Effects of Different Culturally-Based Materials on EFL Learners’ Reading Anxiety, Reading Self-Efficacy, and Reading Proficiency in Project-Based Classes

This article sets out to examine the effect of utilizing different culturally-based materials on EFL university students' foreign language reading anxiety, reading comprehension self-efficacy, and reading proficiency within project-based classes. The research was carried out with two classes of intermediate freshmen majoring in English Language Teaching. The comparison group had to present their projects based on the reading passages of the book "Active" (L2 culturally-oriented texts) and the experimental group had to deliver their projects based on their L1 and L2 culturally-based reading texts designed by the researcher. Reading comprehension self-efficacy scale, foreign language reading anxiety scale, and the reading section of the Michigan Test (1998) were administered to students as pre-tests and post-tests at the beginning and at the end of one academic year consisting of two project-based reading courses. ANCOVA was utilized for analyzing the data. The results indicated that although in both groups significant improvements were observed regarding the three aforementioned variables, it was the experimental group that showed significantly less degrees of anxiety, compared to the comparison group. However, no differences regarding reading self-efficacy and reading proficiency were observed between the two groups. The findings of this study suggest that EFL teachers, material developers and syllabus designers can take advantage of cultural familiar texts when generating their own learning materials

Comparison of Virtual Blended Learning with Workshops on Dental Students’ Knowledge of and Attitude toward Caries Risk Assessment

Background & Objective: Advancement in technology and the combination of traditional and new methods can promote education. The purpose of the present study was to compare knowledge and attitude of dental students regarding caries risk assessment (CRA) after a course using blended learning and traditional workshops. Methods: A controlled trial was designed and 82 final-year dental students were recruited in two groups of workshop (n = 39) and blended learning (n = 39). In the blended group, access to a designed website and online material was possible in addition to face-to-face education. A validated researcher-made questionnaire (Cronbach’s alpha = 0.7) was used to assess demographic information, and knowledge of and attitude toward CRA before and after the educational course. The mean score of knowledge before and after the course was calculated and compared between the two groups using paired t-test and repeated measures ANOVA in SPSS software. Results: Of the 82 students, 78 (95%) participated in the study. The mean score of knowledge in post-test in the group attending workshops was (13.35 ± 1.61) significantly higher than pre-test (7.00 ± 3.06) (P < 0.050). In the blended learning group, the mean score of knowledge in the post-test (14.71 ± 1.43) was higher than pre-test (8.12 ± 2.20) (P < 0.050). Considering the baseline score, no significant difference was observed between the two groups in post-test. In the attitude domain, participants in both groups believed that the course had improved their knowledge regarding CRA and CRA was useful in educational dental clinic. Conclusion: Both methods significantly improved knowledge and attitude of students regarding CRA. The students believed the blended learning method to be useful in CRA. Thus, the use of this method is recommended as a complementary teaching method for general dentistry students. Key Words: Caries risk, Blended learning, Knowledge, Attitude, Virtual learnin

Mapping Different Culturally Oriented Texts over EFL Learners’ Reading Indices via Project-Based Learning

The present article made attempts to examine the implementation of diverse culturally-loaded materials among some EFL university students to see their impact on foreign language reading anxiety, reading comprehension self-efficacy and reading proficiency of the learners via two constructed teaching schemes that were labeled project- and teacher- based teaching methods. The investigation was conducted with four classes of freshmen majoring in English Language Teaching, each focusing on different culturally oriented materials (i.e., L1 culture for project based class A, L2 culture for project based class B, and L1 and L2 cultures for project- and teacher-based classes C and D). Self-Efficacy for Learning and Performance subscale, Foreign Language Reading Anxiety Scale, and the reading section of the Michigan Test were applied as pre-tests and post-tests in this study. Paired samples t-tests and ANCOVA were utilized for analyzing the data. The findings showed that despite considerable decreases observed in reading anxiety levels towards the end of the treatment in classes A, C, and D, significant improvement was actually evident in the L2 culturally oriented class. Moreover, though in classes A, B, and C, significant improvements were observed regarding reading self-efficacy and reading proficiency from pretest to posttest, no differences regarding the two variables were observed among the classes. Meanwhile, class C outperformed class D with respect to the two aforementioned variables. The results could carry certain implications for EFL material developers, teachers, curriculum and syllabus designers, among others, with respect to the choice of learning materials and teaching methodologies

The Effect of Happiness Educational Program of Fordyce on the Sense of Coherence and Psychological Well-being of Adolescents with a Parent with Cancer: A Randomized Clinical Trial

Background: Having a parent with cancer is one of the risk factors for adolescents, which makes themface many psychological problems. Therefore, this study aimed to determine the effect of HappinessEducational Program of Fordyce on the sense of coherence and psychological well-being of adolescentswho have a parent with cancer.Methods: In this randomized clinical trial study, 92 adolescents whose diagnosed parents havereferred to the oncology ward of Shahid Rajaei Hospital in Yasuj, from June to September 2021, wereselected through the convenience sampling method; however, they were randomly assigned to oneof the two groups of the intervention or control. The number of sessions in the intervention groupwas 6, each consisting of 60 minutes and performed one day a week for 6 weeks. In addition to thedemographic information form, the Antonovsky’s Sense of Coherence Questionnaire-13 and the Ryff’sscale of Psychological Well-being-18 were used before and immediately after the intervention. Datawere analyzed through SPSS software, version 21, using statistical tests of Chi-square, t-test, Fisher’sexact, Mann-Whitney, and Wilcoxon.Results: After the intervention, statistically significant differences were observed in the median scoresof the sense of coherence (P<0.001) and psychological well-being (P<0.001) between the two groupsof intervention and control.Conclusion: Although the Happiness Educational Program of Fordyce could improve the senseof coherence and psychological well-being of adolescents who have a parent with cancer, moreinvestigations are recommended to be conducted.Trial Registration Number: IRCT20210331050795N1

Orbital Dirofilariasis Masquerading As Orbital Rhabdomyosarcoma

Purpose: To report a 12-year-old patient with a rapid growing orbital mass and imaging findings suggestive of rhabdomyosarcoma that was found to be dirofilariasis after mass resection. Case Report: We describe a 12-year-old patient with a rapid growing orbital mass involving medial part of orbit and medial rectus muscle and imaging findings suggestive of rhabdomyosarcoma. Histopathologic examination showed the mass to be composed of granulomatous inflammation and the thread-like object to be Dirofilaria repens. The patient was well post-operation without morbidity. In this paper, we describe distinct clinical features and imaging findings of this interesting case. Conclusion: Deep orbital lesions due to dirofilariasis, as in our case, is extremely rare. It is important to add dirofilariasis to the differential diagnosis of orbital mass lesions. Attention to the imaging clues, as provided in this report, can be helpful

Outcome of Vaginal Progesterone as a Tocolytic Agent: Randomized Clinical Trial

Vaginal progesterone has a potential beneficial effect in postponing of preterm labor by suppression of prostaglandins cascades. Although different studies evaluated the use of progesterone for preterm birth, the exact effect of which on prolongation of pregnancy remains unclear. Seventy two women who underwent preterm labor were managed by magnesium sulfate. Then they were randomly assigned to continue pregnancy either by applying vaginal progesterone (400 mg) until delivery or without using any drug. Gestational age mean at the time of delivery (P = 0.039) and postponing delivery mean time (P = 0.048) were significantly higher in progesterone group. Comparison of neonatal outcomes between two groups of patients showed meaningful benefits of progesterone in increasing of neonatal weight, reduction of low birth weight babies, and lowing neonate admitted in NICU

Design, Production and Evaluation of Digital Educational Content Based on DDD-E Model: Depression Treatment in Traditional Persian Medicine

Multimedia conveys educational concepts and materials in an easier, wider, and more attractive way, along with text, sound, image, and video, to overcome the limitations caused by educational methods. The aim of the current research is to produce and evaluate digital multimedia based on the decide, design, develop, and-evaluate (DDD-E) model in the field of teaching depression treatment in traditional Persian medicine. The study was quantitative, and the professors and doctoral students of the two fields of medical education and traditional Persian medicine were the subjects of the present study. In this research, the DDD-E model was used to produce a training package for the treatment of depression in traditional Persian medicine. This study was conducted in four phases: decision-making, planning, development, and evaluation. The final evaluation was done in two stages. First, it was evaluated by preparing a checklist of educational multimedia production stages based on the original DDD-E model, and in the second stage, a QAMLM questionnaire was used to evaluate the final product. The results of the evaluation showed that, according to the evaluators, quality components were generally observed in multimedia production. There was a complete consensus among the experts regarding the quality of content matching the goal and attention to learning results (Kappa coefficient = 1). Regarding the quality of media selection components (Kappa coefficient = 0.383), Paying attention to cultural and social factors (Kappa coefficient = 0.395) There was the least consensus. The overall score of the multimedia produced was equal to 58.4, according to experts. The multimedia was produced in terms of content, education, and technology to provide training to general practitioners in order to improve practical knowledge and use the recommendations of traditional Persian medicine to adjust the treatment patterns of patients with depression