrolment in the study, subjects were given a pre-test, followed by a one-hour face-to-face nursing consultation and assessment after 2weeks. Subsequently, a telephone nursing consultation was conducted once a month for 3months. Two weeks after completing all counselling sessions, a post-test was administered to measure the caregiver burden with The Chinese version of the Caregiver Burden Inventory and the quality of life for caregivers with The 'Chinese Health Questionnaire CHQ-12'. After providing case management and nursing counselling, the total caregiver burden score significantly decreased from an average of 40.1 (SD=21.6) at the pre-test to an average of 38.6 (SD=21.4) at the post-test, reaching statistical significance (p<0.01). The results of this study showed that providing dementia caregivers with case management and nursing consultation services helpsimprove the overall caregiver burden (particularly emotional burden and physical burden) as well as the health questionnaire scores. However, the social burden and time burden did not improve after receiving case management and counselling among caregivers; instead, post-test scores of these aspects were significantly higher.

PENGGUNAAN CHATGPT PADA PROSES PEMBELAJARAN PADA MATA KULIAH PEMASARAN DIGITAL UNTUK MENINGKATKAN KEMANDIRIAN MAHASISWA DI STMA TRISAKTI

New technologies, like ChatGPT, are changing the way we learn in school. Some people really like it, but others don't like it as much. Many people are talking about how ChatGPT affects education. The purpose of this study is to examine how the use of ChatGPT in the learning process can increase student independence at STMA Trisakti. This is really important because students are one of the people who use ChatGPT. The type of research used is descriptive-quantitative. The sample used is the pre-test and post-test results of all STMA Trisakti students in digital marketing courses, totaling 34 respondents. The data analysis techniques used in the study were a validity test, a reliability test, a prerequisite test, and a hypothesis test (a paired sample test) to see which one had the biggest increase. The results showed that there was a significant difference between the pre-test and post-test scores on whether the use of Chat GPT in the learning process can increase student independence at STMA Trisakti. These results can be used to conclude that the knowledge score in the learning process increases student independence at Stma Trisakti.

Online professional development and cognitive growth: A quantitative analysis for special education educators

This research quantitatively examines how online professional development (OPD) affects cognitive development in special education instructors. 100 individuals took part in outpatient department activities for six months, undergoing cognitive ability examinations before and after the intervention. Descriptive statistics, paired samples t-tests, multiple regression analysis, analysis of covariance (ANCOVA), and Pearson correlation coefficients were used to analyze the data. The findings show a significant rise in post-test scores on the Cognitive Abilities Test (CAT) after taking part in the OPD program. Years of experience and education level were important indicators of cognitive progress, emphasizing the significance of individual traits. Moreover, those with greater expertise and advanced levels of education often had better marks on the post-test. The results highlight the significance of cognitive growth as a crucial result of professional development for special education instructors, adding to the existing knowledge base. The research suggests giving priority to cognitive growth in professional development programs, customizing programs to meet individual requirements, and offering continuous support to educators. Future studies should investigate how OPD impacts cognitive development and analyze its lasting consequences on teacher efficacy and student results.

Peningkatan Media Pembelajaran Interaktif Berbasis Adobe Flash CS6 Untuk Meningkatkan Hasil Belajar Siswa Kelas X pada Mata Pelajaran Komputer Grafis di SMK Plus Pertiwi Sukamulya

This study aims to improve the learning outcomes of Grade X students in the Graphic Design subject at SMK Plus Pertiwi Sukamulya through the implementation of interactive learning media based on Adobe Flash CS6. The research method used is a quantitative approach with a one-group pretest-posttest design. The research sample consists of 20 Grade X students majoring in Visual Communication Design (DKV), who will be given an initial test (pretest) to measure their baseline abilities in the Graphic Design subject. Subsequently, the students will undergo the learning process using interactive media based on Adobe Flash CS6. After the learning process, the students will be given a final test (posttest) to measure the improvement in their learning outcomes. The data from the pretest and posttest will be analyzed using descriptive and inferential statistics with the assistance of SPSS and Microsoft Excel. The pretest results showed the highest score of 87 and the lowest score of 40, with an average score of 64.05. Following the implementation of the interactive learning media based on Adobe Flash CS6, the posttest results indicated the highest score of 93 and the lowest score of 53, with an average score of 75.70, reflecting an improvement of 11.65. Therefore, it can be concluded that the posttest results showed a higher average score compared to the pretest, and there is a significant difference between the pretest and posttest scores

Pengaruh Model Pembelajaran Meaningful Instructional Design (MID) terhadap Keterampilan Menulis untuk Teks Laporan Hasil Observasi dari Siswa Sekolah Menengah Pertama

Based on observations conducted by the researcher at the junior high school level in Sitinjo, it was found that a majority of students face difficulties in comprehending the material on writing observation report texts. This study aims to determine the impact of the Meaningful Instructional Design (MID) model on the writing skills of seventh-grade students in relation to observation report texts. The population for this study consists of all seventh-grade students at a junior high school in Sitinjo, totaling 147 individuals. The sample for this study includes 31 students from class VII-1. The research method employed is an experimental method with a one-group pretest-posttest design. The data analysis techniques utilized include requirement testing, normality testing, and hypothesis testing. The average post-test score of 84.65 falls into the good category, while the average pre-test score of 64.84 is classified as fair. Based on the research results (pretest and posttest) and the "t" test results, where t_calculated &gt; t_table (8.224 &gt; 2.04523), the null hypothesis (H0) is rejected, and the alternative hypothesis (Ha) is accepted. The study findings indicate that the utilization of the Meaningful Instructional Design (MID) model has a positive influence on the writing skills of seventh-grade students regarding observation report texts at a junior high school in Sitinjo during the 2023/2024 academic year.

Effectiveness Of Feedback, Reframe, Assess, Model, And Enhance (FRAME) in the Enhancing of Learners’ Performance of 9 Grader Students in Mathematics

Despite great efforts by the Department of Education, the Philippines during the 2022–2023 period exhibits one of the narrowest disparities in arithmetic performance between students in the highest and lowest quartiles of the economic, social, and cultural status index. This insight motivates the current study’s goal of developing material that will help enhance the student's performance in mathematics. This study developed Strategic Intervention Material (SIM) to enhance the learners’ performance in mathematics among 9th graders of Don Jose Integrated High School in the City of Santa Rosa, Laguna. The SIM was designed to help the selected 62 participants learn geometry competency. A quasi-experimental research method was employed in this study to determine whether intervention materials improved mathematics learners’ performance. The analysis of pretest, formative test, and post-test performances in both the experimental and comparison groups provides a comprehensive look at the impact of educational interventions. Hence, there is a statistically significant difference between the pretest, formative, and post-test scores in enhancing learners’ mathematics performance with the use of strategic intervention material. The use of Strategic Intervention Material promotes active learning and engagement among learners; thus, it can be used to help students with mathematics anxiety. Results showed that SIM effectively enhances learners’ mathematics performance based on the mean, standard deviation, independent sample t-test, and Cohen’s d. Moreover, the subjects demonstrated positive behavior toward the intervention. This entails cutting down on improper behavior, spending more time on instruction, and assisting instructors in teaching, modeling, and meeting students’ needs.

PENGARUH PENGGUNAAN DRAW ME GAME TERHADAP KEMAMPUAN SISWA DALAM MENGUASAI KOSAKATA DI SMP NEGERI 3 GUNUNGSITOLI UTARA

This study aims to identify the effect of using the Draw Me Game on students' vocabulary mastery in the eighth grade at SMP Negeri 3 Gunungsitoli Utara. The research employs a quasi-experimental design and uses multiple-choice tests as the instrument. Based on the data analysis, the study concludes that the implementation of the Draw Me Game in the experimental class at SMP Negeri 3 Gunungsitoli Utara yielded significant results. Students in the experimental class showed a clear improvement in their vocabulary skills, with average post-test scores categorized as good after the treatment. In contrast, the control class, which did not receive the treatment, exhibited less significant results, with average scores remaining in the poor category. Statistical testing confirms that the Draw Me Game has a positive and significant effect on students' vocabulary mastery, indicating that this method is effective in enhancing students' learning achievements.

Interactive Learning Model to Improve Student Activities and Learning Outcomes of SMP Negeri 29 Makassar

The educational process in higher education institutions no longer only prioritizes the acquisition of information, but rather focuses more on the development of skills and information processing. Therefore, it is necessary to increase student activity through group exercises or assignments and expression of ideas to peers. This has attracted the attention of researchers to observe how students learn in class when given an interactive learning model that is different from conventional methods. Based on the results of observations in class IX.6 SMP 29 Makassar, a problem was found where the monotonous learning process by the teacher and the initial pretest showed several students with low (D) and failed (E) scores. It can be concluded that the low learning outcomes are also influenced by the lack of student learning activities. This type of research is Classroom Action Research (CAR) with subjects of class IX.6 SMP 29 Makassar students. The research was conducted for two cycles with four meetings. The results of the study indicate that the application of an interactive learning model can improve student learning activities in the Introduction to Education course in Biology B class, Patompo University. The average percentage of student learning activities in cycle I was 56.55%, increasing to 81.55% in cycle II. Therefore, there was an increase of 25.00% from cycle I to cycle II. In addition, the use of interactive learning models also had a positive impact on student learning outcomes. The average post-test score of students in cycle I was 70, increasing to 81.43 in cycle II. Thus, there was an increase in the average value of learning outcomes of 11.43% from cycle I to cycle II.

“A thought group is a group, not a thought!” results of a teaching intervention on complex noun phrases in Canadian EAP programs

Complex noun phrases (CNPs) are a major vehicle of academic written discourse. However, despite posing significant challenges to English language learners (ELLs), they are rarely taught in post-secondary English for Academic Purposes (EAP) programs. This article reports on a quasi-experimental study on the usefulness of explicit teaching of the structure and use of CNPs in Canadian post-secondary EAP programs for the purposes of reading comprehension. Specially designed modules on CNP structure and use were integrated into advanced reading and writing EAP courses taught to 96 first-year college and university ELLs over the course of a semester. 102 ELLs in different sections of the same courses had regular instruction without the CNP modules. Pre- and post-test scores were analyzed using a generalized linear mixed model (GLMM), and the teaching intervention was found to have a significant effect on the post-test scores in the experimental group. The relative success of the intervention is analyzed in relation to the literature on form-focused teaching interventions in reading courses. The article concludes by discussing opportunities for further integration of CNP instruction in EAP curricula.

EDUKASI KEGAWATDARURATAN HIPERTENSI DALAM MENINGKATKAN PENGETAHUAN LANSIA DENGAN HIPERTENSI

Hypertension is a condition in which blood vessels have high blood pressure (systolic blood pressure ?140 mmHg or diastolic blood pressure ? 90 mmHg). This community service aims to invite the public to understand the emergency management of the elderly with hypertension. This community service was carried out on 30 hypertension patients. This activity includes; blood pressure checks and education on emergency management of the elderly with hypertension. The knowledge evaluation instrument used a hypertension knowledge questionnaire and blood pressure assessment using a sphygmomanometer. The provision of emergency education for the elderly with hypertension increased the knowledge score, the score before 42 and the score after 83 so that the post-test score increased by 98% from the pre-test score. The results of blood pressure examination for the elderly with a TD of &gt; 140/90 mmHg were 21 people (70%) and the elderly with a TD of &lt; 140/90 mmHg were 9 people (30%). Providing emergency education for the elderly with hypertension can increase the knowledge of the elderly related to hypertension so that the quality of life is maintained.

Short-Term Effects of an eHealth Care Experiential Learning Program Among Patients With Type 2 Diabetes: Randomized Controlled Trial.

Type 2 diabetes is a chronic disease with a significant medical burden. eHealth care integrates medicine and technology to enhance the outcomes of such patients; however, adequate eHealth literacy (eHL) is necessary for that to happen. Fostering eHL is crucial for patients with diabetes to engage with eHealth care and receive quality care and timely support. Experiential learning theory can enhance patients' eHL and skills to use eHealth care technology in their daily care. This study explored the effectiveness of an eHealth care experiential learning program in improving eHL, patient health engagement, and eHealth care use status among patients with type 2 diabetes in 3 months. In this randomized controlled trial, patients under case management services from various clinics in Taiwan were randomly assigned to either the intervention group receiving the 6-session eHealth care experiential learning program or the control group receiving the usual care. Data were collected using structured questionnaires at 3 time points: pretest, postintervention, and 3 months after the intervention. Descriptive data were presented using frequency distribution, percentage, mean, and SD. The outcomes were analyzed using a generalized estimating equation method by intention-to-treat analysis. A total of 92 participants (46 in each group) were recruited in this study. Of these, 86 completed the course and follow-up evaluations with a mean age of 62.38 (SD 12.91) years. After completing the intervention, the intervention group had significantly higher posttest scores in eHL (β=19.94, SE 3.52; P<.001), patient health engagement (β=.28, SE 0.13; P=.04), and eHealth use (β=3.96, SE 0.42; P<.001) than the control group. Furthermore, the intervention group maintained these significant improvements in eHL (β=18.19, SE 3.82; P<.001) and eHealth use (β=3.87, SE 0.49; P<.001) after 3 months. Participating in the eHealth care experiential learning program resulted in significant improvements in eHL, patient health engagement, and eHealth use among patients with type 2 diabetes. Our interventional program can inform future clinical practice and policies to strengthen self-management skills and facilitate the use of health technology in caring for patients with chronic diseases. ClinicalTrials.gov NCT05180604; https://clinicaltrials.gov/ct2/show/NCT05180604.

Edukasi Kepada Masyarakat Daun Pegagan Berkhasiat Sebagai Pelembab Wajah

Gotu kola leaves have active compounds in the form of alkaloids, flavonoids, saponins, and tannins, which are secondary metabolites. A sheet mask is a more practical facial care cosmetic preparation without rinsing, effectively moisturizing facial skin. This service aims to provide education to the public about the benefits of gotu kola leaves as a natural facial moisturizer. This community service activity is carried out using an outreach method to the community individually using material presentations using power points and print media in Langkat. The results of implementing this educational activity have increased the insight and knowledge of the participants, especially children, teenagers, and mothers, in the form of using clove leaves as a herbal plant to overcome hair growth problems. The results of the participants' knowledge level from the pre-test and post-test scores are in the good category. Previously, people did not know the benefits of gotu kola leaves, which are efficacious as a natural facial moisturizer; now people can use them.

Effects of grading rubrics on EFL learners’ writing in an EMI setting

Despite considerable evidence that supports the use of grading rubrics (GRs) as tools for written corrective feedback, there is a paucity of research that investigates which of the different types of GRs best develops learners' International English Language Testing System (IELTS) writing scores in English as a medium of instruction (EMI)-contested settings. This study attempted to explore which rubric types (i.e., holistic, ESL composition profile, correction code, and IELTS) best assist English as a Foreign Language (EFL) learners in writing proficiency and which type leads to improving IELTS scores when such practice is embedded in EMI-disputed settings. Therefore, 351 male and female Saudi EFL learners were recruited to participate voluntarily. These participants were distributed equally among four groups corresponding to rubric type. For almost four months, the participants were exposed to a process-genre approach in which they were required to draft topics based on the comments received from their peer colleagues and teacher. The comments provided depended on the rubrics specified for their group type. The participants' pretest, midterm, and posttest scores were analyzed using one-way analysis of variance, t-tests, and paired samples t-tests. The results revealed that the ESL composition profile developed gradually, followed by the correction code group. However, the holistic groups did not improve. The tests were also assessed by specialists using the IELTS rubric. The findings revealed that the IELTS groups outperformed the other groups in all tests, followed by the female group in the ESL composition profile in the posttest. Meanwhile, other groups failed to improve. We discussed the results, considering the importance of GRs for improving EFL learners’ scores. Finally, we outlined the pedagogical implications for writing teachers in EMI settings. This study aimed to contribute to the growing research on EMI in relation to GRs, especially in the context of tertiary education in Saudi Arabia.