The Implementation of Educational Texting as an Instructional Facilitator in the Iranian EFL Context

En aquest estudi, mitjançant un mostreig de conveniència, després de l'administració d'una prova de col·locació d'Oxford (OPT), es van seleccionar 74 participants per a aquest estudi. Es van assignar aleatòriament a un grup experimental i a un grup de control per igual. Per mesurar la capacitat de lectura dels estudiants, la part de lectura de la prova d'anglès preliminar (PET) es va utilitzar com a prova prèvia i més tard com a prova posterior. Per calcular la quantitat d'autonomia entre els alumnes després d'implementar els ítems de vocabulari mitjançant missatges de text, es va distribuir un qüestionari. Es va dur a terme una sessió d'entrevistes semiestructurades entre els participants del grup experimental per comprendre millor les seves percepcions sobre MALL en el context d'aprenentatge de l'anglès. Finalment, per calcular la mida del vocabulari dels alumnes i els seus coneixements de vocabulari, es va realitzar una prova d'associació de paraules (WAT) i una prova de nivell de vocabulari (VLT). El grup experimental va rebre 108 paraules via SMS durant 18 sessions, incloses 6 paraules en context cobertes en 6 frases. El grup control, va rebre la instrucció tradicional, en un entorn presencial, amb els materials preparats de la classe i del professor. Després de realitzar el posttest, els resultats de l'estudi van revelar que el rendiment d'ambdós grups en funció de la seva prova de lectura és similar i el tractament no va tenir un efecte estadísticament significatiu en el grup experimental. El segon estudi va revelar que el tractament va tenir un paper molt important en la millora del nivell de motivació dels alumnes del grup experimental. Les percepcions dels participants del grup experimental van mostrar que els estudiants tenen una actitud positiva cap a l'aprenentatge d'idiomes assistit per mòbil en el context d'aprenentatge de l'EFL. El gènere va demostrar no ser un factor diferencial per al rendiment dels aprenents a la prova d'autonomia. L'aprenentatge de vocabulari mitjançant SMS podria augmentar significativament la mida del vocabulari dels aprenents, les puntuacions dels aprenents en la profunditat del vocabulari no van mostrar diferències estadísticament significatives.En este estudio, a través de un muestreo por conveniencia, después de la administración de un Oxford Placement Test (OPT), se seleccionaron 74 participantes para el propósito de este estudio. Fueron asignados aleatoriamente a un grupo experimental y otro de control por igual. Para medir la capacidad de lectura de los alumnos, se utilizó la parte de lectura del Examen Preliminar de Inglés (PET) como prueba previa y luego como prueba posterior. Para calcular la cantidad de autonomía entre los alumnos después de implementar los elementos de vocabulario a través de mensajes de texto, se distribuyó un cuestionario. Se realizó una sesión de entrevistas semiestructuradas entre los participantes del grupo experimental para comprender mejor sus percepciones sobre MALL en el contexto de aprendizaje de inglés. Finalmente, para calcular el tamaño del vocabulario de los estudiantes y su conocimiento del vocabulario, se realizaron una prueba de asociación de palabras (WAT) y una prueba de nivel de vocabulario (VLT). El grupo experimental recibió 108 palabras a través de SMS durante 18 sesiones, incluidas 6 palabras en contexto cubiertas en 6 oraciones. El grupo control, recibió la instrucción tradicional, en un ambiente presencial, con los materiales preparados por la clase y el docente. Después de realizar la prueba posterior, los hallazgos del estudio revelaron que el desempeño de ambos grupos en base a su prueba de lectura es similar, y el tratamiento no tuvo un efecto estadísticamente significativo en el grupo experimental. El segundo estudio reveló que el tratamiento desempeñó un papel muy importante en la mejora del nivel de motivación de los alumnos en el grupo experimental. Las percepciones de los participantes en el grupo experimental mostraron que los estudiantes tienen una actitud positiva hacia el aprendizaje de idiomas asistido por dispositivos móviles en el contexto de aprendizaje de EFL. El género no mostró ser un factor diferenciable para el desempeño de los aprendices en la prueba de autonomía. El aprendizaje de vocabulario a través de SMS podría aumentar significativamente el tamaño del vocabulario de los alumnos, las puntuaciones de los alumnos en la profundidad del vocabulario no mostraron diferencias estadísticamente significativas.In this study, through convenience sampling, after the administration of an Oxford Placement Test (OPT), 74 participants were selected for the purpose of this study. They were randomly assigned to an experimental and a control group equally. To measure learners reading ability, the reading part of the Preliminary English Test (PET) was used as a pretest and later as a posttest. To calculate the amount of autonomy among learners after implementing the vocabulary items through texting, a questionnaire was distributed. A semi-structured interview session was conducted among the participants of the experimental group to further grasp their perceptions towards MALL in the English learning context. Finally, to compute the vocabulary size of the students and their vocabulary knowledge, a Word Association Test (WAT) and a Vocabulary Level test (VLT) were conducted. The experimental group received 108 words via SMS during 18 sessions, including 6 words in context covered in 6 sentences. The control group, received the traditional instruction, in a face-to-face environment, with the ready-made materials of the class and the teacher. After conducting the posttest, the findings of the study revealed that the performance of both groups on the basis of their reading test is similar, and the treatment did not have a statistically significant effect on the experimental group. The second study revealed that the treatment played a very important role in improving learners' motivation level in the experimental group. The perceptions of the participants in the experimental group showed that students have a positive attitude towards mobile-assisted language learning in the EFL learning context. Gender showed not to be a distinguishable factor for the performance of the learners in the autonomy test. Learning vocabulary through SMS could significantly increase the size of the learners' vocabulary, learners' scores on the vocabulary depth did not show statistically significant differences

The Effectiveness of an Interactive WhatsApp Bot on Listening Skills

The present paper attempted to measure the effectiveness of an interactive WhatsApp bot on the listening skills of Omani English as a Foreign Language (EFL) learners. For this purpose, 40 Omani intermediate EFL learners were divided into two groups: a control and an experimental in a higher education institution. A pretest was conducted to ensure the homogeneity of listening skills among all the participants. While both groups received instructions and exercises on listening in class, an interactive WhatsApp bot was designed for the experimental group to receive more instructions and training without time and place limitations. Later, a posttest and a delayed posttest were conducted to compare learners’ performance. The study results showed smooth progress of both groups in listening exams during the posttest and delayed posttest; however, the experimental group’s performance was significantly high. The findings of the study are efficacious and helpful for teachers and learners

The Effect of Text Messaging on EFL Learners' Lexical Depth and Breadth

Using technology in the classroom context can be an effective way to learn a foreign or second language. Vocabulary is considered one of the important skills for identifying a learner's performance in various academic and non-academic contexts. The present paper investigated the effect of text messaging on learners' lexical knowledge and vocabulary size by using mobile learning ( m-learning). After the administration of an Oxford Placement Test, a total of 37 EFL learners were selected as the sample of the study. Before the treatment process, a word association test (WAT) and the updated vocabulary level test (UVLT) were administered as pre-tests. The learners received six vocabulary items selected from their coursebook through SMSs three times a week in addition to the in-class instruction. After finishing the treatment process, the WAT and the UVLT tests were administered again as post-tests to assess the learners' achievement and the effectiveness of the treatment. Since the normality of data distribution was not confirmed, the Wilcoxon signed-rank test was run for mean comparisons. The findings showed no meaningful difference between the pre-tests and post-tests regarding the vocabulary depth scores, while there was a statistically significant difference based on vocabulary breadth. Therefore, it can be claimed that text messaging via m-learning had a significant impact on learners' vocabulary breadth. Curriculum developers and EFL teachers can benefit from the findings of the current study by considering the significance of text messaging for teaching different aspects of lexical knowledge

THE EFFECT OF TEACHING PUNCTUATION MARKS EXPLICITLY ON OMANI EFL LEARNERS WRITING ABILITIES

This is a research study about teaching punctuation marks explicitly and its effects on EFL learners` writing abilities. To do this, 40 Omani EFL learners at intermediate level from Sohar College of Applied Sciences, Oman were selected. Ministerial placement test homogenized students according to their level of proficiency. A pretest was applied to ensure students similar knowledge on the basis of punctuation marks. Then, treatment was provided for the experimental group of learners and finally another writing test as a posttest was applied to measure the results. Results revealed that teaching punctuation marks explicitly doesn’t have any effect on the learners` writing abilities in that college.  Article visualizations

Omani EFL learner perceptions and motivation toward online learning

In early 2020, with the breakout of COVID-19, almost all the world institutions shifted to online learning and teaching. Besides the shortcomings, new learning and teaching method was introduced globally. 48 Omani participants of this study were the first batch of learners who have experienced online learning and teaching for the first time in their life. Therefore, this study tried to understand their levels of motivation and perceptions of online learning. The study also tried to find out the gender difference and the motivational level among the participants. Participants were sent two questionnaires through the Google form, and their responses were analyzed accordingly. The study revealed that Omani students were motivated to exchange learning and teaching materials through online platforms, and the female ones showed slightly more interest in online classes. In addition, the students showed positive perceptions toward and willingness to continue using online platforms for the learning process. Since they are the first group of students with online learning experiences, the study can motivate the teachers to focus on more digital contexts of their study, help them to focus on the design and preparation of materials for the digital community, and curriculum developers can introduce more practical learning and teaching techniques suitable for online education

Spontaneous Heterotopic Pregnancy: Case Report and Literature Review

Heterotopic pregnancy, a rare form of pregnancy, can occur Simultaneously intrauterine and extrauterine. This can be a life-threatening condition and can be easily overlooked if undiagnosed. The patient was a 27-year-old woman, gravid3, para1, live1 and abortion1, at 10 weeks and 1 day by last menstrual period who went to the emergency room complaining of pain in the lower abdomen form 3 days ago. Pelvic ultrasound revealed both live intrauterine and extrauterine pregnancy by gestational age based on the Crown-rump length diameter, 9 weeks and 3 days with moderate to severe hemoperitoneum. The heterotopic pregnancy diagnosis is difficult and requires a high index of suspicion

Methyl 1-(7-acetamido-5,8-dimeth­oxy­quinolin-2-yl)-4-methyl-β-carboline-3-carboxyl­ate

The title compound, C27H24N4O5, is an inter­mediate in the synthesis of lavendamycin via a ruthenium-catalysed [2 + 2 + 2] cyclo­addition. An intra­molecular hydrogen-bond bridge from the carboline to the quinoline stabilizes a highly planar geometry [maximum deviation = 0.065 (6) Å] for the two rigid units. This hydrogen-bond-stabilized coplanarity has a very close analogy in the structure of the anti­tumor anti­biotic streptonigrin in the solid state and in solution. Inter­molecular hydrogen-bond bridges of amides groups along the a axis and π–π stacking inter­actions [centroid–centroid distance = 3.665 (9) Å] connect mol­ecules arranged in a parallel manner

Vertical Transmission of Coronavirus Disease 19 (COVID-19) from Infected Pregnant Mothers to Neonates: A Review

Background: Since early December 2019, the Coronavirus Disease 19 (COVID-19) infection has been prevalent in China and eventually spread to other countries. There are a few published cases of COVID-19 occurring during pregnancy and due the possibility of mother-fetal vertical transmission, there is a concern that the fetuses may be at risk of congenital COVID-19. Methods: We reviewed the risk of vertical transmission of COVID-19 to the fetus of infected mothers by using data of published articles or official websites up to March 4, 2020. Results: A total of 31 infected pregnant mothers with COVID-19 were reported. No COVID-19 infection was detected in their neonates or placentas. Two mothers died from COVID-19-related respiratory complications after delivery. Conclusions: Currently, based on limited data, there is no evidence for intrauterine transmission of COVID-19 from infected pregnant women to their fetuses. Mothers may be at increased risk for more severe respiratory complications. © 2020, © 2020 Taylor & Francis Group, LLC

Poor follow-up rates at a self-pay northern Indian tertiary AIDS clinic

<p>Abstract</p> <p>Background</p> <p>In many developing countries, out-of-pocket payment remains a primary mechanism by which patients infected with HIV access treatment. In India, this has been changing as the National AIDS Control Organization (NACO) has been rolling out free antiretroviral therapy throughout the country since 2004. The vast majority of patients, however, remain without access to free medicines.</p> <p>Methods</p> <p>A retrospective chart review was performed on data obtained from a registry of ninety-three (93) patients attending a self-pay clinic at the All India Institute of Medical Sciences in Delhi, India. Multivariable Cox proportional hazard and logistic regression models were explored to assess the relationship between lost-to-follow-up status and the predictor variables: age, sex, household income, baseline CD4 count, and distance from clinic.</p> <p>Results</p> <p>Lost-to-follow-up rates were very high; 68% (63/93) were lost-to-follow-up till the time of chart review, including 59% (55/93) who were lost within one year. In both regression models, younger age, low baseline CD4 counts, and low income level were significantly associated with increased risk of lost-to-follow-up. Additionally, there was a significant interaction between income and CD4 counts. The patients with both low CD4 counts and low income level were more likely to be lost-to-follow-up than would be predicted by each covariable alone.</p> <p>Conclusion</p> <p>In this small cohort of AIDS patients attending a self-pay antiretroviral clinic at a large tertiary care center in Delhi, India, follow-up rates were quite poor. Poorer patients tended to present to clinic with more depressed CD4 counts and were less likely to be retained in care. These findings indicate that greater strides must be taken to improve the recruitment and retention of poor patients. The expansion of free antiretrovirals is one step among many necessary to achieve this objective.</p

Explaining Adherence Success in Sub-Saharan Africa: An Ethnographic Study

Using ethnographic data from Nigeria, Tanzania, and Uganda, Norma Ware and colleagues examine why levels of adherence to HIV/AIDS drugs are so much higher in sub-Saharan Africa than in North America