Review of Research on the Use of Audio-Visual Aids among Learners’ English Language

This paper reviews the literature on the use of audio-visual to improve lower proficiency learners’ English Language. Audio-visual aids have been very beneficial to make learning interesting among the English as a second language (ESL) because it facilitates learning. Teachers have to be innovative in their pedagogy approach to make language teaching effective. Today, teachers are no longer dependent on traditional method of teaching instead they have adapted different techniques to teach language. Past studies have reported that teachers opted to use audio-visual because students showed less interest towards English language, students view English language as subject to fulfil the examination requirement, students’ displayed reluctance to speak due to their fear to make mistakes in pronunciation and other. Hence, this paper further analyses the need to investigate the issues that are related on the usage of audio-visual aids to the teaching of English language which needs immediate attention.&nbsp

Saving Lives Under Fire: The Extraordinary Efforts of ICU Health Professionals in the Ukrainian War

Amid the Ukrainian War, the heroes of the intensive care unit (ICU) - doctors, nurses, respiratory therapists, and many others - valiantly confront unprecedented challenges, showcasing resilience and dedication in the face of adversity. Despite limited resources and electricity backup issues, these health professionals worked tirelessly to provide life-saving care to critically ill patients, including those with gunshot wounds, shrapnel injuries, burns, and traumatic brain injuries. The article highlights the need to denounce attacks on medical personnel during conflicts, and strategies for supporting ICU health professionals in war zones are suggested, including hazard pay, comprehensive insurance coverage, safety training and equipment, support networks and mental health services, and ongoing education and professional development. The heroic efforts of ICU health professionals during times of war highlight the crucial role they play in healthcare systems worldwide

The Effectiveness of the PBL Teaching Model on the Achievement and Critical Thinking Skills Development of Chinese Undergraduate Students: A Systematic Review

Problem-based learning teaching models is a student-centered teaching model. This paper searched China’s largest database, China Knowledge Network, using the Systematic Reviews and Meta-Analyses (PRISMA) guidelines method to search and screen prospective studies on the teaching effectiveness of the PBL teaching model published from 2013 to 2023, and based on the pre-set inclusion/exclusion criteria, a total of 30 papers were selected. The results show that the PBL teaching model effectively improves Chinese undergraduate students’ achievement and critical thinking, and therefore, PBL can be implemented in Chinese undergraduate education. However, the use of the PBL teaching model is narrow due to its late start in China, and a more rigorous methodology and mixed-methods design of the studies are needed to improve the transferability of the results

Conceptual approach to cooperative learning: its Effect on the Learning of Conceptual Approach among the Pre-service Biology Teachers

This study aims to establish the effectiveness of a Conceptual Approach in enhancing the learning of Conceptual Approach to cooperative learning among 27 4 th semester pre-service Biology teachers in science teacher education. Accordingly, the Conceptual Approach employed in this study entails the incorporation of its five essential elements, namely positive independence, individual accountability, group processing, social skills, and face-to-face interaction into the context of problem solving within a cooperative learning setting. The research design employed was that of a triangulation mixed-methods design which provides a fuller and deeper understanding of the phenomenon at hand. The quantitative method used was that of one-group pretest-posttest design whereby a pretest was administered before the intervention while the posttest was administered after the three-hour intervention. Meanwhile, the qualitative method involved the generation of lesson ideas incorporating the Conceptual Approach so as to illuminate what has been learnt by the pre-service Biology teachers. The findings indicate that the analysis of the pretest and posttest data using paired samples t-test yielded a t of-17.90 which was statistically significant (p < .001). The analysis of the qualitative data consisting of lesson ideas generated indicates that the pre-service Biology teachers had an adequate grasp in that they were able to incorporate, albeit at differing frequencies, the five essential elements of Conceptual Approach within the 5E Instructional Model. The results are discussed in terms of how the key findings relate to other studies and also in terms of the pedagogical approach germane for teacher education. Implications for future research are also delineated

Arising reading patterns in understanding literary texts

This paper reviews reading attempts made by students at the lower secondary -- level in oral reading and retelling to understand literary texts. The study involved a qualitative research method in collecting data, which relates to the students’ reading patterns in understanding literary texts and the impact of students’ reading patterns on literary texts comprehension. The sample in this study comprised six average ability Form One (i.e. seventh grade) students from a secondary school. Data collection techniques included content analysis of students’ oral reading and retelling. Students’ oral reading and retelling were centred in the literature textbook currently used in lower secondary school. Data collected were subsequently analysed by using frequency counts in the form of percentages. The findings from oral readings show that students formed their own mental framework to guide them through in text comprehension, and the results of retellings analysis suggest that the literary texts were readable and were within the students’ comprehension level. However, none was able to infer beyond the text and to relate the text to one’s own life. This did not influence students’ text comprehension. The study indicates that different forms of patterns arose during oral reading among students in ways how they connected the ideas on the page to comprehend the literary texts. This aided teachers in their choices of classroom instructions that best fit the students’ reading ability

The Effectiveness of Team-Based Learning for Undergraduate Education in China: A Systematic Review

Team-based learning (TBL) teaching models are a student-centered teaching model widely used in Europe and the United States but are just beginning to be used in China. This research conducted a synthesis of previous scientific studies on the use of the TBL teaching model in Chinese undergraduate education to explore the impact of two main objectives: the TBL teaching model on Chinese undergraduate students’ achievement and sustainability skills and using systematic Evaluation and Meta-Analysis (PRISMA) method to searched and screened 30 articles using China National Knowledge Infrastructure (CNKI) and google scholar, which was published from 2013 to 2023. The results of this study show that TBL teaching model is effective in improving Chinese undergraduate students’ achievement, problem-solving skills and teamwork skills. Therefore, TBL teaching model can be implemented in Chinese undergraduate education. Still, the use of TBL teaching model is narrow due to its late start in China. More rigorous methodology and mixed-methods design of the study are needed to improve the transferability of the results

The use of portfolio as an assessment tool in the Malaysian L2 classroom

This article focuses on the use of portfolio as an assessment tool for learning in two Malaysian secondary ESL classrooms. Participants included nine experienced lower and upper secondary school classroom ESL teachers who had utilised portfolio as an assessment tool in their classrooms. A qualitative research design was employed within the interpretive research paradigm as to provide an in-depth description of ESL teachers’ understanding of the use of portfolio as an assessment tool in the classroom. The interview data were used for triangulating data obtained from the classroom observations. Data collected through both techniques were transcribed and analyzed manually. The nine ESL teachers reported that student’s self-reflection and self-assessment helped them to improve their instruction in the classroom. Moreover, the ESL teachers found students showed progress in learning via supplementary exercises which were assessed and then graded. The teachers disclosed that the core features of a portfolio assessment include purpose, content and structure which were considered crucial to bring about effective results of student learning. The qualitative findings contribute to a better understanding of the use of portfolio as an assessment tool and have some implications for teaching and assessment

Primary Ovarian Pregnancy - A Rare Case Report

We report the rare case of a 27-year-old female who presented to the emergency department with severe pain in the lower abdomen. She gave a history of a spontaneus pregnancy of 5 weeks gestation with a history of irregular spotting on and off. The total leukocyte count was 25,000/cmm and β-human chorionic gonadotropin level was 984.7 IU/mL. Ultrasound showed an adnexal mass with hemoperitoneum. An ovarian wedge resection was done. She made good postoperative recovery and was discharged on the third postoperative day. Histology confirmed a ruptured ovarian ectopic pregnancy. Ovarian ectopic pregnancy is a rare condition and is associated with the use of assisted reproductive techniques. This case is unusual as it was a spontaneous pregnancy with no history of use of any assisted reproductive techniques

Portfolio as an assessment tool and its implementation in Malaysian ESL classrooms: a study in two secondary schools

This research presents the findings of a study relating to portfolio as an assessment tool and its implementation by English as Second Language (ESL) teachers in two secondary schools. Participants included nine lower and upper secondary school classroom ESL teachers. The research design was qualitative in nature as there was a need to immerse in the classroom to witness and observe the portfolio assessment process carried out by the ESL teachers. The interviewing technique was used for triangulating data obtained during classroom observations. Data collected through both techniques were transcribed and analyzed manually. The nine ESL teachers involved felt that the current assessment methods were insufficient for measuring student learning as students focused on memorization and studied merely for examination rather than the acquisition of knowledge. Significantly, the teachers divulged that when students are engaged in portfolio assessment, they become less examination oriented and are able to take charge of their learning. The teachers reported that although the implementation of portfolio as an assessment tool involved major investment in time, they proved to be valuable and conducive tools for individualizing the learning process and in documenting student progress and achievement over time. Findings from this study recommend that portfolios drive instruction by assisting teachers to identify student needs by matching instruction to needs and assessment to instruction. The results have clear implications for assessment, and the teaching and learning of second language learning