Effects of Noticing Model Texts Using the Translanguaging Approach on L2 Learners' Syntactic Awareness in Multimodal Texts

Writing is challenging for any ESL learner, even at tertiary level. This study investigated the effects of noticing model texts using the translanguaging approach on L2 learners' syntactic awareness in multimodal texts in a private college in Malaysia. This mixed method case study employed a pretest-posttest design to measure participants’ writing performance before and after the intervention, which involved the participants to work collaboratively to produce multimodal texts on Instagram based on selected eight-picture stories in two phases. In both phases, participants had to compare their multimodal texts with a model text employing the translanguaging approach to discuss the similarities and differences of the texts in group chats on Instagram and then, renarrate another eight-picture story. All the texts went through error analysis and the Instagram chats underwent content analysis. Findings revealed that the noticing of model texts using the translanguaging approach in Instagram chats helped the participants in heightening their syntactic awareness which was evident in the writing improvement of the group tasks but not as obvious in individual writing performance. This study is significant because it shows that using model texts for students to notice linguistic features through comparison with their own writing empowers them to be more student-centered and the texts act as a scaffold for the students to assist one another to learn the target language. Future studies are recommended to include individual multimodal writing tasks in the intervention to reduce participants’ reliance on ‘more knowledgeable others’ and internalize syntactic awareness better on their own

Comparison of higher-order aberration values between different aberrometry technologies in preoperative laser refractive surgery patients

Introduction: Purpose of this study was to evaluate the inter-device agreement of ocular and corneal higher-order aberration measurements using various aberrometers. Materials and method: Ocular and corneal higher-order aberrations were measured from 57 eyes. For ocular aberration, the measurements were obtained from WASCA Analyzer (Carl Zeiss Meditec, Jena, Germany), i-Profiler Plus (Carl Zeiss Meditec, Jena, Germany) and OPD-Scan III (NIDEK Co. Ltd., Tokyo, Japan). Whereas for corneal aberration, an additional measurement was obtained from Atlas Corneal Topographer 9000 (Carl Zeiss Meditec, Jena, Germany). All the measurements were displayed by the Zernike algorithm. Root mean squares of total, 3rd and 4th order of higher-order aberrations were compared between any three devices using repeated measured analysis of variance. The Bland-Altman analysis and Pearson's correlation were employed to assess agreement and strength of relationship between measurements. Results: For ocular aberrations, there were no significant difference (P > 0.05) in all comparisons except for total higher-order aberration, oblique and horizontal trefoil. Whereas for corneal aberrations, vertical coma, spherical aberration and with-therule/against-the-rule secondary astigmatism between devices were found to be significantly different (P < 0.05). The most agreeable device pairs for ocular and corneal aberrations were demonstrated by i-Profiler Plus - OPD Scan III (95% limit of agreement:-0.340 to 0.730) and Atlas Corneal Topographer 9000 - i-Profiler Plus (limit of agreement: 0.196 to 0.520) respectively. The r-values are stronger than 0.70. Conclusion: There were differences in the value of higher order aberrations between different aberrometry technologies. Clinical impact due to the differences in wavefront measurement between skiascopy, Placido-based and laser technologies need to be investigated further

Carbon nanofibers addition on transport and superconducting properties of bulk YBa2Cu3O7−δ material prepared via co-precipitation

The effects of carbon nanofibers addition on transport and superconducting properties of YBa2Cu3O7−δ (Y-123) superconductor were studied. Y-123 was prepared using co-precipitation method for good quality bulk of high temperature superconducting material. Carbon nanofibers with 0.2–0.8 wt% were added into Y-123 superconductors. The samples were characterized using electrical resistance measurement for critical temperature (Tc) and critical current density (Jc), powder X-ray diffraction, scanning electron microscopy and energy-dispersive X-ray analysis. Most of the samples indicated a dominant Y-123 phase of an orthorhombic structure with a minor phase of BaCO3 and Y-124. Onset critical temperature was found to decrease from 90.5 to 80 K with increasing of carbon nanofibers concentration. The Jc for pure sample is 11 A/cm2 at 30 K while the Jc of sample with 0.4 wt% carbon nanofibers is 830 A/cm2 at 30 K. Introduction of carbon nanofibers enhanced Jc significantly. However, further addition of carbon nanofibers in Y-123 superconductor caused degradation in Jc

A preliminary study on the uses of gadgets among children for learning purposes

The study explores the uses of gadgets to assist young learners in their quest for learning. More specifically, the aims of the current study are to identify the gadgets that are used among children for learning purposes, hours they spend in using the gadgets, rules that are being implemented by parents for the uses of gadgets, benefits gain by children in the uses of the gadgets and parents' expectations of the uses of the gadgets for learning purposes. The study that employs qualitative research among six respondents found that smartphones, tablets and computers were among the gadgets that were used by the children when parents permitted them to use the tools on average for three hours. It was also observed that some parents were rigid while some were lenient setting rules for their children to use the gadgets. Various perceived benefits were also demonstrated among parents. In terms of expectations, parents demonstrated some hope that the uses of the gadgets among their children would make the latter able to learn language, mathematics and social skills; to name a few. The study implies that parents need to control the uses of gadgets among their children even though the tools are used for learning purposes