Exploring Learning Challenges Coping Strategies Among EFL Business English Learners

The present study investigated the nature of learning challenges inherent in studying Readings in Business through the English medium instruction (EMI) and the coping strategies business English learners use to overcome those learning challenges. The study adopted a quantitative approach and collected the data through an online questionnaire. The findings revealed that business English learners face challenges related to the language used in the textbook, and some may find the textbook's language more difficult to comprehend. Further, the findings revealed that business English learners in the context of language proficiency-based challenges face challenges that affect their comprehension of textbook content, ability to answer tests effectively, exam scores, and participation in classroom discussions. Furthermore, the findings revealed that business English learners have mixed perceptions regarding instructor-based challenges. Finally, in terms of coping strategies, the findings revealed that business English learners adopted a variety of coping strategies, such as using Google Translate to translate the paragraphs, using their native language to inquire and ask questions, creating a glossary to memorize new words, using bilingual dictionaries and translation tools, and seeking help from classmates and instructors. The study provides a number of implications and recommendations for further studies

The Epidemiology and Outcome of Biliary Atresia: Saudi Arabian National Study (2000–2018)

BackgroundThe epidemiology and outcomes of biliary atresia (BA) have been well-documented in national cohorts from two main ethnicities, namely, the Asian Orientals and Caucasians, with incidence ranging from 1 in 5,000 to 1 in 9,000 live births in East Asia and 1 in 15,000 to 19,000 live births in Europe and North America.ObjectiveWe report the first nationwide BA study outside North America, Europe, and East Asia to describe the epidemiology and outcomes of BA in Saudi Arabia.MethodsA national database of BA cases diagnosed between 2000 and 2018 was analyzed. We assessed clearance of jaundice (bilirubin <20 μmol/L) in all cases that underwent Kasai portoenterostomy (KPE). We then estimated survival using the Kaplan–Meier method with endpoints of liver transplantation (LT), death, or survival with native liver (SNL).ResultsBA was diagnosed in 204 infants (106 females; 10% pre-term). The incidence of BA was 1 in 44,365, or 2.254 in 100,000 live births (range, 0.5–4 in 100,000). Polysplenia was diagnosed in 22 cases (11%). The median age at referral was 65 days. A total of 146 children (71.5%) underwent KPE at a median age of 70 days. Clearance of jaundice was achieved in 66 of the 146 (45%) infants. The 10-year SNL after KPE was 25.5%, and the overall 10-year estimated survival was 72.5%. The Kaplan–Meier survival curves for patients undergoing KPE at the age of <60, 61–90, and >90 days showed a SNL rate at 51.6, 33, and 12.5%, respectively, at 5 years (P < 0.001). The 2-, 5-, and 10-year post-LT survival rates were 92.5, 90.6, and 90%, respectively. Undergoing an initial KPE did not impact negatively on the overall LT survival rate when compared to BA cases that underwent primary LT (P = 0.88).ConclusionThe incidence rate of BA in Saudi Arabia is lower than the incidence reported elsewhere. Late referral of BA cases remains a problem in Saudi Arabia; as a result, the SNL rate was lower than reported by other national registries. Hence, national policies devoted to timely referral and earlier age at KPE are needed

Burnout among surgeons before and during the SARS-CoV-2 pandemic: an international survey

Background: SARS-CoV-2 pandemic has had many significant impacts within the surgical realm, and surgeons have been obligated to reconsider almost every aspect of daily clinical practice. Methods: This is a cross-sectional study reported in compliance with the CHERRIES guidelines and conducted through an online platform from June 14th to July 15th, 2020. The primary outcome was the burden of burnout during the pandemic indicated by the validated Shirom-Melamed Burnout Measure. Results: Nine hundred fifty-four surgeons completed the survey. The median length of practice was 10 years; 78.2% included were male with a median age of 37 years old, 39.5% were consultants, 68.9% were general surgeons, and 55.7% were affiliated with an academic institution. Overall, there was a significant increase in the mean burnout score during the pandemic; longer years of practice and older age were significantly associated with less burnout. There were significant reductions in the median number of outpatient visits, operated cases, on-call hours, emergency visits, and research work, so, 48.2% of respondents felt that the training resources were insufficient. The majority (81.3%) of respondents reported that their hospitals were included in the management of COVID-19, 66.5% felt their roles had been minimized; 41% were asked to assist in non-surgical medical practices, and 37.6% of respondents were included in COVID-19 management. Conclusions: There was a significant burnout among trainees. Almost all aspects of clinical and research activities were affected with a significant reduction in the volume of research, outpatient clinic visits, surgical procedures, on-call hours, and emergency cases hindering the training. Trial registration: The study was registered on clicaltrials.gov "NCT04433286" on 16/06/2020

Vocabulary Acquisition via Extensive Input

The current research explores vocabulary acquisition via extensive input in the L2. The first study reported here was conducted in the Saudi EFL context, where intensive reading is the prominent approach. The treatment used an extensive reading design in which participants were offered a wide range of graded readers at different levels to read from. The second study was carried out on Arab students studying in the UK. The aim of this study was to determine the relative vocabulary acquisition from extensive reading vs. extensive listening. The third study was based on a corpus of 8'4 graded read~rs from the Oxford Bookworms series. It is a replication ofNation and Wang's (1999) study into vocabulary coverage. The objective of this study was to examine potential opportunities for vocabulary learning available in those graded readers. All ofthe three studies were conducted with quantitative measurements, such as the VLT, PET, TOEFL, a word knowledge scale, and a questionnaire. The results of the first study demonstrated that extensive reading had positive effects on the participants' vocabulary knowledge, reading comprehension, reading speed, and attitudes towards reading in the L2. The findings ofthe second study showed that both extensive reading and listening coUld lead to incidental vocabulary learning. However, these gains are very small. The study also indicated that reading may be more advantageous than listening in terms ofvocabulary gains. Finally, the corpus-based study revealed that graded readers are a suitable means of helping learners encounter new as well as old vocabulary; even if they read less than one graded reader a week. The study also demonstrated that reading more texts at different levels would enable learners to meet words quite frequently.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

[[alternative]]第一次實驗廣泛閱讀教學教師的反思、台灣大專院校學生與一名資深教師對於廣泛閱讀的感知

碩士[[abstract]]本研究旨在探討第一次運用廣泛閱讀的教師的反思，觀察學生的反應後如何發現實際的困難，並檢討會影響學生閱讀動機的可能因素。參與者包含第一次授課的教師、兩班學生以及另一名英語授課經驗豐富教師。本研究採質性研究方法，包括研究者週誌、學生態度與動機問卷、學生訪談與觀察教師訪談。參與研究的學生分為兩組，分別為傳統廣泛閱讀與廣泛閱讀後實施相關活動。實驗十三週的廣泛閱讀後，蒐集問卷並訪談學生與觀察教師的想法。 根據質性研究結果顯示 (1)研究者發現應用廣泛閱讀實際的困難與教學者經驗有關外，參與者學生也面臨閱讀內部、外部動機的影響。(2) 問卷與訪談的結果發現，閱讀後搭配討論活動的學生動機比起傳統廣泛閱讀模式的學生高，仍有少數學生不贊同廣泛閱讀的成效，而傳統閱讀組的學生仍保有對閱讀正向的觀感。(3) 觀察教師討論參與者環境背景、年紀、時間因素、教學者經驗與困難都與研究成效相關。 此外，研究中更發現除了教師與學生的關係對學生閱讀意願具有影響力外，學生本身閱讀態度也是影響閱讀動機的因素。本研究建議沒有實際運用過廣泛閱讀的教師，需謹慎設計廣泛閱讀課程，建立良好師生關係，並與提供與學生討論閱讀觀感，提高學生對閱讀的興趣，達到真正的悅讀。[[abstract]]The study investigated a first-time ER instructor’s reflections in implementation of extensive reading, how she found the difficulties after observing students’ reflections, examined the factors that might affect students’ reading motivation, and perceptions of the ER approach. The participants consisted of a first-time ER instructor, two EFL classes, and a well-experienced EFL teacher. The current study was an action research that used qualitative data analysis, including the instructor’s weekly diary, pre- and post-reading attitudes and motivation questionnaires, students’ interview, and the teacher’s interview. The participants were divided into two groups, one of traditional extensive reading (ERG), and the other of extensive reading with post-reading activity (PRG). Questionnaires and interviews were collected after a total of 13 weeks of ER. The results of qualitative research showed that (1) I found the difficulties of applying extensive reading relating to her lack of teaching experiences, and participating students confronted reading influences from both intrinsic and extrinsic motivation, (2) PRG students gained highly motivation than ERG students, some students disagreed with the ER effects; likewise, some ERG students still held positive experiences in English reading, (3) the EFL teacher discussed learners’ background, age, time, instructor’s experiences and challenges that were connecting to the effects of the study. In addition, the study revealed that not only teacher-students relationship had great influence on reading willingness, but also individual reading attitudes was a factor affecting their motivation. The findings recommended for the teachers who have not experienced the extensive reading approach that they should design the extensive reading carefully, establish the positive relationship with students, provide opportunity to discuss reading and improve their interests, and achieve the objectives of pleasure reading.[[tableofcontents]]TABLE OF CONTENTS ABSTRACT...............................................i DEDICATION...........................................iii ACKNOWLEDGEMENTS......................................iv TABLE OF CONTENTS......................................v LIST OF TABLES.......................................vii CHAPTER 1 Introduction 1.1 Research Background and Motivation.................1 1.2 Problem Statement..................................2 1.3 Purpose of the Study...............................4 1.4 Research Questions.................................5 1.5 Significance of the Study..........................5 CHAPTER 2 Literature Review 2.1 Theoretical Background.............................7 2.1.1 The Input Hypothesis.............................7 2.1.2 The Affective Filter Hypothesis..................8 2.1.3 The Bootstrap Hypothesis.........................8 2.2 ER Program 2.2.1 The Definition of ER.............................9 2.2.2 Principles of Effective ER Program...............9 2.2.3 ER Materials....................................11 2.2.3.1 Graded Readers................................12 2.3 Empirical Evidence Yielded by Prior ER Studies 2.3.1 ER and overall language proficiency, reading proficiency...........................................14 2.3.2 ER and reading comprehension and reading and listening speed.......................................19 2.3.3 ER and reading attitude and motivation..........22 2.4 Teachers’ attitudes toward ER program.............27 2.5 Action research...................................29 2.6 Summary...........................................30 CHAPTER 3 Methodology 3.1 Aims of the study.................................31 3.2 Participants......................................31 3.2.1 Research background.............................33 3.3 Research Design Extensive reading group (ERG)........................34 Post-Reading group (PRG).............................35 3.4 Reading Materials................................36 3.5 Instruments Pre-and Post-Attitudes and Motivation Questionnaire........................................37 Students’ Reading Logs...............................39 My diary.............................................40 Student Interviews...................................40 Experienced EFL Teacher’s Interview..................41 3.6 Procedure........................................41 3.7 Data analysis....................................43 CHAPTER 4 Results and Discussion 4.1 Results of Research Question 1...................45 4.2 Results of Research Question 2...................57 4.2.1 Questionnaire Results..........................57 4.2.2 Open-Ended Results Questionnaire and Interview Results..............................................64 4.3 Results of Research Question 3...................75 4.4 Discussion.......................................82 CHAPTER 5 Conclusion 5.1 Summary of the present study.....................93 5.2 Limitations of the study.........................94 5.3 Pedagogical implications.........................96 5.4 Suggestions for future studies...................98 References..........................................100 Appendix............................................109 LIST OF TABLES Table 3-1 The differences between the original ER principles and the two group’s settings 36 Table 4-1 ERG and PRG students’ reading books amount and attendance 51 Table 4-2 ERG and PRG students’ pre- and post-reading attitudes 59 Table 4-3 ERG and PRG students’ pre-and post-reading motivation 62 Table 4-4 ERG and PRG students’ aspects towards the instructor 64 Table 4-5 ERG and PRG participants’ aspects of reading activity 64[[note]]學號: 601110439, 學年度: 10