Construction of Evaluative Meanings by Kurdish-Speaking Learners of English: A Comparison of High- and Low-Graded Argumentative Essays

Academic writing ability is an important goal that learners of English as a Second Language (ESL) or English as a Foreign Language (EFL) try to attain. While ESL students’ academic writings have been widely explored, owing to few studies investigating appraisal resources in EFL students’ argumentative writing, the gap still exists about EFL students’ academic writing. This study aimed to see how Kurdish-speaking learners of English employ appraisal resources in their writings. It further aimed to explore whether the appraisal framework can be utilized as an assessment scale for evaluating the students’ argumentative writing. To this end, the study investigated the argumentative essays written by 15 bilingual Kurdish-Iranian graduates of English within the framework of the appraisal theory. The instruments applied in this study consisted of a modified rating scale for assessing the essays in terms of the macrostructures exploited in them and the framework for the analysis of appraisal resources. Quantitative findings revealed high-graded essays employ more attitudinal items and fewer monoglossic resources than low-graded ones. Qualitatively, the high-graded essays articulated attitudinal values in nominal forms and sometimes in a backgrounded manner while these values were mostly presented by surge of feelings and in a foregrounded way in the low-graded essays. Regarding engagement, unlike the high-graded essays, the low-graded ones were poor in recognizing other voices and alternative positions. Inspired by the strength of the appraisal model evaluating writing, results suggest that high-graded essays are successful in positioning readers attitudinally and clarifying the ethical message to readers

Contribution to Mobile-Enhanced English Language Pedagogy among Iranian L2 Learners

This study aimed at providing learners with an opportunity not only to bring together their core and disciplinary knowledge to acquire major skills of learning English as a foreign language (EFL), and the intellectual challenge of these issues at the interface of media, language and religion, but also help the materials generators to produce suitable types of content to be delivered through the medium of mobile technology. Therefore, it sought to examine the new way of teaching EFL in the form of correspondence with respect to Iranian learners' native culture and language. For the purposes of this study, English was the target language for 680 Iranian students with pre-intermediate level of language proficiency whose native languages were Persian, Arabic, Georgian, and Turkish. This study took as its point of departure the existence of important differences between the two learning materials (off the shelf vs. Islamic culture) types; thus, applying the Qur'ānic criteria of intelligence, knowledge and virtue parallel with the digital representation of common textbook materials, materials delivery was adapted to the cellphone screen to be accessed by learners' in 18 virtual sessions. Learners took part in two summative and 18 formative components included in the assessment design of this study. Also, they all answered a questionnaire which yielded information concerning their attitude towards the target language, and learning through the wireless technology. Learners' short texting correspondence as well as their performance in battery and their answers to items of questionnaires formed the reference for analyzing the results. The gains from English Islamic materials were outweighed by the effects of obtaining materials which involved more categorized cases

Quantitative Analysis of the Antiepileptogenic Effects of Low Frequency Stimulation Applied Prior or After Kindling Stimulation in Rats

Background and Objective: Developing quantitative measures based on spectral analysis of electroencephalograph (EEG) recordings of neural activities plays an important role in developing efficient treatments for epilepsy. Such biomarkers can be used for developing open or closed loop approaches for seizure prediction or prevention. This study aims to quantitatively evaluate antiepileptogenic effects of low frequency stimulation (LFS) applied immediately before or after kindling stimulations using spectral power analysis of extracellular EEG in rat.Methods: Nineteen adult rats were used: seven for kindle, six for LFS+Kindle (LFSK) and six for Kindle+LFS (KLFS). Four packages of LFS (1Hz) were applied immediately before or after rapid kindling stimulations. The power spectral densities of afterdischarge (AD) sections of EEG corresponding to different stages of kindling for delta (0–4 Hz), theta (4–8 Hz), alpha (8–12 Hz), beta (12–28 Hz), gamma (28–40 Hz) sub-bands, and theta/alpha ratio were comparatively investigated. Moreover, correlation between AD duration (ADD) and its different frequency components was calculated.Results: Both LFSK and KLFS significantly increased delta and reduced beta and gamma oscillations, compared with kindle group. However, just the reduction in LFSK group was significant. Both protocols increased theta/alpha ratio, but just LFSK showed significant increase (p < 0.05). Although LFSK enhanced theta/alpha ratio more than KLFS, the difference was not statistically significant. Furthermore, strong correlation between each frequency sub band and ADD was not observed in kindle and LFS treated groups (both LFSK and KLFS).Conclusion: Although behavioral assessments showed relatively the same level of antiepileptogenic effects for KLFS and LFSK, quantitative assessments showed more significant differences in the quantitative measures between the two protocols. Developing more quantitative EEG based measures correlated with LFS-induced effects can facilitate developing open or closed loop seizure prevention modalities

Dataset of quantitative spectral EEG of different stages of kindling acquisition in rats

The data represented here are in relation with the manuscript ''Quantitative assessments of extracellular EEG to classify specific features of main phases of seizure acquisition based on kindling model in Rat'' (Jalilifar et al., 2017) [1] which quantitatively classified different main stages of the kindling process based on their electrophysiological characteristics using EEG signal processing. The data in the graphical form reported the contribution of different sub bands of EEG in different stages of kindling- induced epileptogenesis. Only EEG signals related to stages 1–2 (initial seizure stages (ISSs)), 3 (localized seizure stage (LSS)), and 4–5 (generalized seizure stages (GSSs) were transferred into frequency function by Fast Fourier Transform (FFT) and their power spectrum and power of each sub bands including delta (1–4 Hz), Theta (4–8 Hz), alpha (8–12 Hz), beta (12–28 Hz), gamma (28–40 Hz) were calculated with MATLAB 2013b. Accordingly, all results were obtained quantitatively which can contribute to reduce the errors in the behavioral assessments. Keywords: Kindling stage, Quantitative assessment, Spectral power, Ra

Low Frequency Electrical Stimulation Either Prior to Or after Rapid Kindling Stimulation Inhibits the Kindling-Induced Epileptogenesis

Objective. Studies are ongoing to find appropriate low frequency stimulation (LFS) protocol for treatment of epilepsy. The present study aimed at assessing the antiepileptogenesis effects of LFS with the same protocol applied either just before or immediately after kindling stimulations. Method. This experimental animal study was conducted on adult Wistar rats (200 ± 20 g) randomly divided into kindle (n=7), LFS + Kindle (n=6), and Kindle + LFS groups (n=6). All animals underwent rapid kindling procedure and four packages of LFS (1 Hz) with 5 min interval were applied either immediately before (LFS-K) or after kindling stimulation (K-LFS). The after discharge duration (ADD), daily stages of kindling, and kindling seizure stage and number of stimulations required to reach each stage were compared between the three groups using two-way analysis of variance (ANOVA) followed by Tukey post hoc and one-way ANOVA, and Kruskal-Wallis test, respectively. Results. LFS in both protocols significantly decreased the ADD (p0.05, stages 3 to 5: p<0.05). Conclusion. Although LFS-K showed more inhibiting effect than K-LFS, the difference was not statistically significant