Proficient Learners Research Articles

Beyond the Square knot: A validation study for a novel knot-tying method named “inverse 9”

PurposeWe compared the “inverse 9” laparoscopic suturing and knot-tying (LSKT) method to the traditional LSKT method in a validation study to demonstrate the “inverse 9” method's superiority and effectiveness in laparoscopy. MethodsOn the basis of their experience in laparoscopic surgery, 78 trainees were divided into two groups, with 52 inexperienced trainees in group A and 26 experienced trainees in group B. In group A, 52 trainees were randomly allocated to either group A1 (“inverse 9” LSKT training) or group A2 (traditional LSKT training). In group B, experienced trainees were randomly assigned to receive “inverse 9” LSKT training (group B1) or continuing training in the traditional LSKT method (group B2). All trainees received the same instruction and assessment and were asked to provide a subjective assessment of the two training methods at the end of the training. ResultsThe trainees in groups A1, A2, and B had similar average ages and were mostly male. After training, all showed preliminary mastery of LSKT (P < 0.05). The trainees in groups A1 and B1 achieved learning proficiency in the fifth assessment, while those in group A2 achieved it in the sixth assessment. The trainees in groups A1 and B1 showed lower difficulty in achieving mastery and lower operation fatigue scores (P < 0.05), and 61.50 % of the trainees in group B preferred the “inverse 9” method in subjective evaluation. ConclusionAs a novel LSKT technique, “inverse 9” offers a multitude of benefits. In addition to ensuring a simpler operation and effectively reducing the knot-tying time, it also involves a shorter learning curve than traditional LSKT methods. As such, it can be easily mastered and widely adopted as a standard LSKT technique.

An Investigation into the Connection between Language Proficiency and Text Analysis Abilities in English Learners

This study’s objective is to evaluate whether or not there is a correlation between students’ command of the English language and their analytical prowess with regard to written material. Through quantitative and qualitative study on students with varied degrees of linguistic proficiency, it has been found that an increase in one’s level of linguistic competence is strongly and favorably associated with an increase in one’s ability for textual analysis. This discovery was made on students with varying levels of linguistic proficiency. Learners who have a higher degree of language competency are able to more effectively absorb vocabulary, grammatical structure, and logical links in the discourse when reading and interpreting English texts. This is because they have a better understanding of the English language. As a consequence of this, they are capable of performing text analysis in a manner that is both more effective and more accurate than before. This article’s goal is to give instructional strategies for learners of all language levels in order to optimize the process of strengthening those learners’ ability to evaluate texts. The target audience for this article is learners of all language levels. When these strategies are utilized, educators will be provided with practical recommendations that will assist them in more effectively directing students toward mastery of the basic text analysis skills. The outcomes of this study may, in some way, have an impact on the educational practice of teaching English as a second language.

The Correlation Between English and French Proficiency of Chinese Trilingual Learners

Abstract In the context of globalization, multilingual learning and teaching have become more and more popular in China. The phenomenon of cross-linguistic influence is more complex in L3 acquisition than in L2 acquisition. Does the previously learned L2 affect L3 acquisition? From the perspective of trilingual acquisition, the English and French national test proficiency scores of 112 French major students in Chinese universities were selected as the research data to explore the potential relationship between English (L2) proficiency and French (L3) learning. The research results showed a positive correlation between English and French proficiency among Chinese learners, and a predictable equation was established through regression analysis. In addition, the study reveals that a threshold level of English (L2) is essential to generate a significant correlation. The threshold level is roughly equivalent to the level of IELTS 5.5. According to the results, the analogical teaching method is advocated.

Exploring Academic Writing Proficiency of Tertiary EFL Learners of Bangladesh: A Pedagogical Implication

It is essential that tertiary EFL students become proficient in all key aspects of writing, such as content, arrangement of ideas, usage of appropriate vocabulary, use of language and grammatical precision, and mechanics, in order to improve their formal writing skills. As a result, the current study's objective is to assess the level of writing competency of tertiary EFL students in terms of the key writing components and to provide some recommendations for EFL teachers, syllabus writers, and material designers. This study is qualitative in nature that collected 49 narrative essays from 49 tertiary students. The participants comprised both English and non-English majors from seven private and public universities in Bangladesh. The data were generated from English writing tests where students wrote one narrative essay. The texts were then analyzed on the basis of the analytic writing rubrics proposed by Jacobs et al. (1981) to see students’ writing ability in general. The findings of the analysis indicate that Bangladeshi tertiary EFL learners’ proficiency in all the major components falls in the category of Fair to Poor. The findings also indicate that the most challenging writing skills for the learners are the use of language and the use of vocabulary. The study concludes with some pedagogical suggestions for tertiary EFL teachers, syllabus designers, and material designers. This study stands out as unique and important since little research has previously attempted to evaluate the writing proficiency levels of Bangladeshi tertiary students under the key writing components.

실시간 하이브리드 교육을 위한 대학 교수자 역량 모델 탐색

Objectives This study was to explore a competency model for instructors to optimally operate synchronous hybrid&#x0D; learning in higher education. Also, it was to analyze the educational needs recognized by instructors for competencies.&#x0D; Methods In order to achieve the purpose, a tentative competency model was derived through literature review.&#x0D; For elaboration including revision or supplementation and consensus, two Delphi technique were carried out. The&#x0D; educational needs were identified through Borich's needs and The Locus for Focus model analysis.&#x0D; Results The competency model of synchonous hybrid learning in college consists of five competency clusters including&#x0D; thirty specific competencies as follows : ‘confiming technology and designing environment’, ‘composing&#x0D; group and promoting participation’, ‘designing and implementing hybrid class activity’, ‘teaching-learning support&#x0D; and management’, and ‘learning and activity assessment’. As results of analyzing educational needs for specific&#x0D; competencies, checking the technical proficiency of learners, designing activities to promote interaction between&#x0D; instructors and learners using synchronous tools, developing collaboration problems and designing learners’ inter-&#x0D; connection activities, and designing assessment strategies considering learning goals need to be considered&#x0D; as priority.&#x0D; Conclusions This study is meaningful in that it comprehensively constructs the competence of what kind of&#x0D; knowledge, skills, and attitudes instructors should have for synchronous hybrid learning that has the potential to&#x0D; be actively applied in higher education context. It was confirmed that synchronous hybrid learning has an affordance&#x0D; for the complexity of utilizing technology and simultaneous integration between online and offline environments&#x0D; based on technology/tool. Also, not only learning activities and technical considerations, but also the learning&#x0D; environment design should be taken into account in important aspect.

Academic Schematic Effect on English Language Instructors’ behavior in ESL Classes

The objective of present study was to observe impact of behavior of English instructor on second language competence of Pakistani students in high school. The present research has been basically expository. It was adopted for surveying type of method to conduct functioning process. Populations were selected by applying random sampling. Sixty students and twenty teachers were selected to conduct research. Data was collected quantitatively. Data was collected through Questionnaire. It has been developed for getting evidence of educators and learners to understand opinions of respondents to see influence of teacher’s behavior on students’ progress. New collection of facts has been scrutinized in form of tables and bar charts .Results of present research revealing manners of teachers. It had great impact on students’ performance in whole language learning process. It further resolved that etiquettes of educators had positive correlation with learners’ sense of understanding in language and educational progress. The study was concluded with essential and main suggestion for arranging special training for teachers to bring change in teachers’ manners because friendly and frank classroom environment would enable teachers to get desired linguistic proficiency of learners.

HIV chronicity as a predictor of hippocampal memory deficits in daily cannabis users living with HIV

BackgroundAntiretroviral medications have increased the lifespan of persons living with HIV (PLWH) thereby unmasking memory decline that may be attributed to chronological age, HIV symptomatology, HIV disease chronicity, and/or substance use (especially cannabis use which is common among PLWH). To date, few studies have attempted to disentangle these effects. In a sample of daily cannabis-using PLWH, we investigated whether hippocampal memory function, assessed via an object-location associative learning task, was associated with age, HIV chronicity and symptom severity, or substance use. Methods48 PLWH (12.9 ± 9.6 years since HIV diagnosis), who were 44 years old on average (range: 24–64 years; 58 % male) and reported daily cannabis use (recent use confirmed by urinalysis) completed the study. We assessed each participant's demographics, substance use, medical history, current HIV symptoms, and hippocampal memory function via a well-validated object-location associative learning task. ResultsMultiple regression analyses found that living more years since HIV+ diagnosis predicted significantly worse associative learning total score (r=-0.40) and learning rate (r=-0.34) whereas chronological age, cannabis-use characteristics, and recent HIV symptom severity were not significantly related to hippocampal memory function. ConclusionsIn daily cannabis-using PLWH, HIV chronicity was related to worse hippocampal memory function independent from cannabis use, age, and HIV symptomatology. Object-location associative learning performance could serve as an ‘early-warning’ metric of cognitive decline among PLWH. Future research should examine longitudinal changes in associative learning proficiency and evaluate interventions to prevent hippocampal memory decline among PLWH. ClinicalTrials.gov: NCT01536899.

Engaging lower proficiency learners of Spanish in collaborative writing tasks

Abstract This study examines the influence of task complexity on collaborative dialogue and written texts with lower proficiency learners of Spanish. English-speaking students of Spanish from two intact classrooms (N = 24) were assigned to a simple or a complex writing group. In dyads, learners completed two information-exchange tasks that differed in complexity and produced two collaborative texts, on two separate days. Interactions produced during the writing tasks were transcribed and coded for collaborative dialogue, operationalized as language-related episodes. Written texts were rated holistically for originality, engageability, and quality. Results show that collaborative dialogue about lexis was most frequent, regardless of the task complexity. Further, increases in task complexity appeared to have influenced opportunities for collaborative dialogue and for the production of more engaging texts. Results are discussed in light of current scholarship on collaborative writing and insights are offered on the value of implementing writing tasks with lower proficiency learners.

Language proficiency modulates L2 orthographic learning mechanism: Evidence from event-related brain potentials in overt naming

AbstractThe present study investigates bilinguals’ capacity to rapidly establish memory traces for novel word forms in a second language (L2), as a function of L2 linguistic proficiency. A group of Chinese-English bilinguals with various English proficiency levels were presented with a reading-aloud task, consisting of 16 pseudowords and 16 English words repeatedly presented across six training exposures. Behavioral and neurophysiological data were collected, and modulations in the word-length effect across repetitions were measured as an index of transition from sublexical to lexical involvement. Results revealed that higher L2 proficiency was associated with decreased word-length effect on novel words, reflected in both naming latencies and early N1 and P200 brain responses. In contrast, lower proficiency learners appeared to engage in effortful letter-to-sound decoding processes, with higher attentional allocation to the letter sequence and greater use of sublexical processing across exposures. Our findings highlight the need to tackle specific grapheme-to-phoneme skills for efficient learning of L2, particularly in populations where the L1 is nonalphabetic.

Research on the intelligent teaching model of integrated English reading and writing classrooms in colleges and universities based on big data technology

Abstract Because of the current relatively lagging writing ability and the current situation of English teaching that separates reading and writing, input and output, this paper proposes the reading and writing integration model to improve English teaching. This paper first introduces the definition of mutual information and interaction information, explains the information theory feature selection method of big data relationship mining technology, and uses the feature selection method to select the features related to the target variable, further derives the hidden structural information between the features, mines the correlation between the target variable and the features, and derives their causal relationship through correlation. Then the specific measures of reading and writing integration are elaborated, including developing students’ sense of language through reading and imitating writing. Finally, the effectiveness of this method is evaluated in terms of learning confidence, achievement and writing level. In terms of English achievement, the mean score after the experiment was 95.44, which was higher than the previous mean score of 82.78. In terms of writing ability, 76.5% of the students said that reading improved the quality of writing, and 65.4% said that the integrated teaching of reading and writing made their writing faster. The integrated teaching mode of reading and writing has improved students’ English proficiency and interest in learning.

EFL Lexical Chunk Teaching in Chinese Senior High School: Current Practices and Challenges

The ability to effectively use vocabulary is a crucial aspect of language learning, and the development of this skill requires extensive exposure to idiomatic words and expressions. Previous research has shown that the main difference between intermediate and advanced English as a foreign language (EFL) learners is the size of their mental lexicon rather than their knowledge of grammar. In fact, the key to language learning progress is not the understanding of individual words or grammar, but the ability to assimilate the dynamic connections between different words. The use of lexical chunks has been identified as a key characteristic of proficient language learners (Schmitt, 2000). However, in the teaching context of this study, the use of lexical chunks has not been effectively emphasized in EFL education. In order to explore the reasons for this lack of emphasis, this qualitative study will interview three in-service EFL teachers to examine their teaching methods and identify potential factors that may contribute to the underutilization of lexical chunk instruction. The findings of this study will provide insight into ways to improve the teaching of lexical chunks and ultimately enhance the language proficiency of EFL learners.

Enhancing grammar proficiency of EFL learners through corpus-integrated lessons

This article explores what corpus-integrated lessons can be designed for EFL students in the Chinese context. It aims to shed light on the relations between developmental research and the degree to which the desired objective has been achieved. It utilized developmental, explanatory sequential mixed methods, and quasi-experimental designs. The researcher built an approximate 710,000-token corpus of texts taken from over fifty Bookworms literary books and New Concept English. The proficiency pre-test also revealed the following areas as their weaknesses: word formation, conjunction and relative clause, nonfinite verbs, prepositions and verbs. Hence, the lessons were anchored on these weaknesses. After eight weeks of implementation, the statistical evidence confirms the hypothesis that there is a significant difference between the pre-test and the post-test. The test was subjected to the reliability and validity test. The study yields promising results regarding the efficacy of DDL-inspired lessons on Chinese high school students’ learning of grammatical constructions. Comparisons between the pre-test and post-test and perceptions collected through the semi-open interviews suggest that (1) for intermediate and advanced senior high school students, inductive learning is superior to and more effective than deductive learning, (2) corpus-integrated classroom resources need full involvement from the applied linguist, the educational psychologist, the textbook writer and the language teacher to fulfill its true potential and (3) the idea for corpus literacy should be integrated into the curriculum for teacher education program.

Development and testing of the Midwifery Perceptions and Assessment of Clinical Teaching (MidPaACT) tool

ObjectiveDevelop and test a tool to measure midwives' perceptions of their role in preceptoring midwifery students. DesignA multi method exploratory study design was used. PopulationPreceptor midwives from three maternity units in south-east Queensland Australia. MethodsA three-phase process was used: item generation; expert review; psychometric testing including content analysis of qualitative responses. The survey was online or paper-based and included demographic details, the Clinical Preceptor Experience Evaluation Tool (CPEET) role subscale and draft tool. A focus group discussion explored the open-ended responses. FindingsA large sample of preceptors (n = 164, 64.2 % response rate) participated. Factor analysis revealed a two-factor structure with 24 items accounting for 40.2 % of variance. The mean total score of the Midwifery Perceptions and Assessment of Clinical Teaching (MidPaACT) tool was 103.31 (SD = 9.47). The scale was reliable (Cronbach's alpha 0.89) and valid. Test-retest reliability showed moderate to excellent temporal stability across the scale and subscales. Measures of concurrent validity showed little agreement with the CPEET tool. Qualitative analysis revealed the way midwives were taught as students had a powerful influence on their approach to teaching in practice. ConclusionThis tool is specifically designed to assess midwifery preceptors' perceptions of their role in student learning in practice. Psychometric testing of the MidPaACT tool confirms its reliability and validity. Implications for practiceMidwifery preceptors are a key influence on the development of students' capability as a midwife. Midwives' perceptions of their proficiency in student learning are under-reported. The MidPaACT tool provides a reliable and valid means of measuring preceptors' perceptions and identifying areas for future educational and workforce improvement.

The relative effects of corrective feedback and language proficiency on the development of L2 pragmalinguistic competence: the case of request downgraders

Abstract In recent years, corrective feedback has attracted L2 pragmatics researchers’ attention. This study examined the effects of direct and metapragmatic corrective feedback on the learning of request downgraders for Chinese learners of English. Eighty college students were divided into four groups: (1) high proficiency + direct feedback, (2) high proficiency + metapragmatic feedback, (3) low proficiency + direct feedback, and (4) low proficiency + metapragmatic feedback. Using a pre-test–instruction–post-test–delayed post-test design, the results revealed that all the groups made significant progress with a prolonged effect after four weeks, and that metapragmatic feedback yielded a greater effect than direct feedback for the low proficiency learners. Moreover, the learners in general held positive perceptions towards the feedback they received. This study closes by providing pedagogical implications for language teachers and suggesting future directions for researchers.

The choice of musical instrument matters: Effect of pitched but not unpitched musicianship on tone identification and word learning

AbstractThe present study investigated the differential effects of pitched and unpitched musicianship on tone identification and word learning. We recruited 44 Cantonese-pitched musicians, unpitched musicians, and non-musicians. They completed a Thai tone identification task and seven sessions of Thai tone word learning. In the tone identification task, the pitched musicians outperformed the non-musicians but the unpitched musicians did not. In session 1 of the tone word learning task, the three groups showed similar accuracies. In session 7, the pitched musicians outperformed the non-musicians but the unpitched musicians did not. The results indicate that the musical advantage in tone identification and word learning hinges on pitched musicianship. From a theoretical perspective, these findings support the precision element of the OPERA hypothesis. Broadly, they reflect the need to consider the heterogeneity of musicianship when studying music-to-language transfer. Practically, the findings highlight the potential of pitched music training in enhancing tone word learning proficiency. Furthermore, the choice of musical instrument may matter to music-to-language transfer.

교수 방법이 한국어 학술어 학습에 미치는 영향

The purpose of this study is to examine the effect of integrated and isolated form-focused instruction on the learning and retention of Korean academic vocabulary. To this end, 34 foreign students were given integrated and isolated form-focused instruction, and a pre-test, an immediate post-test, and a delayed post-test were conducted together. As a result, both integrated and isolated form-focused instruction had a positive effect on the learning and retention of the target academic vocabulary, but only the isolated form-focused instruction showed a statistically significant difference. With this study as an opportunity, it is hoped that follow-up studies from various perspectives, such as learner proficiency and vocabulary types, will be continued to provide effective vocabulary teaching and learning method

Understanding Insights of Math Repeaters in a State University: A Qualitative Case Analysis

While the practical usefulness of Mathematics is undeniable, it unfortunately stands as one of the least appreciated disciplines. Even within educational settings, a significant number of students harbor an aversion towards this subject. This sentiment was vividly highlighted in the 2018 Programme for International Student Assessment (PISA), where the mathematical proficiency of Filipino learners fell below the average score of 79 when compared to their counterparts from 79 participating countries in the Organization for Economic Co-operation and Development (OECD). Grounded in the Attention-Relevance-Confidence-Satisfaction (ARCS) model and the Self-determination theory, this qualitative case study aimed to understand the insights of math repeaters within a state university in the province of Leyte, Philippines. Data were obtained through in-depth interviews, observation, and focus group discussion of 6 purposively selected students from one department in a state university. Using thematic analysis, two themes emerged namely the different challenges faced by math repeaters and their educational journey and support. The identified challenges encompassed a spectrum of issues, ranging from personal conflicts to academic struggles, along with difficulties in time management, test-taking situations, and struggling with specific mathematical concepts. Furthermore, the study emphasized the significance of an engaging educational environment, effective pedagogical strategies, and the tenacity of personal commitment in attaining academic accomplishments. Guided by these findings, the study advocates for a proactive stance within educational institutions, urging a concerted effort to bolster the support mechanisms available to math repeaters. By cultivating an environment that embraces their challenges and facilitates holistic learning experiences, educational institutions can catalyze the transformation of math repeaters into resilient learners capable of remarkable academic accomplishments.

Intact procedural memory and impaired auditory statistical learning in adults with dyslexia

Developmental dyslexia is a reading disorder that is associated with atypical brain function. One neuropsychological theory posits that dyslexia reflects a deficit in the procedural memory system, which supports implicit learning, or the acquisition of knowledge without conscious awareness or intention. This study investigated various forms of procedural learning in adults with dyslexia and typically-reading adults. Adults with dyslexia exhibited typical skill learning on mirror tracing and rotary pursuit tasks that have been well-established as reflecting purely procedural memory and dependent on basal ganglia and cerebellar structures. They also exhibited typical statistical learning for visual material, but impaired statistical learning for auditory material. Auditory statistical learning proficiency correlated positively with single-word reading performance across all participants and within the group with dyslexia, linking a major difficulty in dyslexia with impaired auditory statistical learning. These findings dissociate multiple forms of procedural memory that are intact in dyslexia from a specific impairment in auditory statistical learning that is associated with reading difficulty.

Autonomous learning model in online English classes: The benefits and challenges

The post-pandemic phase has provided choices in the teaching and learning process, whether offline, online, or hybrid. Autonomous learning has become one of the preferred learning models dealing with online learning. This model of learning is believed to enhance students’ proficiency in EFL learning and enable learners to direct their learning. This qualitative study aims to investigate the benefits and challenges of implementing an autonomous learning model post-COVID-19 outbreak to EFL learners. There were three teacher-participants from Sukma Bangsa and Modal Bangsa high schools in Aceh. The teachers participated in a semi-structured interview, and the data from the interview were transcribed and coded through thematic analysis using the Coding system. The data analysis results indicate three benefits of autonomous learning through online platforms: meeting human needs, creating motivated and reflected learners, and developing communicative competence in second/foreign language learners. Furthermore, the challenges of autonomous learning are related to teachers’ roles, students’ beliefs, and social perspectives on autonomous learning. Based on the result, Autonomous Learning Model could be a choice as a learning model for online learning.

Characteristics of EEG power spectra involved in the proficiency of motor learning.

Neuromodulation techniques for modulating brain activity can affect performance in a variety of behaviors. Techniques including transcranial alternating current stimulation and random noise stimulation can modulate neural oscillations. However, the intervention effect of neuromodulation approaches on motor learning is poor, partly because the electroencephalography (EEG) power spectra associated with the motor learning process has not yet been fully elucidated. Therefore, we investigated the characteristics of EEG power spectra in the process of motor learning in 15 right-handed healthy participants (5 females; mean age = 22.8 ± 3.0 years). The motor task was a ball-rotation task in which participants rotated two balls in the palm of their left hand. Participants performed a pre-test, the motor learning tasks, and a post-test. In the motor learning tasks, twenty 60 s trials were performed in the clockwise (CW) direction. Before and after the motor learning tasks, CW and counterclockwise (CCW; control condition) tasks were performed for 60 s each as pre- and post-tests. Therefore, CW direction was set as a motor learning task, while CCW was a test-only control task. EEG was recorded during the tests and tasks, and the power spectra in the alpha, beta, and gamma oscillations were calculated and compared between pre- and post-tests. The results showed that in the CW post-test, the power of the gamma band in the left parietal areas and the right frontal area was significantly higher than in the pre-test. In the CCW, there was no significant difference in each band at each area between the pre- and post-tests. Our findings reveal the characteristics of the EEG spectra related to the motor learning process. These results may help to establish more effective neuromodulation approaches to modifying neural oscillations in motor learning, including in rehabilitation fields.