scholarly journals A Systematic Overview of Issues for Developing EFL Learners’ Oral English Communication Skills

2021 ◽  
pp. 192-204
Author(s):  
Prodhan Mahbub Ibna Seraj ◽  
Habil Hadina
Keyword(s):  
Systematic Review ◽  
Communication Skills ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Tertiary Level ◽  
Oral Performance ◽  
Efl Learners ◽  
Software Studies ◽  
Use Of Technology ◽  
Meta Analyses

The objective of this systematic review is to present a critical overview of current studies to explore issues such as the factors causing EFL learners’ poor oral performance and the teaching and assessment methods of oral English communication skills (OECSs) for developing tertiary level learners’ OECSs in EFL contexts. For this purpose, 51 empirical studies of the 2907 retrieved from SpringerLink, SCOPUS, Web of Science, and the Google Scholar database that were published between 2010 and 2019 in different EFL contexts were analyzed. This study followed the Preferred Reporting Items for Systematic Review and Meta-analyses (PRISMA) guidelines and was analyzed thematically using NVIVO 12, followed by the Mendeley reference management software. Studies that were conducted in native English contexts and non-empirical studies were excluded from consideration for this study. The findings showed that the environmental factor was the primary factor for learners’ poor OECS performance in EFL contexts. For the method of teaching and assessment of learners’ OECSs, the use of technology is rapidly increasing in different EFL contexts. This study suggests some implications for both future researchers and academics for developing EFL learners’ oral English communication skills dealing with environmental, psychological, and linguistic factors along with teaching and learning resources at the tertiary level in EFL contexts.

scholarly journals Impact of Educational Technology on Teacher Stress and Anxiety: A Literature Review

2021 ◽  
Vol 18 (2) ◽  
pp. 548
Author(s):  
José-María Fernández-Batanero ◽  
Pedro Román-Graván ◽  
Miguel-María Reyes-Rebollo ◽  
Marta Montenegro-Rueda
Keyword(s):  
Systematic Review ◽  
Educational Technology ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Web Of Science ◽  
Teacher Stress ◽  
Bibliographic Databases ◽  
Technology In The Classroom ◽  
Stress Symptoms ◽  
Meta Analyses

Educational technology has become an increasingly important element for improving the teaching and learning process of students. To achieve these goals, it is essential that teachers have the skills they need to be able to introduce technology into their teaching practice. However, this is often overwhelming and stressful for many of them. The aim of this review was to find out how research on teacher stress and anxiety associated with the use of educational technology was proceeding. A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines through the following bibliographic databases: PubMed, Web of Science, and Scopus. Sixteen articles were found from the review. The main findings show that teachers present high levels of anxiety or stress due to their use of educational technology in the classroom. Among the conclusions, the need for research on different strategies to prevent the emergence of these anxiety and stress symptoms in teachers stands out.

scholarly journals Physicians’ perceptions of palliative sedation for existential suffering: a systematic review

2019 ◽  
Vol 10 (2) ◽  
pp. 136-144 ◽  
Author(s):  
Paulo Rodrigues ◽  
Johan Menten ◽  
Chris Gastmans
Keyword(s):  
Systematic Review ◽  
Empirical Studies ◽  
Sufficient Conditions ◽  
Clinical Intervention ◽  
Palliative Sedation ◽  
Related Factors ◽  
Existential Suffering ◽  
Synthesis Methodology ◽  
Meta Analyses ◽  
Necessary And Sufficient

BackgroundPalliative sedation for existential suffering (PS-ES) is a controversial clinical intervention. Empirical studies about physicians’ perceptions do not converge in a clear position and current clinical practice guidelines do not agree either regarding this kind of intervention.AimTo gain deeper insight into physicians’ perceptions of PS-ES, the factors influencing it, the conditions for implementing it and the alternatives to it.DesignSystematic review of qualitative, quantitative and mixed-methods studies following the Peer Review Electronic Search Strategies and Preferred Reporting Items for Systematic Reviews and Meta-analyses protocols; quality appraisal and thematic synthesis methodology.Data sourcesSeven electronic databases (PubMed, CINAHL, Embase, Scopus, Web of Science, PsycINFO, PsycARTICLES) were exhaustively searched from inception through March 2019. Two reviewers screened paper titles, abstracts and full texts. We included only peer-reviewed journal articles published in English, French, German, Dutch, Spanish, Italian or Portuguese that focused on physicians’ perceptions of PS-ES.ResultsThe search yielded 17 publications published between 2002 and 2017. Physicians do not hold clear views or agree if and when PS-ES is appropriate. Case-related and individual-related factors that influenced physicians’ perceptions were identified. There is still no consensus regarding criteria to distinguish between necessary and sufficient conditions for invoking PS-ES. Some alternatives to PS-ES were identified.ConclusionsTo date, there is still no consensus on physicians’ perceptions of PS-ES. Further research is necessary to understand factors that influence physicians’ perceptions and philosophical-ethical presuppositions underlying this perceptions.

scholarly journals A Systematic Review of Social Media Integration to Teach Speaking

2021 ◽  
Vol 13 (16) ◽  
pp. 9047
Author(s):  
Emily John ◽  
Melor Md Yunus
Keyword(s):  
Systematic Review ◽  
Social Media ◽  
Teaching And Learning ◽  
English Language ◽  
Selection Process ◽  
Systematic Analysis ◽  
Social Media Platforms ◽  
Use Of Social Media ◽  
Meta Analyses ◽  
Speaking Skills

The ubiquitous nature of social media (SM) makes it a very essential tool to use in the world of education, especially with the advent of the COVID-19 pandemic which has led to a paradigm shift in the approaches used in the teaching and learning of English language skills. This review focuses on the use of social media as a medium of instruction to aid the acquisition of speaking skills, which many learners find extremely challenging and inhibiting. Thus, this systematic review investigates the integration of social media in the teaching and learning of speaking skills. To ensure the systematic analysis of the selected articles, Preferred Reporting Items for Systematic review and Meta-Analyses (PRISMA) 2020 guidelines were utilized. A total of 36 peer-reviewed journal articles from the year 2016 to 2021 were accessed from two databases: ERIC and Google Scholar. Prior to the start of the review, an inclusion and exclusion criteria selection process was conducted to ensure the focus of the review. Overall, the articles reviewed presented the claim that the integration of social media is seen as a positive inclusion for the teaching of speaking skills using various social media applications. Findings reveal that there are improvements in speaking skills, as well as confidence to speak and a decline in speaking anxiety. Teachers and educators can now make use of the various social media platforms such as Telegram, Facebook, WhatsApp, and others to provide learners with more practice that is not only restricted to the classroom but has moved beyond it.

scholarly journals Associations of Patient and Staff Outcomes With Inpatient Unit Designs Incorporating Decentralized Caregiver Workstations: A Systematic Review of Empirical Evidence

2019 ◽  
Vol 12 (1) ◽  
pp. 26-43 ◽  
Author(s):  
Francesqca E. Jimenez ◽  
Susan E. Puumala ◽  
Michael Apple ◽  
Lou Ann Bunker-Hellmich ◽  
Renae K. Rich ◽  
...  
Keyword(s):  
Systematic Review ◽  
Quantitative Methods ◽  
Empirical Studies ◽  
Inpatient Unit ◽  
Systematic Review Methodology ◽  
Hospital Design ◽  
Unit Design ◽  
Evidence Quality ◽  
Meta Analyses ◽  
Inpatient Units

Objectives: This systematic literature review synthesizes and assesses quality of research addressing associations of patient and staff outcomes with inpatient unit designs incorporating decentralized caregiver workstations. Background: A current hospital design trend is to include decentralized caregiver workstations on inpatient units. A review of literature addressing decentralized unit design is needed. Methods: The systematic review methodology was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. Database searches were conducted for studies published in peer-reviewed journals through October 2017. Included were empirical studies associating patient and/or staff outcomes and unit design with decentralized caregiver workstations. Individual studies were evaluated for quality using established methods, and Grading of Recommendations Assessment, Development and Evaluation (GRADE) and GRADE-Confidence in the Evidence from Reviews of Qualitative Research (GRADE-CERQual) guided rigorous inspection of evidence quality and strength for quantitative outcomes and qualitative findings, respectively. Results: The search yielded 1,096 records with 36 full-text articles examined and 12 articles included in the final review. This work was dominated by studies with limited analyses. Staff outcomes have been most widely studied, especially collaboration/communication and walking. Overall, studies exploring decentralized nursing as a design intervention have produced limited results for both staff and patient outcomes. Strength of evidence of the current literature with quantitative methods as a whole was rated very low quality. Conclusions: Although varying degrees of caregiver workstation decentralization in inpatient units are now common, the literature addressing the impacts of such designs is of very low quality and shows inconsistency in associated outcomes. Rigorous, well-designed studies with consistently defined design and outcome measures are needed for greater confidence in determining any effects of decentralized unit design.

scholarly journals The Effects of Gamification on Computerized Cognitive Training: Systematic Review and Meta-Analysis

10.2196/18644 ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. e18644 ◽  
Author(s):  
Julie F Vermeir ◽  
Melanie J White ◽  
Daniel Johnson ◽  
Geert Crombez ◽  
Dimitri M L Van Ryckeghem
Keyword(s):  
Systematic Review ◽  
Cognitive Training ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Age Groups ◽  
Future Research ◽  
Computerized Cognitive Training ◽  
Meta Analyses ◽  
Game Elements ◽  
The Impact

Background There has been a growing interest in the application of gamification (ie, the use of game elements) to computerized cognitive training. The introduction of targeted gamification features to such tasks may increase motivation and engagement as well as improve intervention effects. However, it is possible that game elements can also have adverse effects on cognitive training (eg, be a distraction), which can outweigh their potential motivational benefits. So far, little is known about the effectiveness of such applications. Objective This study aims to conduct a systematic review and meta-analysis to investigate the effect of gamification on process outcomes (eg, motivation) and on changes in the training domain (eg, cognition), as well as to explore the role of potential moderators. Methods We searched PsycINFO, Cumulative Index to Nursing and Allied Health Literature, ProQuest Psychology, Web of Science, Scopus, PubMed, Science Direct, Excerpta Medica dataBASE, Institute of Electrical and Electronics Engineers Xplore, Association for Computing Machinery, and a range of gray-area literature databases. The searches included papers published between 2008 and 2018. Meta-analyses were performed using a random-effects model. Results The systematic review identified 49 studies, of which 9 randomized controlled trials were included in the meta-analysis. The results of the review indicated that research in this context is still developing and lacks well-controlled empirical studies. Gamification in cognitive training is applied to a large range of age groups and audiences and is mostly delivered at a research site through computers. Rewards and feedback continue to dominate the gamification landscape, whereas social-oriented features (eg, competition) are underused. The meta-analyses showed that gamified training tasks were more motivating/engaging (Hedges g=0.72) and more demanding/difficult (Hedges g=–0.52) than non- or less-gamified tasks, whereas no effects on the training domain were found. Furthermore, no variables moderated the impact of gamified training tasks. However, meta-analytic findings were limited due to a small number of studies. Conclusions Overall, this review provides an overview of the existing research in the domain and provides evidence for the effectiveness of gamification in improving motivation/engagement in the context of cognitive training. We discuss the shortcomings in the current literature and provide recommendations for future research.

Taking Stock: A Meta-Analysis of Work Engagement in the Hospitality and Tourism Context

2021 ◽  
pp. 109634802110669
Author(s):  
Pattamol Kanjanakan ◽  
Dan Zhu ◽  
Tin Doan ◽  
Peter B. Kim
Keyword(s):  
Systematic Review ◽  
Work Engagement ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Effect Sizes ◽  
Hospitality And Tourism ◽  
Meta Analyses ◽  
Practical Implications ◽  
Current Stage

Although a number of empirical studies on work engagement have been conducted in the context of hospitality and tourism, few efforts have been made to consolidate previous findings in this area. Hence, this article explores the current stage of work engagement studies and meta-analyses the relations of work engagement with its antecedents and outcomes in the hospitality and tourism context. Through a systematic review, 134 empirical studies (N = 43,043) published from 2008 to September 2020 were identified. Given that the findings include the trends within work engagement studies and the effect sizes and variabilities of associated relationships, this study contributes to the hospitality and tourism literature by providing a useful reference for future researchers. The findings are discussed in light of their theoretical and practical implications.

scholarly journals The Effect of Maternal Depression on Infant Attachment: A Systematic Review

2020 ◽  
Vol 17 (8) ◽  
pp. 2675 ◽  
Author(s):  
Andrzej Śliwerski ◽  
Karolina Kossakowska ◽  
Karolina Jarecka ◽  
Julita Świtalska ◽  
Eleonora Bielawska-Batorowicz
Keyword(s):  
Systematic Review ◽  
Maternal Depression ◽  
Attachment Style ◽  
Attachment Security ◽  
Empirical Studies ◽  
Structured Interview ◽  
Negative Effects ◽  
Infant Attachment ◽  
Child Attachment ◽  
Meta Analyses

Aims and objectives: The aim of this systematic review was to summarize the key findings of empirical studies assessing the influence of maternal depression on child attachment security measured before 24 months after birth. Method: The study followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement guidelines. A literature search was conducted on the EBSCO (Academic Search Complete; Health Source: Nursing/Academic Edition; MEDLINE; PsycARTICLES) and PubMed databases, with infant attachment AND depression as search terms with Boolean operators. Study design or sample size did not affect inclusion. After screening, 29 of the 1510 unique publications originally identified were included in the review. Results: The studies reveal an equivocal association between maternal depression and child attachment security. Our findings indicate that depression had a significant influence on the attachment style almost only when diagnosed by structured interview: Depression measured by self-descriptive questionnaires was unrelated to attachment style. Furthermore, postpartum depression was found to be significant only when measured up to six months after childbirth. Conclusion: The relationship between maternal depression and infant attachment is both complex and dynamic, and the possible negative effects of depression might be compensated by maternal involvement in childcare. Therefore, further studies in this area should employ a reliable methodology for diagnosing depression and a suitable time point for measuring it; they should also adopt a multifactorial and prospective approach. It is important to note that breastfeeding/formula feeding was omitted as a factor in the majority of studies.

THE EFFECT OF ENGLISH-LANGUAGE RESTRICTION ON SYSTEMATIC REVIEW-BASED META-ANALYSES: A SYSTEMATIC REVIEW OF EMPIRICAL STUDIES

2012 ◽  
Vol 28 (2) ◽  
pp. 138-144 ◽  
Author(s):  
Andra Morrison ◽  
Julie Polisena ◽  
Don Husereau ◽  
Kristen Moulton ◽  
Michelle Clark ◽  
...  
Keyword(s):  
Systematic Review ◽  
English Language ◽  
Conventional Medicine ◽  
Empirical Studies ◽  
Grey Literature ◽  
Bibliographic Databases ◽  
Systematic Bias ◽  
Language Restriction ◽  
Meta Analyses ◽  
The Impact

Objectives:The English language is generally perceived to be the universal language of science. However, the exclusive reliance on English-language studies may not represent all of the evidence. Excluding languages other than English (LOE) may introduce a language bias and lead to erroneous conclusions.Study Design and Setting:We conducted a comprehensive literature search using bibliographic databases and grey literature sources. Studies were eligible for inclusion if they measured the effect of excluding randomized controlled trials (RCTs) reported in LOE from systematic review-based meta-analyses (SR/MA) for one or more outcomes.Results:None of the included studies found major differences between summary treatment effects in English-language restricted meta-analyses and LOE-inclusive meta-analyses. Findings differed about the methodological and reporting quality of trials reported in LOE. The precision of pooled estimates improved with the inclusion of LOE trials.Conclusions:Overall, we found no evidence of a systematic bias from the use of language restrictions in systematic review-based meta-analyses in conventional medicine. Further research is needed to determine the impact of language restriction on systematic reviews in particular fields of medicine.

scholarly journals Penerapan Video Pembelajaran dapat Meningkatkan Keterampilan Klinis dalam Pendidikan Keperawatan: A Literature Review

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Indah Permata Sari ◽  
Sri Sundari
Keyword(s):  
Systematic Review ◽  
Literature Review ◽  
Full Text ◽  
Teaching And Learning ◽  
Clinical Skill ◽  
Nurse Education ◽  
Video Application ◽  
The Right ◽  
Meta Analyses ◽  
Nursing Clinical

ABSTRAKPerkembangan teknologi informasi dan komunikasi dapat memberikan dampak positif dalam dunia pendidikan. Pendidikan keperawatan saat ini dituntut harus memiliki standar metode pembelajaran yang tepat supaya dapat diterima untuk peningkatan keterampilan klinis, pencapaian tujuan pembelajaran, merangsang minat belajar secara mandiri, dan membantu tenaga pengajar dalam mencapai efektifitas pembelajaran. Literature review ini bertujuan untuk melihat penerapan video pembelajaran dapat meningkatkan keterampilan klinis mahasiswa dalam pendidikan keperawatan. Metode yang digunakan dengan menganalisis beberapa tulisan artikel full text berbahasa inggris dengan rentang 2008-2018. Database yang digunakan adalah PubMed, Google Scholar, dan ScienceDirect, dengan kata kunci “learning video in nursing”, “teaching and learning for nursing”, “clinical skills in nursing”, dan “nurse education”. Artikel diseleksi menggunakan systematic review dengan PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-analyses) dan didapatkan sebanyak 25 artikel. Literature review menemukan 4 aspek penting penerapan video pembelajaran dapat meningkatkan keterampilan klinis mahasiswa diantaranya (1) meningkatkan efektifitas pembelajaran; (2) lebih efisien dibandingkan metode konvensional; (3) pola penerapan video yang tepat dapat menigkatkan keterampilan klinis mahasiswa; dan (4)  kualitas atau durasi video yang baik akan mempengaruhi pemahaman dan ketrampilan. Pembahasan literature review ini berkaitan dengan video pembelajaran lebih efektif dalam mempresentasikan materi ajar dan mentranformasi ilmu kepada mahasiswa. Selain itu, penerapan video pembelajaran juga berdampak positif dalam meningkatnya aktivitas dan motivasi belajar mahasiswa terutama dalam peningkatan keterampilan klinis dalam pendidikan keperawatan.ABSTRACTThe development of information technology and communication can give a positive effect on education word. The learning for nursing today is required must have the right standard of learning method so it can be received for improving the student's clinical skill, the achievement of learning goals, stimulating interest in learning by self effectivity. The literature review has a purpose to see the learning video application, can improve the student's clinical skill in teaching for nursing. The method is used by analyzing some articles full text in English by range 2008-2018. The database is used namely PubMed, Google Scholar and ScienceDirect. By keynote "learning video in nursing, teaching and learning too nursing, clinical skill of nursing and nurse education. The articles which found is selected by using systematic review with PRISMA (Preferred Reporting Item of Systematic Reviews and Meta-analyses) and has got 25 articles. Literature review which finds 4 important aspects in application learning video, can improve  the student's clinical skill, among of them  (1)  improve the learning effectivity, (2) more efficiency compared with conventional method, (3) the pattern of the right video application can improve the clinical skill of students and (4) the quality or duration of the good video. The discussion of literature review according to learning video more effective in presenting the teaching material and transform knowledge into the student. Beside of that the application learning video has positive effects in improving activity and studying motivation for the student especially in improving clinical skill in learning for nursing.

scholarly journals Situating the evidence for impact of outreach strategies: A systematic review for improving access to higher education

2020 ◽  
Vol 22 (1) ◽  
pp. 25-54
Author(s):  
Vanessa Heaslip ◽  
Maggie Hutchings ◽  
Bethan Collins ◽  
Emma Crowley ◽  
Sue Eccles ◽  
...  
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Empirical Studies ◽  
Widening Participation ◽  
Structural Factors ◽  
Access To Higher Education ◽  
Structural Barriers ◽  
Published Evidence ◽  
Meta Analyses ◽  
The Impact

Efforts to widen participation into higher education (HE) are having an impact with increasing numbers of diverse students accessing HE. Outreach is a key strategy within widening participation (WP), yet there has been little peer reviewed, published evidence regarding how outreach is identified, situated and understood. This paper addresses this gap, presenting a systematic review of published research examining how the impact of WP outreach is identified and understood in UK research. The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) checklist was used to frame the review and empirical studies focusing upon outreach (2005 – 15) were included. Papers excluded were focused on international, part-time students or those not focused upon WP outreach. Twenty-six papers were identified for inclusion and these were analysed thematically. The analysis identified themes of person-centred impact, raising aspirations, and social capital, addressing 'how and why' questions rather than the 'what works' question judged by the impact of outreach on student numbers. Doing so can enable improvements in the design of outreach activities addressing individual experiences alongside structural barriers. Ultimately, this analysis suggests there is insufficient systematic evidence regarding the impact of outreach on the underlying structural factors shaping access to higher education.

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