Migrants With Schizophrenia in Forensic Psychiatric Hospitals Benefit From High-Intensity Second Language Programs

Background: As a result of migration, an increasing number of patients in forensic psychiatric hospitals show poor skills in the national language, which can affect their treatment. Improving the second language (L2) of inpatients with schizophrenia may help to enable effective psychotherapy and thus reduce the risk of criminal recidivism and facilitate reintegration into society, for example because of a language-related higher degree of social functioning. For this purpose, a Hessian forensic psychiatric hospital established a ward specialized in L2 acquisition. The ward accommodates up to 21 patients with schizophrenia, who attend an L2 program consisting of 800–900 lessons within 1 year.Aims: The study aimed to evaluate whether patients on the specialized ward (experimental group) achieve at least Common European Framework of Reference (CEFR) level A2 in the L2 program. Additionally, it examined whether language acquisition is better among participants in the experimental group than among those on regular wards (control group).Methods: Achievements in the L2 were assessed by an L2 test 3 times: at the beginning of the program, after 6 months, and after 1 year. The impact of intelligence on achievements in L2 was evaluated using Raven's Standard Progressive Matrices.Results: The experimental group showed significantly better improvement than the control group. Literacy was a significant predictor of improvement in the L2. The majority of the experimental group reached at least CEFR level A2 after 1 year.Conclusions: High-intensity L2 programs are an effective way to improve the L2 of inpatients with schizophrenia in forensic psychiatric hospitals.

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Can Formative Assessment and Corrective Feedback Improve L2 Learners’ Performance on English “Comparative Forms”? The Case of Low-Proficiency Level EFL Learners

Global Research in Higher Education ◽

10.22158/grhe.v2n3p104 ◽

2019 ◽

Vol 2 (3) ◽

pp. p104

Author(s):

Alqahtani Mofareh A

Keyword(s):

Second Language ◽

Formative Assessment ◽

English Language ◽

Positive Impact ◽

Corrective Feedback ◽

Control Group ◽

Attitudes And Practices ◽

L2 Learners ◽

The Impact ◽

Experimental Group

This study aims to examine the impact of formative assessment with corrective feedback as one of the effective tools that improve the performance of students who study English as a second language (L2 learners). More specifically, it contributes to research on the complex relationship between the attitudes and practices of English language teachers and students regarding the way they understand and practice the basics of formative assessment and corrective feedback when checking students’ achievement. In order to achieve this goal, the study investigated this matter in light of the following guiding questions: What are the effects of corrective and formative feedback in improving students who are learning English as a second language level L2 learners? How might teachers provide effective assistance to their students during this stage?To address these questions, A total of 58 subjects were divided into a control group (n=29) and an experimental group (n=29). All the subjects were second-year cadets at a military academy. Both groups were given a pre-test prior to the teaching of English “comparative forms”. The purpose of the pre-test was to make sure that the two groups were homogenous. The pre-test was then followed by the teaching of English “comparative forms” in both groups. The experimental group was given a formative assessment where each subject also received one-on-one corrective feedback. Finally, a post-test (summative assessment) was given to both groups.After collecting and analyzing the data, it was found that providing a formative assessment and corrective feedback has a positive impact on improving students’ level of accurate understanding accurately and student writing as well as correct reading.

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Impact of an educative program on dialysis patients’ knowledge and mental health: controlled before and after program

Education thérapeutique du patient - Therapeutic patient education ◽

10.1051/tpe/2018015 ◽

2018 ◽

Vol 10 (2) ◽

pp. 20204

Author(s):

Laetitia Idier ◽

Aurélie Untas ◽

Nicole Rascle ◽

Michèle Koleck ◽

Maider Aguirrezabal ◽

...

Keyword(s):

Mental Health ◽

Depressive Symptoms ◽

Vascular Access ◽

Educational Program ◽

Psychological State ◽

Control Group ◽

Dialysis Patients ◽

Emotional Change ◽

The Impact ◽

Experimental Group

Introduction:Psychological impact of Therapeutic Patient Education (TPE) for dialysis patients is rarely evaluated since the focus of many studies is on medical variables (i.e., adherence).Objectives:The aims of this study were: 1) to estimate the impact of a TPE program on knowledge, depression and anxiety, 2) to examine change in knowledge as a mediator of the effects of a TPE program on mental health.Method:This study was conducted in three hemodialysis units and comprised two groups: an experimental group with education and a control group with routine care. The program was based of 5 educative sessions. Knowledge, depressive and anxious symptoms were assessed with self-reported outcomes measured before and 3 months after the program.Results:The sample comprised 125 patients. Knowledge about vascular access and nutrition (p < 0.01) and depressive symptoms increased in the experimental group (p < 0.01). Analysis of mediation showed that changes in knowledge about vascular access were a significant mediator of the effects of the program on depressive symptoms (F = 4.90;p = 0.01).Discussion:Knowledge acquired during an educational program could lead to an emotional change. Improving knowledge often leads to an awareness of the risks that can modify the psychological state of patients by reminding them of their vulnerability. This study shows that it is required to be attentive to the way of transmitting knowledge. It’s necessary adapting this transmission to the needs of patients and promoting the acquisition of psychosocial competence too.Conclusion:This study shows that knowledge acquired during an educational program can lead to an emotional change in the short term. A long-term follow-up of the population should be interesting to observe these emotional effects.

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Influence of DAFS-25+polizon composition on blood and functional state of liver of steers at fattening

Veterinaria Kubani ◽

10.33861/2071-8020-2020-1-15-18 ◽

2020 ◽

pp. 15-18

Author(s):

Inna R. Kilmetova ◽

◽

Igor A. Rodin ◽

Nazira I. Khayrullina ◽

Nikolay G. Fenchenko ◽

...

Keyword(s):

Functional State ◽

White Blood Cells ◽

Live Weight ◽

The Body ◽

Farm Animals ◽

Control Group ◽

Standard Diet ◽

The Impact ◽

Experimental Group ◽

Stimulation Of

Summary. The disbalanced feeding and the uneven distribution of micro- and macroelements in the environment leads to a trace element, in particular hypomelanosis. To accelerate the growth and preservation of young farm animals include in the diet of various biological additives and drugs, which include selenium. For stimulation of weight gain in the livestock industry, as well as for the prevention and treatment of pathological processes in addition to micro - and macrouse amino acids, primarily methionine. The aim of this work was to study the influence of composition of DAFS-25+Polizon on morpho-biochemical parameters of blood and functional state of the liver in fattening bulls of black-motley breed in the conditions of the Republic of Bashkortostan. Experiments using were conducted on bull-calves of black-motley breed of the properties in the properties age from 6 to 15 months. The first experimental group during the experiment was additionally given the composition of DAFS-25+Polizon at a dose of 2 mg/kg, the animals of the control group received a standard diet. To assess the impact of the composition DAFS-25+Polizon on metabolism cattle studied morphological and biochemical indicators of blood and conducted histological examination of the liver. It is established that the use of the composition of DAFS-25+Polizon at a dose of 2 mg/kg increases the number of erythrocytes and hemoglobin in the experimental group and reduces the amount of white blood cells. The serum content of total protein, phosphorus and calcium increases in the group of experimental animals. Microscopic examination of the liver revealed no changes in the structure of the organ and hepatocytes in the experimental group, whereas in the control group hemodynamic disorders and dystrophic changes in liver cells were observed. Thus, the use of the composition DAFS-25+Polizon at a dose of 2 mg/kg of live weight in fattening bulls black-and-white breed contributes to the increase of redox processes in the body, stimulation of metabolism, prevent the development of liver disorders of cellular mechanisms of metabolism, optimizes the structure of the liver, which generally provides higher productivity.

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The Impact of Game-Based, Modeling, and Collaborative Learning Methods on the Achievements, Motivations, and Visual Mathematical Literacy Perceptions

SAGE Open ◽

10.1177/21582440211003567 ◽

2021 ◽

Vol 11 (1) ◽

pp. 215824402110035

Author(s):

Aziz İlhan

Keyword(s):

Collaborative Learning ◽

Control Group ◽

Conventional Instruction ◽

Game Based Learning ◽

Mathematical Literacy ◽

Learning Methods ◽

Learning Groups ◽

The Mean ◽

The Impact ◽

Experimental Group

The present study aimed to investigate the effects of geometry instruction activities conducted in nature based on modeling, game-based, and cooperative learning methods on achievement, mathematical motivation, and visual mathematical literacy perceptions of third-grade elementary school students. The present study is a quantitative study conducted with a pre-test/post-test experimental design with a control group. The study was conducted with 61 students (35 students in the experimental group and 26 students in the control group). Modeling-, game-, and collaborative learning-based activities were conducted with the students in the experimental group. It was determined that the achievements of students who were instructed with modeling-based activities in geometry were high when compared to that of the students instructed with collaborative learning- and game-based methods, and those in the control group where no intervention was applied. This group was followed by the game-based and collaborative learning groups. Based on the variable of motivation, the mean motivation of the students in the modeling group was higher when compared to that of the students in the collaborative learning, game-based, and conventional instruction groups. This group was followed by the collaborative and game-based learning groups. Also, based on the visual mathematical literacy perception variable, the mean visual mathematics literacy perception of the students in the collaborative learning group was higher when compared to that of the students in the groups where the modeling, game-based, and conventional instruction methods were used. This group was followed by the modeling and game-based learning groups.

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From Instructed Writing to Free-Writing: A Study of EFL Learners

SAGE Open ◽

10.1177/21582440211007112 ◽

2021 ◽

Vol 11 (1) ◽

pp. 215824402110071

Author(s):

Saleh Alharthi

Keyword(s):

Control Group ◽

Writing Program ◽

Structured Interviews ◽

Writing Assignments ◽

Efl Learners ◽

Free Writing ◽

Efl Students ◽

Structured Writing ◽

The Impact ◽

Experimental Group

Writing is an intricate process that encompasses various factors and is a key skill for English as a Foreign Language (EFL) students. Thus, writing assignments are vital for any curriculum. One of the essential aspects of effective writing includes good grammar knowledge. Advocates of process writing argue that a free-writing journal is a practical approach to teaching EFL students writing. This study is intended to examine the impact of the free-writing journal on EFL learners. This study was conducted on 80 students from a writing course at the University. Thirty-five students were randomly selected to join the free-writing program—the experimental group—and 45 students were kept in their regular structured writing program—the control group. The experimental group selected topics of interest to them and was encouraged to write in English freely without concern for errors, whereas the control group followed a regular structured writing program where the topics were selected for them and they wrote following a clear guideline. Five major areas were investigated to evaluate students’ progress: the number of words written, spelling, capitalization, subject-verb agreement, and punctuation. The researcher conducted semi-structured interviews with 10 students of the experimental group to elicit their perception of the free-writing program. According to the analysis, students in the free-writing program acquired better grammar acquisition than the control group. The researcher also observed students’ perception of free-writing at the end of the study and found that free-writing improved their writing skills.

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The Impact of Scientific Creative Thinking Skills on Scientific Process Skills

SHS Web of Conferences ◽

10.1051/shsconf/20184801060 ◽

2018 ◽

Vol 48 ◽

pp. 01060

Author(s):

Sibel Demir Kaçan ◽

Fatma Şahin

Keyword(s):

Teacher Candidates ◽

Creative Thinking ◽

Positive Impact ◽

Thinking Skills ◽

Control Group ◽

Process Skills ◽

Scientific Process ◽

Scientific Creativity ◽

The Impact ◽

Experimental Group

The research aims to determine “the Impact of Scientific Creative Thinking Skills on Scientific Process Skills”. Thus, the research was performed with 24 teacher candidates in the control group and 24 teacher candidates in the experimental group in the second class of the Department of Science Teaching in a university in Istanbul Province. In the experimental group of the research, the laboratory program to be designed by the researchers on the basis of scientific discussion and research; and in the control group, the conventionally designed laboratory program were applied for an academic semester. The research data was gained through “Scientific Creativity Test” to be developed by Hu and Adey [14] and adapted by Kadayıfçı [16]; “Scientific Process Skills Test” to be developed by Okey, Wise and Burns, and adapted by Geban, Aşkar and Özkan into Turkish. The conclusions to be reached by the research are in favour of the experimental group and the last application, and it has positive impact on the opinions of the teacher candidates related with the development of the scientific creativity skills.

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The impact of mediated learning on the academic writing performance of medical students in flipped and traditional classrooms: scaffolding techniques

Research and Practice in Technology Enhanced Learning ◽

10.1186/s41039-021-00165-9 ◽

2021 ◽

Vol 16 (1) ◽

Author(s):

Laleh Khojasteh ◽

Seyyed Ali Hosseini ◽

Elham Nasiri

Keyword(s):

Medical Students ◽

Academic Writing ◽

Flipped Classroom ◽

Second Language Learners ◽

Control Group ◽

Mediated Learning ◽

Writing Classes ◽

Writing Group ◽

The Impact ◽

Experimental Group

AbstractWriting as a multiple-step process is one of the most complex and demanding skills for graduate students to master. Foreign or second language learners who are required to write for academic purposes at the university level may even find it more demanding to master. One of the ways of decreasing the burden of mastering this skill for learners is mediation, using scaffolding techniques to teach writing. Hence, having a good understanding of the impact(s) of adopting mediating or scaffolding techniques in writing classes is absolutely indispensable. To this end, the present study employed an experimental research design to investigate the impact of mediation in the flipped writing classrooms of the students of medicine. To peruse this goal, 47 medical students were selected through purposive sampling and put into control and treatment groups. Medical students in the treatment group watched teacher-made video content(s) before their writing classes. The students in this group experienced organized-interactive writing group activities in their classes. Unlike the experimental group, the students in the control group received all the instructions in the classroom and were assigned homework. The findings obtained through the ANOVA and t-test indicated that the students in the experimental group significantly outperformed their counterparts in the control group in terms of their writing. A probable conclusion could be that by requiring students to study in advance and take responsibility for their learning, flipped classroom can provide the opportunity for learners to actively construct knowledge rather than receive the information passively in the classroom. Flipped classroom can also cultivate interactive class time for teachers and enable them to invest in more fruitful academic practices, instead of asking students to spend a substantial amount of time each week doing homework independently.

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The Impact of Gamification and Individual Differences on Second Language Learning Among First-Year Female University Students in Saudi Arabia

Simulation & Gaming ◽

10.1177/10468781211056511 ◽

2021 ◽

pp. 104687812110565

Author(s):

Maram Almufareh

Keyword(s):

Student Achievement ◽

Saudi Arabia ◽

Second Language ◽

Video Games ◽

Language Learning ◽

Second Language Learning ◽

Video Gaming ◽

Control Group ◽

Students Attitudes ◽

The Impact

Background The Technology-Enhanced Training Effectiveness Model (TETEM) has been used to assess the effectiveness of various technology-driven solutions in improving students’ outcomes in multiple academic fields. However, limited research is available on the use of TETEM in the context of second language learning. Using a modified TETEM, this study seeks first, to assess the direct effects of students’ attitudes and experiences with video gaming on their achievement; and second, to evaluate the effects of students’ attitudes and experiences that are mediated by their motivation. Methods This study was conducted among preparatory year students at Al-Jouf University, Saudi Arabia. Students were randomly assigned to the technology-enhanced group (Duolingo® + workbook) or the control group (classroom workbook group). We started by comparing student performance between the two groups to evaluate the effect of the intervention. Subsequently, we conducted a confirmatory factor analysis to establish homogenous latent variables for experience, attitude, and motivation. Finally, we used structural equation models to evaluate the presence of direct and mediated effects. Results Students in the Duolingo® + workbook group scored higher on reading, grammar, vocabulary, and writing compared to the workbook group. Positive attitude toward video gaming had both a direct and mediating positive correlation with student achievement. Additionally, motivation toward ESL learning was independently and positively correlated with student achievement. As expected, the technology-enhanced group performed better in reading, grammar, and vocabulary while the control group showed more participation and timely completion of assignments. Conclusion Technology enhancement improves students’ performance for ESL, however, adequate integration of technology in the course curriculum is needed to minimize interference with class participation. Positive attitudes toward video games and motivation toward ESL learning are positive predictors of student achievement while experience with video games has no significant effect.

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The effect of body-movement teaching, learning motivation and performance

Meditari Accountancy Research ◽

10.1108/medar-02-2015-0006 ◽

2016 ◽

Vol 24 (3) ◽

pp. 414-437 ◽

Cited By ~ 2

Author(s):

Satoshi Sugahara ◽

Hisayo Sugao ◽

Steven Dellaportas ◽

Takahiro Masaoka

Keyword(s):

Body Movement ◽

Learning Motivation ◽

Control Group ◽

Content Type ◽

Entry Level ◽

Quasi Experimental ◽

And Performance ◽

Teaching Learning ◽

The Impact ◽

Experimental Group

Purpose This research applies a quasi-experimental research method to investigate the impact of an innovative resource titled “Accounting Exercise” (teaching intervention using physical movement and lyrics) on learning motivation and performance on a group of students enrolled in a first-year undergraduate accounting course in Japan. Design/methodology/approach Five classes were randomly assigned to either an experimental group (two classes) or a control group (three classes). In the experimental group, 90 students participated in a 15-min “Accounting Exercise” at the commencement of lectures over three consecutive weeks. The remaining 133 students assigned to the control group did not participate in the Accounting Exercise. Findings The findings indicate that the Accounting Exercise provided stimuli in maintaining students’ learning motivation. This finding is important for entry-level students where learning motivation has the potential to influence students’ future decisions on major areas of study and career choices. Originality/value This finding is important for entry-level students where future career options are decided. This effect is also believed to contribute to reducing the declining numbers of students in accounting majors.

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CAN EFL LEARNERS' LEARNING STYLES IMPACT THEIR PERFORMANCE ON WRITING SKILL UNDER DIRECT AND INDIRECT CORRECTIVE FEEDBACKS?

Celt A Journal of Culture English Language Teaching & Literature ◽

10.24167/celt.v13i2.23 ◽

2015 ◽

Vol 13 (2) ◽

pp. 155

Author(s):

Mojtaba Maghsoudi ◽

Sahar Saeedi

Keyword(s):

Learning Styles ◽

Corrective Feedback ◽

Control Group ◽

Efl Learners ◽

Skill Scores ◽

Significant Difference ◽

Field Dependent ◽

Writing Skill ◽

The Impact ◽

Experimental Group

This study presents the findings of an investigation of the impact of teacher error corrective feedback on 180 field-dependent/ field-independent (FD/FI) male and female pre-intermediate and advanced Iranian EFL learners writing skill. The participants were separated into two experimental groups and one control group and were asked to write three paragraphs of about 100-150 words around three different topics, each in odd days of a week; then they received direct (in experimental group 1), indirect (in experimental group 2) and no correction feedback (in control group). The results based on Mean Scores, Standard Deviation, Multivariate Analyses and 1-way ANOVA showed that there was not any significant difference between the FD/FI learners' writing skill scores who had received corrective feedback on their errors; however, as indicated by the second finding of the present study it would be better to feedback field-dependent/-independent EFL learners indirectly. It was also indicated that, learners' learning styles had made a significant change in their writing skill scores.

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