An investigation of reading comprehension program at a University of Technology

This study aimed to investigate the reading comprehension program at a University of Technology to understand whether the ESP course affects students' reading comprehension ability or not. To gather subjects, an OPT test was administered to 100 students bringing out 60 students in intermediate level of English proficiency. The participants were divided randomly into two groups of control and experimental. Then a pretest on reading comprehension was administered to insure the homogeneity of subjects and record what degree of implicit knowledge of comprehension they had. Next, 2 posttests were filled out by subjects after treatment process in which lasted for five sessions only for experimental group. The gathered data from subjects in both control and experimental groups were analyzed using independent samples t-test and ANCOVAs with the help of SPSS software. The data analysis revealed that the null hypothesis of the study is proved. Results indicated that learners who received reading comprehension strategies progress more in contrast to those who did not receive the strategies in control group. The progress in experimental group was significantly different from the control group

An investigation of reading comprehension program at a University of Technology

This study aimed to investigate the reading comprehension program at a University of Technology to understand whether the ESP course affects students' reading comprehension ability or not. To gather subjects, an OPT test was administered to 100 students bringing out 60 students in intermediate level of English proficiency. The participants were divided randomly into two groups of control and experimental. Then a pretest on reading comprehension was administered to insure the homogeneity of subjects and record what degree of implicit knowledge of comprehension they had. Next, 2 posttests were filled out by subjects after treatment process in which lasted for five sessions only for experimental group. The gathered data from subjects in both control and experimental groups were analyzed using independent samples t-test and ANCOVAs with the help of SPSS software. The data analysis revealed that the null hypothesis of the study is proved. Results indicated that learners who received reading comprehension strategies progress more in contrast to those who did not receive the strategies in control group. The progress in experimental group was significantly different from the control group

Response Characterization for Auditing Cell Dynamics in Long Short-term Memory Networks

In this paper, we introduce a novel method to interpret recurrent neural networks (RNNs), particularly long short-term memory networks (LSTMs) at the cellular level. We propose a systematic pipeline for interpreting individual hidden state dynamics within the network using response characterization methods. The ranked contribution of individual cells to the network's output is computed by analyzing a set of interpretable metrics of their decoupled step and sinusoidal responses. As a result, our method is able to uniquely identify neurons with insightful dynamics, quantify relationships between dynamical properties and test accuracy through ablation analysis, and interpret the impact of network capacity on a network's dynamical distribution. Finally, we demonstrate generalizability and scalability of our method by evaluating a series of different benchmark sequential datasets