Third-year University Students Research Articles

Internationalisation at home: Creating an equitable virtual space for language learning

ABSTRACT This study investigates the impact of telecollaborative practices grounded in internationalisation at home (IaH) on foreign or additional language learning and intercultural understanding. Two higher education institutions (HEIs) from Taiwan and Aotearoa New Zealand (NZ) collaboratively re-innovate a virtual learning space to facilitate equitable access to intercultural communication experiences for first-year university language learners. Using a qualitative approach, data were collected through student e-portfolios, social networking sites, and reflections to evaluate the effectiveness of the telecollaborative learning design in achieving its goals. Findings demonstrated that the telecollaborative practices not only afforded students opportunities to practice with peers from native-language countries but also prompted them to strengthen their sense of belonging and identity as their intercultural knowledge broadened and deepened. Future research is suggested to explore the potential impact of IaH initiatives on a broader range of tertiary students.

Политика государственной поддержки и роль добровольчества в жизненных планах российских и белорусских студентов

The article reveals the role of volunteering in shaping the life plans of students in Russia and Belarus. Modern youth policy is aimed at actively and massively involving youth in various volunteer projects. Young people often get their first volunteer experience while studying at a university and it is important to understand how volunteering is included in the life plans of the most active youth groups – students. The authors analyze the results of a sociological survey of thirdyear university students in the Sverdlovsk region (Russia) and the Grodno region (Belarus) conducted in 2024 (N=3000, the sample is quoted by gender and educational profile of respondents). The life plans of Russian and Belarusian youth are studied, the characteristics and motivation of their volunteer activity are revealed. It is proved that Russian students prefer medium-term planning and practically do not use long-term prospects in their life strategies, while Belarusian youth are characterized by short-term planning mainly for the next year. The results of the study prove that the experience of students' volunteer activities has a direct impact on the horizon of their life planning.

The Development and Impact of a Respiratory Patient Care Mobile Application on Nursing Students.

This study aimed to develop a virtual experiential application for respiratory patient care and evaluate its impact on nursing students' knowledge, self-efficacy, clinical practice anxiety, and performance confidence. This application with gamification elements was developed following a structured approach encompassing assessment, design, development, implementation, and evaluation. The experimental group consisted of 21 third-year university students who engaged with the application multiple times a day for 1 week; the control group, comprising 21 students, received traditional prelearning. Data were collected 1 week before and immediately before the clinical practice commencement, from March 7 to 24, 2023, using an online survey. Nursing knowledge, self-efficacy, clinical practice anxiety, and performance confidence were evaluated. Significant improvements were observed in the experimental group's knowledge of respiratory patient care, self-efficacy, clinical practice anxiety, and performance confidence. The application proved to be an effective learning resource and assisted students in implementing the nursing process to enhance patient conditions; it highlighted nursing educators' necessity in developing and evaluating educational content. The developed application was effective in enhancing student nurses' competence and confidence, affecting nursing education and patient care.

Technology Acceptance among College Students Living in Remote Areas

The extent to which students adopt technology in their learning process has long been the focus of research. This study aimed to determine the level of technology acceptance and the differences in the level of learning style analyzed by sex, age, marital status, and year level. The participants of this study are 205 college students officially enrolled in the School Year 2021- 2022. This study used the adopted survey questions by Davis (1989). Frequency, mean, and Pearson-r were used as statistical treatment of data. Results showed that the overall level of technology acceptance of the respondents was high that the level of technology acceptance among college students, as grouped by sex and across ages, shows no significant difference. However, in terms of year level and program, third-year college students got the highest level of technological acceptance. Among all the indicators, Perceived ease-of-use (PEU) obtained the lowest mean score. With this, the researchers recommend conducting a seminar entitled “Blended Learning: The Emerging Technologies” for students to be able to know the significance of technology and to continue embracing technological advancement, especially during this time of the pandemic.

Errors in the English Article System Among EFL Learners: Evidence from the Kurdistan Region - Iraq

The identification of the sources and types of students’ errors in the use of the English article system is beneficial in assisting them to overcome such problems. This study aims to investigate the types and sources of article errors made by Kurdish EFL learners. The data was collected from 61 third-year university students who were studying English at the time of the present study. The types of article errors were analysed based on surface structure taxonomy (SST). Contrastive and error analyses were adopted to analyse the sources of article errors. The study findings suggest that the students committed different types of errors in the use of the English article system, namely, substitution, omission, and addition. Omission errors were the most frequent type of article errors, while substitution errors were the least frequent ones. The sources of errors are divided into two categories: inter-lingual and intra-lingual. Analysis of the student's written samples indicates that most of the errors in the articles are attributed to the target language itself. The implications of the study suggest that teachers should pay more attention to the acquisition of the English article system. Limitations and future research considerations are discussed in the article.

Investigating Moroccan EFL 3rd Year University Students’ Critical Thinking Skills in Analysing Advertisements

TV commercials are ubiquitous, with people worldwide continuously exposed to various forms of commercial communication. This study aimed to assess the extent to which Moroccan university students utilize critical thinking skills when watching advertisements. Specifically, it sought to determine whether these students could analyse and evaluate the content they encounter and the impact of commercials on their purchasing behaviour. A survey was conducted with a sample of 70 third-year university students from Moulay Ismail University. Given the study’s quantitative nature, data from the survey were analysed using SPSS. The results indicated that the university students are adept critical thinkers, capable of analysing and evaluating the advertisements they viewed. A significant number of students could identify persuasive strategies employed by advertisers. Additionally, there was no notable difference between male and female students in their application of critical thinking skills; both groups could critically analyse a Maroc Telecom advertisement. Moreover, their purchasing behaviour was not influenced by viewing TV advertisements.

Knowledge and attitudes about vitamin A consumption and its relationship with night blindness in university students.

Night blindness is the first sign of vitamin A deficiency (VAD), which can lead to blindness if left untreated. University students may be at risk of VAD-related night blindness due to unhealthy eating attitudes and inadequate vitamin A intake. This study aimed to determine the relationship between knowledge and attitudes toward vitamin A consumption affecting night blindness in university students. This cross-sectional study involved 409 third-year university students of Universitas Islam Sultan Agung, Semarang, Indonesia. Participants completed questionnaires about socio-demographics, their knowledge of vitamin A, and attitudes toward vitamin A consumption. Night blindness symptoms among university students were assessed using the Low Luminance Questionnaire (LLQ), followed by a bivariate analysis of the Chi-Square test. Multivariate binary logistic regressions were used to determine whether the independent variables were associated with night blindness. A p-value less than 0.05 indicated significance. The prevalence of high-symptom night blindness was higher among males (26.4%) than females (5.7%). Out of 409 university students, 48 from the non-medicine cluster of the study program had a night blindness symptom. The prevalence was lower in students who studied in the medicine cluster program. The level of knowledge on vitamin A had a significant relationship with symptoms of night blindness [prevalence ratio (PR) = 2.239 (95% CI = 1.110-4.516)]. The attitudes toward vitamin A consumption were significantly associated with night blindness (PR = 2.560, 95% CI = 1.215-5.392). The results of this study show that the risk of night blindness in university students can be prevented by increasing their knowledge and attitudes toward consuming vitamin A-rich food. The university can provide health promotion and vitamin A supplementation to avoid night blindness among academia.

Developing sociolinguistic awareness through Japanese virtual linguistic landscapes in Sakubun classroom

ABSTRACT Sociolinguistic awareness is crucial for L2 learners because language is not just a set of grammatical rules and vocabulary; it is deeply intertwined with social and cultural context. The linguistic landscape serves as a conduit for discerning facets of language use in a given community. This study focuses on raising sociolinguistic awareness among L2 learners by utilising a virtual linguistic landscape in a pre-advanced Japanese writing class. We adopt a qualitative methodology to examine team-based projects within this writing class at a state university in Indonesia. The participants are third-year university students at an intermediate B1 level of CEFR standard. The course has 38 enrolled students, all included in this study. Our findings reveal that by analysing linguistic landscapes, students progress through stages of noticing and being aware of the multilingualism prevalent in their virtual environment. The project enables students to simulate the experience of navigating Japan by interacting with public signs in Japanese despite being geographically distant from the actual settings. It offers an intercultural experience that has the potential to enhance Japanese language education in Indonesia, especially as direct contact with the Japanese language environment, such as public signage in Japan, is typically unattainable for these learners.

Comparing University Students’ Performance in the Statistical Processing and Visualization of Laboratory Data before, during and after the COVID-19 Pandemic

The face-to-face education system around the world unexpectedly collapsed in March 2020 due to the COVID-19 pandemic. The priority education process became remote education and activities related to self-study and self-education. This paper investigates how university students’ performance has been influenced by remote learning during the lockdown period. Academic performance is evaluated by measuring the time required to complete specific homework in statistical data processing. Comparisons of performance are made for before, during and after the pandemic period. This study examines a population of third-year university students majoring in Materials Science and Engineering. The students were asked to complete a specific homework requiring the processing and evaluation of random laboratory data using analytical software. The delivery times of the completed homework before, during and after the lockdown period are compared. It has been found that although the students had to spend more time on their task during the pandemic, their relative performance remained unchanged and was comparable to that of pre-pandemic. After the end of the lockdown period, an increase in academic performance was noted. Our results suggest that the sudden transition to remote education may have been beneficial for the long-term performance of a group of selected university students in data processing and evaluation. The findings support the idea that teachers and their institutions should be willing to use a variety of teaching methods. The inclusion of remote learning methods in university instruction is encouraged.

AI-Driven Digital Storytelling: A Strategy for Creating English as a Foreign Language (EFL) Materials

This study aimed to explore the intersection of Artificial Intelligence (AI) tools and digital storytelling in the context of English as a Foreign Language (EFL) education among pre-service teachers. Conducted with third-year college students enrolled in a teacher training program, the study focuses on three main objectives: assessing the participants' prior knowledge of AI tools for EFL material creation, examining their attitudes towards the use of AI in language education, and evaluating the impact of collaborative digital storytelling projects on their perspectives towards integrating AI tools in educational settings. Employing a mixed-methods approach, the study engaged a convenience sample of 115 pre-service teachers, utilizing both quantitative and qualitative research instruments such as a pre-post-test based on the Technology Acceptance Model (TAM) and class discussion. Quantitative data were analyzed using SPSS, while qualitative insights were derived through QDA Miner to ensure a comprehensive understanding of the participants' experiences and viewpoints. The findings reveal a notable gap in the pre-service teachers' prior knowledge of AI tools designed for educational purposes, indicating a limited exposure to or engagement with such technologies in their training. Despite this low level of familiarity, the study uncovers a predominantly positive attitude towards the adoption and integration of AI tools in language education. This positive disposition suggests an openness among future educators to explore and incorporate innovative technologies that can enhance teaching and learning experiences in EFL contexts. The research highlights how the practical experience of creating collaborative digital storytelling narratives using AI tools can positively influence pre-service teachers' attitudes towards technology integration. This shift in perspective underscores the potential of hands-on, project-based learning experiences to enrich teacher training programs by fostering a more receptive and adaptive mindset towards the use of emerging technologies in educational settings. The study underscores the importance of integrating AI and digital storytelling into teacher education curricula to better prepare pre-service teachers for the evolving demands of the digital age, advocating for a more informed, and innovative approach to EFL material development and teaching strategies.

Virtual reality experiential learning improved undergraduate students’ knowledge and evaluation skills relating to assistive technology for older adults and individuals with disabilities

BackgroundThe aging population has caused assistive technology (AT) to receive attention. Thus, ensuring accurate user comprehension of AT has become increasingly crucial, and more specialized education for students in relevant fields is necessary. The goal of this study was to explore the learning outcomes in the context of AT for older adults and individuals with disabilities through the use of VR experiential learning.MethodsA parallel-group design was used. Sixty third-year university students studying gerontology and long-term-care-related subjects in Taiwan were enrolled, with the experimental (VR) and control (two-dimensional [2D] video) groups each comprising 30 participants. Both groups received the same 15-minute lecture. Subsequently, the experimental group received experiential learning through a VR intervention, whereas the control group watched a 2D video to learn. The students’ knowledge of AT was assessed using a pretest and posttest. Additionally, their skills in evaluation of residential environments were assessed using the Residential Environment Assessment (REA) Form for Older Adults. All data analyses were performed with SPSS version 22.ResultsIn the posttest conducted after the intervention, the experimental group exhibited a significant 20.67 point improvement (p < 0.05), whereas the control group only exhibited improvement of 3.67 points (p = 0.317). Furthermore, the experimental group demonstrated a significantly higher score (+ 2.17 points) on the REA Form for Older Adults than did the control group (p < 0.05).ConclusionVR experiential learning can significantly improve undergraduate students’ knowledge and evaluation skills in relation to AT for older adults and individuals with disabilities.

Effects of Inspiratory Muscles Training on the Development of Respiratory Function in University Students: A Case Study of Guangzhou Sport University

Background and Aim: The objective of this research was to develop Inspiratory Muscle Training for Respiratory Function in University Students. Materials and Methods: This research was experimental research. From the initial 48 third-year college students recruited at Guangzhou Sport University, we excluded 8 students who also participated in other sports programs or had school absences due to personal reasons, leaving the remaining 40 students as experimental subjects. They had just learned Four kinds of swimming in their second year of college and began the early stages of formal swimming training. Using the simple randomization method, 40 male college students were divided into two groups, one experimental group and one control group with 20 students in each group. The experimental group participated in the swimming training three times a week and designed the respiratory control training. The control group participated in swimming training three times a week, and the whole training time was 6 weeks. The specific approach is as follows: before the grouping, the 50-meter freestyle test was conducted, ranked according to the swimming result from the highest to the highest, and the balance was allocated to the experimental group and the control group. This study investigated the effects of inspiratory muscle training on respiratory function in college swimmers from four aspects: (1) VC (vital capacity), (2) MIP (maximum inspiratory pressure), (3) MIF (maximum inspiratory flow), and (4) MIC (maximum inspiratory capacity). In this research, T-test and ANOVA were used to compare and analyze the data. The statistical significance level was 0.05. Result: After 6 weeks of continuous inspiratory muscle training in swimmers, regarding the index of vital capacity (VC), there was no significant change in the control group. However, there was a significant increase in the experimental group (p=0.01); regarding the three indicators of maximum inspiratory pressure (MIP), maximum inspiratory flow (MIF), and maximum inspiratory capacity (MIC): both the experimental group and the control group showed an improvement, but the experimental group showed a greater improvement, and the enhancement appeared earlier. Conclusion: Inspiratory muscle training is beneficial to the development of respiratory function in university students.

Investigating EFL Students’ Performance in Conversation at Tikrit and Kirkuk Universities

This study aimed to investigate the performance of EFL (English as a Foreign Language) students in conversation at Tikrit and Kirkuk Universities in Iraq. The research questions addressed whether there were statistically significant differences in the students' performance in conversation between the two universities and according to gender. A sample of 259 third-year college students was randomly selected from the population of 403 undergraduate students from the English departments at both universities. The students' performance in conversation was assessed using a proficiency test designed based on the Celce-Murcia model of conversational competence. The test consisted of five sections, assessing both recognition and production levels.

Innovations in online classes introduced during the COVID-19 pandemic and their educational outcomes in Japan

BackgroundThe novel coronavirus disease (COVID-19) pandemic emerged in Japan in February 2020, forcing the adoption of online education by university medical schools across Japan. The advantages and disadvantages of online education have been studied in Japan; however, the educational outcome of online classes conducted during the COVID-19 pandemic has not been completely evaluated. In this study, we examined the relationship between lecture format (e.g., face-to-face or online) and performance of third-year university students in their organ-specific cardiovascular course examination.MethodsThis retrospective, nonclinical, and noninterventional comparative educational study included 550 third-year medical students who took a cardiovascular course between April 2018 and May 2022. Cardiovascular coursework was conducted in-person in 2018 and 2019, online in 2020 and 2021, and again in-person in 2022. The course comprised 62 lecture and 2 problem-based learning (PBL) sessions. A quiz was set up in advance on Moodle based on all lectures conducted in 2021 and 2022. A written examination was administered at the end of the course to evaluate the knowledge of students. The student online course evaluation questionnaires were administered in 2020 and 2021. Examination scores and proportion of failures in each year were compared.ResultsThe mean examination scores were significantly higher in 2021 and 2022 than in 2018, 2019, and 2020 (p < 0.05). Univariate and multivariate analyses adjusted for the class type, online quiz, and PBL revealed that only online quiz was significantly associated with better examination results (p < 0.05). A student course evaluation survey indicated that the online format did not interfere with the students’ learning and was beneficial.ConclusionsThe introduction of online classes into medical education due to the COVID-19 pandemic was as effective as face-to-face classes owing to learning management system and other innovations, such as online quizzes. Online education may confer more benefits when provided in a combination with face-to-face learning after COVID-19 pandemic.

A Survey of Translation Learners’ Uses and Perceptions of Neural Machine Translation

This paper reports a questionnaire-based survey that was designed to investigate how a group of Chinese translation learners used and perceived Neural Machine Translation (NMT), with a view to providing pedagogical implications for translation instruction which is being confronted with the AI-powered translation technology. 326 second- and third-year college students, who were translation learners as well as English majors from the same university in China participated in the survey. They reported high frequency of NMT use in their translation learning as well as English major learning. Instead of directly borrowing the NMT output, most of them post-edited it and/or used it as inspiration to accomplish their translation tasks. Although they evaluated NMT in a positive way and held an optimistic view toward the future of translation career, they expressed varying degrees of worry and anxiety toward their future employment and toward the use of NMT in the process of the translation learning. They clearly articulated the needs for NMT instruction in translation courses. Based on these findings, this paper proposes several ways to help reduce the learners’ worry and anxiety in translation instruction.

Brain optimization with additional study time: potential brain differences between high- and low-performance college students.

This study investigates potential differences in brain function among high-, average-, and low-performance college students using electroencephalography (EEG). We hypothesize that the increased academic engagement of high-performance students will lead to discernible EEG variations due to the brain's structural plasticity. 61 third-year college students from identical majors were divided into high-performance (n = 20), average-performance (n = 21), and low-performance (n = 20) groups based on their academic achievements. We conducted three EEG experiments: resting state, Sternberg working memory task, and Raven progressive matrix task. Comprehensive analyses of the EEG data from the three experiments focused on power spectral density (PSD) and functional connectivity, with coherence (COH) employed as our primary metric for the latter. The results showed that in all experiments, there were no differences in working memory ability and IQ scores among the groups, and there were no significant differences in the power spectral densities of the delta, theta, alpha1, alpha2, beta, and gamma bands among the groups. Notably, on the Raven test, compared to their high-performing peers, low-performing students showed enhanced functional connectivity in the alpha 1 (8-9 Hz) band that connects the frontal and occipital lobes. We explored three potential explanations for this phenomenon: fatigue, anxiety, and greater cognitive effort required for problem-solving due to inefficient self-regulation and increased susceptibility to distraction. In essence, these insights not only deepen our understanding of the neural basis that anchors academic ability, but also hold promise in guiding interventions that address students' diverse academic needs.

A 2-year follow-up of the effects of combined binge drinking and cannabis consumption on academic performance and adjustment in Spanish third-year university students.

The study was based on 2-year follow-up of the effects of binge drinking and cannabis co-consumption on academic performance and adjustment in Spanish Third-Year University Students and to further explore the impact of academic adjustment on this relationship. A total of 144 students (aged 19-20 years) enrolled in the third year of university completed the study. The students were recruited during in first academic year (T1) via a survey that included items regarding the use of alcohol (AUDIT-C), cannabis and other drugs and demographic variables. Then, participants meeting the study criteria were then selected and invited by e-mail to a clinical (face-to face) structured interview. The participants completed a calendar of alcohol consumption during the 6 months prior to the interview (Alcohol Timeline Follow back), and recorded cannabis consumption in 3 months prior to the interview. To examine the effects of alcohol and cannabis co-consumption on the outcome variables, we categorized participants into three consumption groups (i.e., control, BD, and BDCA) based on the number of BD days and cannabis unit scores. Binge drinking and cannabis co-consumption in first-year students was significantly associated with poor academic performance and adjustment after 2 years of undergraduate study. Relative to controls, co-consumers (BDCA) reported significantly lower academic and personal-emotional adjustment to university as well as poorer performance. Mediation analysis showed that academic adjustment explains the mechanism by which BDCAs perform less well, mediating the relationship between co-consumption and academic performance, with an indirect effect representing 64.61% of the total effect. Furthermore, the mediating effect of academic adjustment was maintained after controlling for academic adjustment and baseline grade point average (T1). This prospective follow-up study helps to further our knowledge of how combined binge drinking and cannabis consumption may affect university adjustment and academic success in Spanish university students Overall, the study results should encourage health professionals, educational psychologists and academic institutions to take ownership of the need for support and involvement in prevention, as well as for provision of guidelines for implementing appropriate intervention strategies.

Autoethnography as a Tool for the Achievement of Deep Learning of University Students in Service-Learning Experiences

This exploratory study was carried out within the framework of a pilot learning and service experience in the subject of Qualitative Research Tools in Social Work, where the autoethnographic field journal was used as a tool for the development of deep learning competency in a group of third-year university students undertaking a degree in Social Work and fourth year students undertaking a double degree in Social Education and Social Work in the Social Work, at the University of Deusto. The authors hypothesized that this qualitative research tool could help students develop their ability to critically reflect on their experiences, identify their own strengths and weaknesses in relation to deep learning competency, and establish goals to improve their learning. The service-learning methodology experience proposed for the students involved to participate in a program aimed at the transition to adulthood of young people in situations of vulnerability, where they were required to record in a field journal the emotions, interpretations, and contradictions that the experience of meeting and living with unaccompanied migrant minors using the program could evoke. The results of the qualitative study showed that the autoethnographic field journal was an effective tool for developing deep learning competency in the students participating in the pilot service-learning methodology experience. The results concluded that the autoethnographic field journal could be a valuable tool for promoting reflection, self-awareness, and critical thinking.

The Effects of Social Networking Sites Needs and Academic Stressors on Academic Motivation of College Students

In recent years, social networking sites (SNSs) have experienced a surge in popularity, particularly among college students. These online platforms offer diverse functionalities that facilitate connections with friends and family, information sharing, and resource exchange. This study aimed to determine the effects of SNSs needs and academic stressors on the academic motivation of college students in one private schools in Iligan City, Lanao del Norte, Philippines during the second semester of the academic year 2022-2023. Using a simple random sampling procedure, 511 first, second, and third-year college students participated and responded to the adapted Likert-type instruments assessing the study variables. The result showed that most college students used Facebook, Facebook Messenger, and YouTube daily. It was also revealed that both SNSs and academic stressors positively affect extrinsic motivation. However, only SNSs have a positive impact on intrinsic motivation. Furthermore, academic stressors positively affect amotivation. Hence, educators and school administrators should consider incorporating SNSs to enhance motivation and engagement among college students. Specifically, educators can leverage the features of SNSs to promote collaboration, communication, and information sharing among students. Additionally, educators may consider designing academic activities encouraging students to use SNSs to explore and apply course content.

Effects of formative tests and communicative grammar instruction on EFL students’ oral response ability

This study investigates the effect of formative exams and communicative grammar teaching strategies on the students’ oral response-ability. This research had a 2x2 factorial experimental design where 80 third-year university students were assigned using multistage cluster probability random sampling. The data were analyzed using a two-way covariance analysis (ANCOVA) to test the research hypotheses. The study outcomes demonstrated that students taught with constructive formative tests had higher achievement than those receiving the selective formative examination. The result indicated that deductive learning with concept maps was more effective in improving students’ ability of communicative competence compared to inductive learning. Additionally, this study found that students taught with deductive grammar instructional strategy accompanied by English concept maps demonstrated higher achievement in communicative competence than those taught with inductive grammar instructional strategy in the group of students treated with the selective formative test. Deductive learning procedures with concept maps had positive impacts from the inductive strategy to the student capacity to respond orally among students who were given constructive formative examinations. Notably, the effectiveness of various sub-instructional tactics and sub-formative test combinations on students’ verbal response capacity varied. Thus, English teachers must create formative examinations by considering constructive formative tests. Based on the research findings, recommendations for how teachers can improve students’ oral-response ability by adopting appropriate assessments using more deductive learning are discussed.