Selective synthesis of pure cobalt disulfide on reduced graphene oxide sheets and its high electrocatalytic activity for hydrogen evolution reaction

We synthesized single-phase CoS2 on a large scale by adding graphene oxide of sufficient quantity via the hydrothermal method using cobalt acetate and thioacetamide as precursors; this produced the hybrid of CoS2 with reduced graphene oxide which exhibited high electrocatalytic activity in the hydrogen evolution reaction.ope

How captions help people learn languages: A working-memory, eye-tracking study

Captions provide a useful aid to language learners for comprehending videos and learning new vocabulary, aligning with theories of multimedia learning. Multimedia learning predicts that a learner’s working memory (WM) influences the usefulness of captions. In this study, we present two eye-tracking experiments investigating the role of WM in captioned video viewing behavior and comprehension. In Experiment 1, Spanish-as-a-foreign-language learners differed in caption use according to their level of comprehension and to a lesser extent, their WM capacities. WM did not impact comprehension. In Experiment 2, English-as-a-second-language learners differed in comprehension according to their WM capacities. Those with high comprehension and high WM used captions less on a second viewing. These findings highlight the effects of potential individual differences and have implications for the integration of multimedia with captions in instructed language learning. We discuss how captions may help neutralize some of working memory’s limiting effects on learning

作文評価における日本語教師の評価ポリシーの多様性―ホリスティック評価の観点から―

会議名: 言語資源ワークショップ2022, 開催地: オンライン, 会期: 2022年8月30日-31日, 主催: 国立国語研究所 言語資源開発センター本研究は、日本語教師が日本語学習者の作文をどのように評価しているのかという評価者の評価ポリシーを明らかにすることを目的とするものである。特に、評価者一人ひとりにおける評価ポリシーは存在するのか、作文評価において評価ポリシーは一貫性が保たれているのかに注目した。日本語学習者13名による作文（4コマイラストの描写ストーリー文）を対象とし、日本語教師12名にGoogle フォームを用いた作文評価をしてもらった。評価方法については、全体的・総合的に評価してもらうため、ホリスティック評価を採用し調査を行った。その結果、日本語教師は、明示的な認識があるとは言えないものの日本語学習者の作文に対して各自の評価ポリシーを持っており日本語学習者の作文によってその評価ポリシーは個人の中でも変動することが明らかになった。評価者個人が持っている評価ポリシーの多様性を認めつつ、安定した評価への必要性があることが示唆された

Growing East Asian words in English: British university students’ attitudes to words of East Asian origin in the English language

With the change of linguistic, cultural and ethnic landscapes, multilingual, multicultural and multi-ethnic realities are increasing globally. In the case of the UK, the 2011 Census showed that the Asian or Asian British ethnic group category had one of the largest increases since 2001, with a third of the foreign-born population of the UK (2.4 million) now identifying as Asian British (Office for National Statistics, 2013). It is not surprising then, given the aforementioned demographic situation, to see many Asian-origin words in the English language. East Asian words are now entering into the English lexicon with unprecedented speed as a consequence of increased contact between East Asia and the English-speaking world.Accepted versio

ChEDDAR: Student-ChatGPT Dialogue in EFL Writing Education

The integration of generative AI in education is expanding, yet empirical analyses of large-scale, real-world interactions between students and AI systems still remain limited. In this study, we present ChEDDAR, ChatGPT & EFL Learner's Dialogue Dataset As Revising an essay, which is collected from a semester-long longitudinal experiment involving 212 college students enrolled in English as Foreign Langauge (EFL) writing courses. The students were asked to revise their essays through dialogues with ChatGPT. ChEDDAR includes a conversation log, utterance-level essay edit history, self-rated satisfaction, and students' intent, in addition to session-level pre-and-post surveys documenting their objectives and overall experiences. We analyze students' usage patterns and perceptions regarding generative AI with respect to their intent and satisfaction. As a foundational step, we establish baseline results for two pivotal tasks in task-oriented dialogue systems within educational contexts: intent detection and satisfaction estimation. We finally suggest further research to refine the integration of generative AI into education settings, outlining potential scenarios utilizing ChEDDAR. ChEDDAR is publicly available at https://github.com/zeunie/ChEDDAR

Attention, Awareness, and Noticing in SLA: A Methodological Review

Schmidt’s Noticing Hypothesis (1990, 1994, 1995, 2001), which proposes that the process of noticing enables the conversion of input to intake, has been hugely influential and is now “regarded as a mainstream SLA construct” (Yoshioka, Frota, & Bergsleithner, 2013, p. 7). Early studies on noticing mainly involved the issue of whether attention or awareness— and what types—were necessary for L2 learning (Gass, 1997; Leow, 1997, 2000; Robinson, 1995; Schmidt, 1990; Tomlin & Vila, 1994). However, researchers have begun to note that it is important to ascertain how to operationalize and measure noticing for empirical testing (Philp, 2012). Given that L2 learners’ internal cognitive activities are neither directly measureable nor observable, the difficulty we face in measuring noticing is not surprising. Moreover, “the terms noticing, attention, and awareness have lacked in precision” (Gass, Behney, & Plonsky, 2013, p. 266) across studies, resulting in inconsistencies in the measures of noticing. To gain access to learners’ cognitive processes of noticing, online/concurrent measures (e.g., think-alouds, underlining) and off-line/non-concurrent measures (e.g., post-task questionnaires, pretest-posttest, stimulated recall) have been widely used in SLA

RECIPE: How to Integrate ChatGPT into EFL Writing Education

The integration of generative AI in the field of education is actively being explored. In particular, ChatGPT has garnered significant interest, offering an opportunity to examine its effectiveness in English as a foreign language (EFL) education. To address this need, we present a novel learning platform called RECIPE (Revising an Essay with ChatGPT on an Interactive Platform for EFL learners). Our platform features two types of prompts that facilitate conversations between ChatGPT and students: (1) a hidden prompt for ChatGPT to take an EFL teacher role and (2) an open prompt for students to initiate a dialogue with a self-written summary of what they have learned. We deployed this platform for 213 undergraduate and graduate students enrolled in EFL writing courses and seven instructors. For this study, we collect students' interaction data from RECIPE, including students' perceptions and usage of the platform, and user scenarios are examined with the data. We also conduct a focus group interview with six students and an individual interview with one EFL instructor to explore design opportunities for leveraging generative AI models in the field of EFL education

Association between Body Mass Index and Gastric Cancer Risk According to Effect Modification by Helicobacter pylori Infection

Purpose Few studies investigated roles of body mass index (BMI) on gastric cancer (GC) risk according to Helicobacter pylori infection status. This study was conducted to evaluate associations between BMI and GC risk with consideration of H. pylori infection information. Materials and Methods We performed a case-cohort study (n=2,458) that consists of a subcohort (n=2,193 including 67 GC incident cases) randomly selected from the Korean Multicenter Cancer Cohort (KMCC) and 265 incident GC cases outside of the subcohort. H. pylori infection was assessed using an immunoblot assay. GC risk according to BMI was evaluated by calculating hazard ratios (HRs) and their 95% confidence intervals (95% CIs) using weighted Cox hazard regression model. Results Increased GC risk in lower BMI group (= 25 kg/m(2)) showed non-significantly increased GC risk (HR, 10.82; 95% CI, 1.25 to 93.60 and HR, 11.33; 95% CI, 1.13 to 113.66, respectively). However, these U-shaped associations between BMI and GC risk were not observed in the group who had ever been infected by H. pylori. Conclusion This study suggests the U-shaped associations between BMI and GC risk, especially in subjects who had never been infected by H. pylori.Peer reviewe

Convocation

Program listing performers and works performe

Convocation

Program listing performers and works performe