Differential effects and success stories of distance education in Covid-19 lockdowns on the development of reading comprehension in primary schools.

In the current study, the development in reading comprehension performance of students in lower-SES versus higher-SES schools during and after school closures due to Covid-19 lockdowns was examined, and compared to a normed reference group. Furthermore, we explored protective factors against negative effects at the time of school closures, by pinpointing successful practices in a sub sample of resilient lower-SES schools. The total sample consisted of 2202 students followed from grade 2-4. Overall, we found that students in lower-SES schools made less progress over time than students in higher-SES schools. On average, students made less progress during the lockdowns, but here, the interaction with SES was not significant. Students' reading comprehension levels partially recovered after the lockdowns. Questionnaire-data revealed that schools were better prepared during the second lockdown, with teachers making more use of digital means, and providing more online reading instruction. In addition, collaboration with the parents seemed to have improved. The in depth interviews with resilient lower-SES schools revealed that the introduction of online education and investing in educational partnerships with parents may have helped to minimize the negative impact of lockdowns. We conclude that lockdowns have a negative effect on the development of reading education, but that students are resilient. Digital means and partnership with parents may be seen as protective factors to attenuate the negative effects of emergency remote teaching.

Knowledge Adaptive Multi-way Matching Network for Biomedical Named Entity Recognition via Machine Reading Comprehension

Rapid and effective utilization of biomedical literature is paramount to combat diseases like COVID19. Biomedical named entity recognition (BioNER) is a fundamental task in text mining that can help physicians accelerate knowledge discovery to curb the spread of the COVID-19 epidemic. Recent approaches have shown that casting entity extraction as the machine reading comprehen -sion task can significantly improve model performance. However, two major drawbacks impede higher success in identifying entities (1) ignoring the use of domain knowledge to capture the context beyond sentences and (2) lacking the ability to deeper understand the intent of questions. In this paper, to remedy this, we introduce and explore external domain knowledge which cannot be implicitly learned in text sequence. Previous works have focused more on text sequence and explored little of the domain knowledge. To better incorporate domain knowledge, a multi-way matching reader mechanism is devised to model representations of interaction between sequence, question and knowledge retrieved from Unified Medical Language System (UMLS). Benefiting from these, our model can better understand the intent of questions in complex contexts. Experimental results indicate that incorporating domain knowledge can help to obtain competitive results across 10 BioNER datasets, achieving absolute improvement of up to 2.02%in the f1 score. IEEE

Learning Loss in Vulnerable Student Populations After the First Covid-19 School Closure in the Netherlands

School closures due to the COVID-19 pandemic raised concerns about increases in educational inequality. We examined the magnitude of the impact of the first school closure for vulnerable student groups in particular. This study was conducted among 886 Grade 3 - 5 students in the Netherlands in schools serving a high percentage of students from disadvantaged backgrounds. Piecewise growth analyses indicated that the school closures caused discontinuity in students' achievement growth on national standardized tests and led to an average learning loss of 2.47 months in mathematics and 2.35 in reading comprehension, exceeding the duration of the school closure. Findings suggest that school closures contribute to educational inequality and indicate which students may particularly need additional support to overcome the adverse consequences of the lockdowns.

The Degree of Reading Comprehension Achievement of Iranian Introvert and Extrovert EFL Learners under Online Education

This study was an attempt to investigate the effect of on-line education on reading comprehension of extrovert and introvert EFL Learners due to the COVID-19 pandemic. To this end,120 students were selected from Shariati high school in Isfahan, Iran. Subjects were pre-intermediate level (N=120) all male with the ranged age from 16-18 years. After taking an oxford placeman test (OPT), the participants also answered the Eysenck personality questionnaire (EPQ) to be categories into two personality types of introverts and extroverts. So, there were, two groups: 30 introverts and 30 extroverts. Both groups of students had pre and posttests using a reading performance test. The results show that online education had statistically significant effect on Iranian pre-intermediate EFL learners' reading comprehension ability for both extroverts and introverts. The results showed that extrovert learners outperformed significantly the introvert group in improving reading ability. The findings of the study suggest some practical implications in terms of applying technological tools in language teaching and learning in a foreign language context such as Iran. The conclusion of the research recommends that there is a need for using new techniques for providing feedback to EFL learners in reading, such as peer-review, Reading comprehension. Copyright © 2022, Anka Publishers. All rights reserved.

Readability of COVID-19 Parental Guidance Documents

The purpose of this study is to examine the readability levels of the state departments of education guidance documents regarding COVID-19 protocols for families of students receiving special education services. The authors searched the 50 states and the District of Columbia's departments of education websites for their COVID-19, special education, parental guidance documents for the 2020-2021 school year. Parental guidance documents were available from 90% (46/51) of the department of education websites with 61% (31/51) of those documents specifically designed for parents of children receiving special education services. The researchers used the Flesch Reading Ease (FRES) to analyze the reading level of the 31 documents that the departments of education websites created for families of individuals receiving special education services. The FRES score was 43.05, indicating that the average reading difficulty was "difficult" with a "college reading level." The Flesch-Kincaid Grade Level (FKGL) average score for the reviewed documents revealed an average U.S. grade level of 12.34. Thus, documents produced during the COVID-19 pandemic significantly exceeded the appropriate reading level recommended by the current research (Nagro & Stein, 2016). To improve communication and provide caregivers with the necessary information to make informed decisions regarding their children's educational need during the COVID-19 pandemic, it is essential for parental guidance documents to be written at lower reading levels to accommodate the general population.

Family literacy practices and their contribution to emergent literacy skills during the COVID-19 pandemic

To develop emergent literacy skills, preschool children need to be supported by adults in a rich and stimulating environment. During the first lockdown due to the SARS-CoV2 virus, there were several social, family, technological, and individual barriers to promote family literacy and emergent literacy. In the present study, we aimed to provide insight on the relationship between family literacy practices and emergent literacy skills among preschool children after the first confinement due to COVID-19 pandemic. This study included 102 participants, which consisted of parents (90.2% mothers) and one preschool child per parent. Results showed evidence of a higher frequency of training and teaching activities than family literacy playful activities. There were statistically significant differences in emergent skills, according to the frequency of family playful activities and family training and teaching activities. Results suggest that different family literacy practices are significantly correlated to all the emergent literacy skills evaluated.

THE RELATIONSHIP OF FLUENT READING SKILLS OF SECONDARY SCHOOL STUDENTS WITH READING COMPREHENSION, READING ATTITUDE AND ANXIETY DURING THE COVID-19 PROCESS

The covid-19 pandemic, which affects life in every way, has inevitably had repercussions on education. The fact that schools are closed for a long time and education is continued remotely has become a variable that affects the academic achievements of students. In this context, the impact of the covid-19 pandemic on reading and reading comprehension, which are language skills, has been a matter of curiosity. The research aims to determine the effect of fluent reading skills of secondary school students on reading comprehension and their relationship with reading attitude and anxiety during the covid-19 pandemic process. The target group of the study is 300 students who are at the level of the fifth and eighth grades. In the research, student recognition form, reading attitude scale, reading anxiety scale, informative and narrative reading texts, multidimensional fluency scale, reading comprehension test and audio recordings were used as data collection tools. The data of the research were collected in accordance with the scanning method, the obtained data were transferred to the SPSS program and analyzed. In the results section of students ' reading skills and fluency without the required level of reading comprehension, reading fluency and reading comprehension skills of the students to be more successful in Girl, eighth grade students were higher than the positive attitudes of fifth grade students, it was determined that anxiety and reading. The results obtained at the end of the study were compared with the literature and some suggestions were made. (English) [ FROM AUTHOR]

KOVÍD-19 SÜRECÍNDE ORTAOKUL ÖĞRENCÍLERÍNÍN AKICI OKUMA BECERÍLERÍNÍN OKUDUĞUNU ANLAMA, OKUMA TUTUM VE KAYGISIYLA ÍLÍŞKÍSÍ *: JOURNAL OF BLACK SEA STUDIES

Hayatı her yönden etkileyen kovid-19 salgınının eǧitime yansımaları kaçınılmaz olmuştur. Okulların uzun süre kapalı kalması ve eǧitime uzaktan devam edilmesi, öǧrencilerin akademik başarılarını etkileyen bir deǧişken hâline gelmiştir. Bu baǧlamda kovid-19 salgınının dil becerilerinden olan okuma ve okuduǧunu anlamaya yönelik etkisi merak konusu olmuştur. Yapılan araştırmada, kovid-19 salgın sürecinde ortaokul öǧrencilerinin akıcı okuma becerilerinin okuduǧunu anlamaya etkisi ve okuma tutumu ile kaygısıyla ilişkisini belirlemeyi amaçlamaktadır. Çalışmanın hedef kitlesini beş ve sekizinci sınıf düzeyinde olan 300 öǧrenci oluşturmaktadır. Araştırmada veri toplama aracı olarak öǧrenci tanıma formu, okumaya yönelik tutum ölçeǧi, okuma kaygısı ölçeǧi, bilgilendirici ve öyküleyici okuma metinleri, çok boyutlu akıcılık ölçeǧi, okuduǧunu anlama testi ve ses kayıtları kullanılmıştır. Araştırmanın verileri tarama yöntemine uygun olarak toplanmış, elde edilen veriler SPSS programına aktarılarak analiz edilmiştir. Sonuç bölümünde öǧrencilerin okuduǧunu anlama ve akıcı okuma becerilerinin istenen düzeyde olmadıǧı, kız öǧrencilerin okuduǧunu anlama ve akıcı okuma becerilerinde daha başarılı olduǧu, beşinci sınıf öǧrencilerinin sekizinci sınıf öǧrencilere göre kaygı düzeyinin daha yüksek ve okuma tutumunun olumlu yönde olduǧu tespit edilmiştir. Çalışma sonunda ulaşılan sonuçlar literatürle karşılaştırılmış ve bazı önerilerde bulunulmuştur.Alternate :The covid-19 pandemic, which affects life in every way, has inevitably had repercussions on education. The fact that schools are closed for a long time and education is continued remotely has become a variable that affects the academic achievements of students. In this context, the impact of the covid-19 pandemic on reading and reading comprehension, which are language skills, has been a matter of curiosity. The research aims to determine the effect of fluent reading skills of secondary school students on reading comprehension and their relationship with reading attitude and anxiety during the covid-19 pandemic process. The target group of the study is 300 students who are at the level of the fifth and eighth grades. In the research, student recognition form, reading attitude scale, reading anxiety scale, informative and narrative reading texts, multidimensional fluency scale, reading comprehension test and audio recordings were used as data collection tools. The data of the research were collected in accordance with the scanning method, the obtained data were transferred to the SPSS program and analyzed. In the results section of students ' reading skills and fluency without the required level of reading comprehension, reading fluency and reading comprehension skills of the students to be more successful in Girl, eighth grade students were higher than the positive attitudes of fifth grade students, it was determined that anxiety and reading. The results obtained at the end of the study were compared with the literature and some suggestions were made.

The Influence of Technology in Educating English Language Learners at-risk or with Disabilities: A Systematic Review

Z razvojem tehnologije in zlasti po izbruhu pandemije covida-19 naraščata količina in kakovost elektronskih naprav za učence, ki se učijo angleščino kot drugi ali tuji jezik. Za lajšanje praks pri poučevanju angleškega jezika za učence s posebnimi potrebami so raziskovalci izvedli sistematičen pregled empiričnih študij, objavljenih v zadnjih dveh desetletjih, glede tehnoloških orodij, ki so na voljo učencem angleščine z učnimi težavami. Ta članek predstavlja postopek izbora gradiv in ugotovitve, ki so nastale na podlagi sistematičnega pregleda 16 recenziranih člankov in enega poglavja v knjigi. Prispevek razkriva pogoste duševne stiske in fizične težave pri učenju angleškega jezika ter tipične vrste tehnoloških orodij, ki se uporabljajo pri pouku ali zunaj njega. Še pomembneje, ta članek razpravlja o vlogah teh tehnoloških orodij pri usvajanju angleškega jezika učencev, zlasti o njihovih učinkih na učne izide in dojemanje orodij pri učencih. Z omejenimi primarnimi viri ta članek poziva k večji pozornosti rabe tehnologije pri učenju angleščine kot drugega/tujega jezika učencev, ki so opredeljeni kot rizični oz. z učnimi težavami, ter navaja nekatere možnosti za prihodnje raziskave in učne prakse.Alternate :With the development of technology, the quantity and quality of electronic devices for students learning English as a second or foreign language (ESL/EFL) are on the rise, especially since the outbreak of the Covid-19 pandemic. To facilitate practices in English language education for students with special needs, the researchers conducted a systematic review of the empirical studies of technology tools for ESL/EFL students with learning difficulties published in the previous two decades. This paper presents the study selection process and findings of the review based on 16 peerreviewed journal articles and one book chapter. The paper reveals the frequent mental and physical difficulties of English language learning and the typical technology tools employed in and out of class. More importantly, this paper discusses the roles of these technology tools in students' English language acquisition, specifically their effects on student learning outcomes and the students' perceptions toward them. With limited primary sources, this paper calls for more attention to the use of technology in English language learning of ESL/EFL students identified as at-risk and with learning disabilities and raises some implications for future research and instructional practices.

Comprensión lectora en la virtualidad: Experiencia de docentes peruanos en el contexto Covid 19

La COVID-19 trastocó la dinámica educativa global, situación que demandó el uso de las tecnologías a los docentes para desarrollar sus clases. Se analiza las experiencias de docentes peruanos con respecto a la enseñanza de la comprensión lectora en escuelas rurales del Perú en un contexto de educación a distancia. Se realizó un estudio cualitativo de diseño fenomenológico-hermenéutico centrado en tres categorías: Educación a distancia, significado de la enseñanza de la comprensión lectora y perspectivas de futuro de la educación post pandemia. Los participantes fueron seis docentes que trabajan en escuelas rurales de los departamentos de Cuzco, Huancayo, Huancavelica y Cajamarca del Perú, seleccionados a través de un muestreo propositivo e intencional. Se utilizó una entrevista semi estructurada de 15 preguntas. Los docentes que educan en escuelas rurales reportan que las necesidades socio económicas de los estudiantes limitan el acceso a equipos tecnológicos y a internet;a pesar de ello, fueron creativos e innovadores en el uso de estrategias para desarrollar la comprensión lectora en una educación a distancia en el contexto de la pandemia, demostrando compromiso y dedicación en esta modalidad.Alternate : COVID-19 disrupted the global educational dynamics, a situation that demanded the use of technologies by teachers to develop their classes. This paper analyzes the experiences of Peruvian teachers with respect to teaching reading comprehension in rural schools in Peru in a distance education context. A qualitative study of phenomenological-hermeneutic design focused on three categories: distance education, meaning of teaching reading comprehension and future perspectives of post-pandemic education. The participants were six teachers working in rural schools in the departments of Cuzco, Huancayo, Huancavelica and Cajamarca in Peru, selected through purposive and intentional sampling. A semi-structured interview of 15 questions was used. Teachers educating in rural schools report that the socio-economic needs of students limit access to technological equipment and the Internet;despite this, they were creative and innovative in the use of strategies to develop reading comprehension in distance education in the context of the pandemic, demonstrating commitment and dedication in this modality.

How Covid-19 Has Impacted Pupil Attainment in Reading

The announcement of the first lockdown in the UK in Mar 23, 2020 served as a response to the Covid-19 pandemic. The immediacy of the close down of daily life: the restrictions on leaving home for 'one form of exercise a day', on shopping for necessities 'as infrequently as possible', was shocking for adults. For young children, it must have been bewildering -- an unexpected holiday from school but without the usual freedoms. At the National Foundation for Educational Research (NFER), they began thinking about how this level of disruption to schooling could impact on children's learning. In particular, they were concerned with how this could affect the development of the youngest children in school. This led to a project, sponsored by the Education Endowment Foundation (EEF), looking at the reading and mathematics attainment of children in Year 1 and Year 2 in the following academic year (2020/21). In addition to this work, several other organizations also analyzed attainment data during the 2020/21 and 2021/22 academic years, and they produced a summary of these findings in March.

Comparison of Math Assessment Modalities for Students with Autism Spectrum Disorder

Little is known about the impact of testing modality on math performance, particularly for students with autism spectrum disorder (ASD). In the current study, a multielement, single-case design was used with three students with ASD across three math fluency assessment modalities: paper-pencil, iPad with a stylus, and iPad with a keyboard. Each student alternated 1-minute math fluency probes in each modality, taking two assessments per day. Visual analysis showed minimal differences between the three modalities, and the modality with the highest mean score varied across students. Although the iPad stylus modality did not produce significantly higher scores for any student, all three students rated it as their favorite assessment. Implications for educators are discussed.

Chinese EFL Learners' Attitudes Towards Smartphone-Based Reading

-Reading through mobile phones is increasingly popularized worldwide, particularly among young adults. However, few researchers investigate EFL learners' attitudes towards smartphone-based reading. The present research conducted a questionnaire survey to explore EFL learners' perceptions and beliefs by integrating the reading attitude model with the technology acceptance model UTAUT2. One hundred ninety-two participants responded to the questionnaire. The statistical data analysis, including t-tests and analysis of variance (ANOVA), indicated that Chinese EFL learners were generally positive in smartphone-based reading. Although they did not show keen feelings about it or form a habit of using the smartphone for EFL reading, they could perceive its usefulness and ease of use and positively believed in its future use in EFL reading. Additionally, gender differences did not impact EFL learners' overall attitudes. Still, participants' interest in English and experiences in mobile reading did suggest positive influences on their attitudes towards reading through the phone. Finally, the implications of the results and pedagogical practice of smartphone use in EFL reading are discussed.

A Survey of Grade 8 English First Additional Language Learners’ Online Reading Preferences and Challenges

While well-resourced schools have the advantage of better equipping their learners for online learning, which includes online reading, learners in rural and township schools are at a disadvantage, resulting in the academic exclusion of many learners. In 2020, the outbreak of the COVID-19 pandemic served as a catalyst to promote and accelerate the online reading process, which is currently emerging as the predominant reading behavior among learners in South Africa and the rest of the world. The aim of this paper is thus to investigate and understand the online reading preferences and challenges of Grade 8 English First Additional Language (EFAL) learners from three schools in an underdeveloped and under-resourced township located in the Gauteng province of South Africa. The paper was quantitative in nature. A survey questionnaire was used to obtain data from the purposively selected research sample that consisted of 303 Grade 8 EFAL learners, and the data were analyzed quantitatively. The findings indicated that most of the learners access online texts through their mobile phones, owing to the absence of computers both at home and at school. Furthermore, the findings showed that most of the learners experienced challenges concerning online reading in English. Subsequently, almost half of the learners who participated in the study indicated that they needed assistance when they engaged in online reading in English for academic purposes.

Effects of Adjunct Model of Instruction on EAP Learners' Reading Comprehension Skill

With the quick transition to online teaching during the COVID-19 pandemic, it is vital to take the recent development in language teaching methodology into consideration, especially the pedagogical utility of new models of English for Academic purposes (EAP). Accordingly, the main objective of the present study was to investigate the efficacy of the adjunct model in improving the overall reading comprehension skills of Iranian architecture students in online EAP courses. To this end, from the population of students studying architecture at the Isfahan University of Art, three intact classes, each with 35 sophomore students were selected. While the first class was taught by a language teacher (the Language-driven Group) and the second class received instruction from a content teacher (the Content-driven Group), the third class was taught by applying the adjunct model involving both content and language teachers. At the end of the semester, a reading comprehension test was administrated to all students. The analysis of the data through running a one-way ANOVA and post hoc analysis revealed that the students in the adjunct class outperformed their peers in the other two classes on the reading comprehension test. © 2022 University of Silesia Press in Katowice. All rights reserved.

A Needs Assessment of COVID-19 Guidance for Adults with Developmental Disabilities

People with intellectual and developmental disabilities (IDD) have been identified as particularly vulnerable to the COVID-19 virus. Besides susceptibility to viral threats, adults with IDD often find it difficult to make the changes in behavior and routine that are necessary to minimize risks of exposure and infection. The Centers for Disease Control and Prevention (CDC) is concerned that individuals with developmental disabilities receive vital guidance in a format they could understand. The CDC engaged the team at Georgia Tools for Life at the Center for Inclusive Design and Innovation at Georgia Tech to conduct a rapid assessment as to whether current CDC guidance addressed the unique communication differences that such individuals may require and to suggest ways to improve this communication. A Rapid Needs Assessment study was conducted that involved interviews with six adults with IDD. These sessions asked them to interact with CDC's COVID-19 materials. The team collected feedback on ease of reading, comprehension ability, formatting, and use of images. In addition, a set of group interviews with four care providers was completed, collecting feedback on the same issues and materials. When shown a CDC COVID-19 webpage, individual participants with IDD reported having difficulties reading and understanding the content due to unfamiliar vocabulary, lengthy and complex sentences, and dense text. Both caregivers and individuals with IDD suggested that documents should present simpler words and less text and raised questions regarding the effectiveness of use of images in such guidance. Individual comments helped researchers shape recommendations for production of more appropriate documents.

Fostering college students' fact-checking skills: Three studies assessing lateral reading instruction in a general education course

While online information is abundant and easily accessible, its quality varies widely. Fact-checkers evaluate online information by reading laterally, i.e., opening a new browser tab to research sources and verify claims. This dissertation consisted of three studies that used course outcomes assessment data to examine the impact of a lateral reading curriculum on college students' fact-checking skills. The curriculum was first implemented in Fall 2018 as part of a general education civics course. It has been taught every semester since then, though the content and format of implementation have changed. Data used in the current studies were collected during the Fall 2018, Fall 2019, and Fall 2020 semesters.The Fall 2018 study used a pre/posttest control-group design to evaluate an in-person implementation of a curriculum teaching students four fact-checking "moves". Students who received the curriculum were more likely to read laterally and accurately assess the trustworthiness of online content at posttest than controls. They also reported greater use of Wikipedia at posttest than controls, but did not show significantly greater trust in Wikipedia. Students in the curriculum condition that read laterally on at least one problem at posttest completed more online assignments reviewing lateral reading strategies than their peers. Across conditions, students demonstrated high general media literacy knowledge, but this was unrelated to responsiveness to the curriculum.The Fall 2019 study used a pre/post control-group design to evaluate an asynchronous, online version of the curriculum which taught students a revised set of fact-checking moves summarized by the acronym "SIFT". Students who received the curriculum were more likely to read laterally and were more aware of lateral reading strategies at posttest than controls. Students who used lateral reading strategies during the curriculum had higher reading comprehension and better posttest outcomes. Use and awareness of lateral reading were unrelated at pretest. At posttest, use and awareness were weakly correlated, while reading comprehension was moderately correlated with awareness. Awareness of lateral reading strategies fully mediated the effect of reading comprehension on use of lateral reading at posttest.Lastly, given the proliferation of false and misleading information surrounding the COVID-19 pandemic, the Fall 2020 study assessed how gains in lateral reading from the asynchronous, online SIFT curriculum related to students' confidence in their ability to fact-check COVID-19-related news. Students made gains in their use of lateral reading from pretest to posttest, with both reading comprehension and assignment completion significantly predicting use. Students also made gains in their confidence in fact-checking COVID-19-related news, as well their use, endorsement, and knowledge of Wikipedia. At posttest, use of lateral reading was only weakly correlated with fact-checking confidence.The three studies in this dissertation add to the growing literature documenting both the dearth of lateral reading skills among college students and the efficacy of educational interventions for increasing students' use of these skills. While findings are encouraging, students' gains were also modest. These studies identify factors that may explain individual differences in students' use of lateral reading after instruction, including awareness of lateral reading strategies, attitudes, use, and knowledge of Wikipedia, and reading comprehension. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Minimizing the Complexity of Public Health Documents: Making COVID-19 Documents Accessible to Individuals Who Read Below the Third-Grade Level

The Centers for Disease Control and Prevention (CDC) is a trusted source for public health information, but people must be able to access and understand that information for it to be used. The CDC and the CDC Foundation recognized the need to ensure that its guidance documents related to COVID-19 were accessible to the full range of individuals with disabilities, including those with intellectual and developmental disabilities who read or listen with comprehension at or below the third-grade level. In response to this need, they contracted with the Center for Literacy and Disability Studies (CLDS), Department of Allied Health Sciences, University of North Carolina at Chapel Hill, and the Center for Inclusive Design and Innovation, Georgia Institute of Technology, to create easy to read versions of a collection of guidance documents related to COVID-19. The CLDS began the process by seeking existing guidelines or research to support the creation of these documents. When no such information was located, the CLDS conducted a systematic review of the literature and developed the Minimized Text Complexity Guidelines. The outcomes and benefit of this work include improved access to critical information regarding COVID-19 for individuals with intellectual and developmental disabilities, as well as other adults who read and listen with comprehension below a third-grade level.

Integrating Task and Game-Based Learning into an Online Toefl Preparatory Course during the Covid-19 Outbreak at Two Indonesian Higher Education Institutions

Purpose - This study examined the integration of task and game-based learning into an online Test of English as a Foreign Language (TOEFL) preparatory course taught at two Indonesian higher education institutions (HEI) over a period of 20 online class meetings totaling 40 class hours. Methodology - Using a single-case experimental design, it engaged undergraduate students enrolled in a TOEFL preparatory course in March 2021 at Politcknik Perkerctaapian Indonesia Madiun (N = 48) and Universitas Muhadi Setiabudi, Indonesia (N = 48). The study used multiple t-tests and one-way ANOVA with Cohen d to determine the degree of impact on students' total outcome on pretest and post-test, as well as their scores on particular skills. Findings - Multiple paired-sample t-tests revealed significant improvement in students' overall scores (t (95) = 15.35, p < 001) and in specific-skills scores for Listening Comprehension (t (95) = 10.32, p < 001), Structure and Written Expression (t (95) = 5.90, p < 001), and Reading Comprehension (t (95) = 5.63, p < 001). Independent t-tests and one-way ANOVA revealed significant variations in students' overall and individual skills ratings in study programs. However, the percentage of students who achieved the required TOEFL scores for admission to both institutions was significantly different. Significance - The findings have major implications for both the lecturers at the two institutions and the designers of TOEFL preparatory programs. This study sheds light on an online TOEFL preparatory course that teaches students through task- and game-based learning. To run this program successfully, teachers' creativity in generating materials (tasks) and incorporating digital technologies is essential.

Motivating and Engaging students to write in science

The article offers information about motivating and engaging students to write in science. It mentions that how positive attitudes helps students to become fluent and independent readers and writers. It discusses that writing is a form of communication which students are required to master in the course of their learning in order to succeed with written assessments required for NCEA.