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Introduction: Baloxavir Marboxil is a per oral small-molecule antiviral for the treatment of influenza. While the efficacy and safety of Baloxavir Marboxil have been thoroughly characterized across an extensive clinical trial, studies on the effectiveness of Baloxavir Marboxil in a real-world setting are still scarce. Methods: We conducted an ambispective, observational, multi-center study that enrolled uncomplicated in-fluenza outpatients treated with Baloxavir Marboxil or Oseltamivir in East China. The primary endpoint was time from treatment to alleviation of all influenza symptoms (TTAIS). The secondary endpoints included time from treatment to alleviation of fever (TTAF) and household transmission during the duration of influenza. Results: A total of 509 patients were enrolled. The median TTAIS in the Baloxavir Marboxil group and the Oseltamivir group was 28.0 h (IQR, 20.0 to 50.0) and 48.0 h (IQR, 30.0 to 67.0), respectively. The median TTAF in the Baloxavir Marboxil group and the Oseltamivir group was 18 h (IQR, 10.0-24.0) and 30.0 h (IQR, 19.0-48.0). In the COX multivariable analysis, Baloxavir Marboxil reduced the duration of influenza symptoms (HR = 1.36 [95%CI:1.12-1.64], p = 0.002) and the duration of fever (HR = 1.93 [95%CI:1.48-2.52], p < 0.001) compared to Oseltamivir. When antiviral drugs were given within 12-48 h after symptom onset, the Baloxavir Marboxil group had a significantly shorter TTAIS compared to the Oseltamivir group. There was no significant difference in the rate of adverse events between the two group (p = 0.555). Discussion: Baloxavir Marboxil was superior to Oseltamivir in alleviating influenza symptoms in outpatients with uncomplicated influenza. Our findings suggested that compared to Oseltamivir, Baloxavir Marboxil might be more appropriate for patients with influenza 12-48 h after symptom onset. [ABSTRACT FROM AUTHOR]

Language instructors worldwide use various types and strategies for providing feedback on the learners' written production. Written corrective feedback (WCF) plays a vital role in systematically learning second or other languages. Additionally, students' perception of feedback and its delivery has a specific value. Therefore, the current study examined perceptions and preferences of the WCF of EFL students they received in high school back in their home countries. However, the data was collected when they were studying in China as international students. To achieve these objectives, the researchers utilized a self-administered questionnaire and collected data from 91 international students at Chinese University, China. The results showed that most students supported positive statements (in the first part of the questionnaire) regarding WCF perceptions. The most preferred types were direct and unfocused WCF. Also, in order to establish a statistical basis on whether there are differences among various nationalities in terms of their perception, One-way ANOVA was performed. The findings displayed that all nationalities have difference in positive perceptions, and same tendency toward negative perceptions about WCF and focused feedback. Overall, according to their answers, WCF helps them to know what to avoid and adapt to compose an effective writing piece. [ABSTRACT FROM AUTHOR]

This study investigates the impact of task-induced involvement and time on task on incidental second language (L2) vocabulary acquisition. Utilizing a 3 (task-induced involvement) 3 2 (time on task) 3 2 (post-test time) research design, three taskinduced involvement conditions were employed based on the Involvement Load Hypothesis (ILH): reading and gap-fill task, reading and sentence-making task, and reading and translation task, with corresponding involvement load (IL) indices of 2, 3, and 4, respectively. Two time-on-task conditions were implemented: uncontrolled time on task, where participants in different groups completed tasks with varied durations, and controlled time on task, where participants in different groups completed tasks with roughly equal durations. Five intact classes comprising 256 Chinese middle school students participated and were randomly assigned to one of five designed tasks aimed at learning 10 carefully selected target words. The results of a three-way repeated measures ANOVA indicate a significant three-way interaction effect among task-induced involvement, time on task, and post-test time, as well as a significant two-way interaction effect between task-induced involvement and time on task. These findings demonstrate that task-induced involvement and time on task interact to significantly influence both initial acquisition and retention of incidental L2 vocabulary. Specifically, under uncontrolled time conditions, tasks with higher ILs and longer durations yield better initial vocabulary gains and retention, partially supporting the ILH. Conversely, under controlled time conditions, tasks with lower ILs exhibit superior initial vocabulary gains and retention, contradicting the predictions of the ILH. Relevant implications are also discussed. [ABSTRACT FROM AUTHOR]

Written corrective feedback (WCF) in enhancing writing proficiency has been the subject of numerous studies, but few studies have examined students' perceptions about the value of feedback on their written errors. Language teachers use global tools and techniques to give students feedback on their written work. How feedback is delivered and received by students is valued differently. The current study concentrated on how students interpret written corrective feedback and which WCF tactics they favor in writing classrooms. To examine these objectives empirically, the researchers employed a selfadministered questionnaire to collect data from 180 participants from a high secondary school in Multan, Pakistan. At the same time, 40 participants were interviewed for their opinions about written corrective feedback (WCF). Some participants expressed concerns about ambiguous feedback that confuses them about their errors, whereas most participants favored the feedback process as beneficial. The most preferred strategies were meta-linguistic explanation and direct written corrective feedback that facilitated writing proficiency and language knowledge. Overall, WCF guides errors to avoid and how to adapt their writing style for composing compelling manuscripts. [ABSTRACT FROM AUTHOR]

Psychologically complicated by nature, anxiety refers to feelings of worry, fear, or apprehension. Several research studies have been devoted to exploring anxiety's effects on language skills, including writing. Since foreign language anxiety directly influences a learner's motivation and determination to learn that language, it is imperative to study the findings and reasons behind these anxious feelings. One-third of foreign language learners have been experiencing at least a moderate level of anxiety. Researchers have attempted to investigate the causes of anxiety among foreign language pre-service teachers. The present study objectifies two goals to determine the extent of writing anxiety, followed by reasons and references to the role of gender. Seventy-two pre-service teachers of the English language training department from the University of Education, Multan, Pakistan, were selected for the study using convenience sampling. Second language writing anxiety inventory (SLWAI) and second language writing anxiety reasons inventory (SLWARI) were used to collect data, and semi-structured interviews were taken with students. The findings presented no difference in anxiety levels between genders, whereas cognitive anxiety type was distinctive in results. Most of the participants experienced high and medium levels of anxiety. [ABSTRACT FROM AUTHOR]

This study focuses on online supervisory written feedback on PhD supervisees' performance, given explicitly through online communication, particularly during the first wave of COVID-19. This unusual situation has brought many different effects on students' academic lives. This scenario has influenced both students' and teachers' mutual communication. A directed qualitative content analysis (DQCA) approach was adapted from previous research and modified for the present context. The current study planned to bring forth the supervisee and supervisors' perception of the communication and feedback process, considering that online feedback and communication has been a new experience for most students. According to the findings, teachers/supervisors give feedback on students' production, whereas teacher-student communication also seemed crucial for the performance improvising of learners. The result brought forth a wide range of social, educational, and surprisingly psychological issues both supervisees and supervisors faced during online communication during COVID-19. [ABSTRACT FROM AUTHOR]