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Blind students exclusively use braille materials for teaching math. Teaching tools that assist blind students' motor and hearing nerves are essential for learning. This study was to describe learning mathematics outcomes for blind students after using teaching material for Android devices based on Newman's theory. This research was a case study of blind students. Blind junior high school students from special schools for visual impairment-- extraordinary schools in Bandar Lampung, extraordinary schools in Cimahi, and Madrasah Tsanawiyah with special education in Yogyakarta-- contributed to the study's subjects. The study employed questionnaires and test questions as research instruments for both teachers and students. The results of this study demonstrate that learning mathematics outcame blind students' after using teaching material with Android apps based on Newman's theory, specifically: i) reading errors: students can understand the information in the questions; ii) comprehension errors: students do not write down things that are known and asked; and iii) transformation errors: students write down the mathematical model (formula) used; iv) skill errors: students can do calculations correctly; and v) coding errors: students do not write conclusions. The average score of the blind students' results using braille was higher than that of the Android application.

Academic writing is a salient skill for medical students all over the world. Academic writing starts with composing effective paragraphs, laying the foundation for students' advancement in writing during college. This study investigated common mistakes in English paragraph writing committed by the first-year medical students of the Medicine Faculty at Kabul University of Medical Sciences. Additionally, it measured the challenges that Medicine Faculty students tackled in paragraph writing. This quantitative study was conducted through an action research design. The data were collected from 52 medical students, and their work was analyzed using the developed rubrics. The data were analyzed in the SPPS 26 version, and the descriptive statistics were reported. The findings revealed that participants obtained the highest means in the mechanics of paragraph writing (22 out of 25), and they received the lowest means (12 out of 25) in the contents of a paragraph. In English for Medical Purposes (EMP), students should improve their content finding, paragraphing, summarizing, and referencing skills for their assignments and research writings. Medical students should give detailed attention to every characteristic of academic paragraph writing because they give readers a full grasp of the contents of their written works.

This multiple case study describes error-reaction patterns (ERPs) in middle school science lessons. Twenty-seven science teachers' reactions to student errors were explored in terms of four aspects of classroom discourse: talk move, discursive purpose, communicative approach, and patterns of interaction. Two hundred ninety-six error-reaction occurrence moments captured from 4089 min of science lessons were analyzed. Nine types of ERPs were extracted around three higher-order categories. "monologic declarative and dialectical." The study presents evidence that the declarative error reactions may be a pre-condition to enacting the dialectical ERPs, and the occurrence of ERPs may be teacher-specific. Educational implications are offered regarding the science teacher's noticing of the ERPs.

Students with extensive support needs are at risk of demonstrating challenging behavior due to inadequate support of their individual needs or class-wide factors such as low quality of instruction. Students with extensive support needs are also among the students who are most likely to experience aversive interventions and be placed in segregated educational placements. The purpose of this mixed-methods study was to investigate behavior intervention plans (BIPs) written for students with extensive support needs to understand their structural features and technical adequacy, trends across components of plans, and the alignment of the BIP with the student's individualized education program (IEP). We analyzed BIPs that were developed by IEP teams including a teacher candidate enrolled in a master's program, a mentor teacher, or a colleague. We found BIPs were of low technical adequacy with patterns of errors reflecting harmful assumptions about students, lack of operational definitions, and intervention procedures that were not aligned with other components of the plan. BIPs and IEPs were not well-aligned, a finding that reflected overall poor planning for students with extensive support needs. Implications for research and practice are presented with a focus on the critically important nature of effective behavior supports for students with extensive support needs.

The use of large language models like ChatGPT is widely discussed for educational purposes. Using this technology requires teachers to have appropriate competences that incorporate knowledge of how to make use of this technology. In this study, we investigate pre-service teachers' knowledge through the lens of the KTMT model ("Knowledge for Teaching Mathematics with Technology" model), a domain-specific variant of the TPACK-model. One component is represented in mathematical fidelity as knowledge of the mathematical accuracy of the technology, which in case of large language models is of special interest, as it may produce erroneous but plausible-sounding information. Furthermore, prompting techniques are of interest as technological knowledge, which influence mathematical fidelity. For this study, eleven pre-service teachers were asked to solve four different mathematical tasks with the help of ChatGPT. The chatlogs and information provided in an interview after working on the tasks are analyzed using qualitative content analysis. Results show that both correct and incorrect answers were produced for all tasks. The rate of pre-service teachers providing an incorrect answer is high when having been presented with an incorrect answer generated by the large language model. Despite having access to ChatGPT as a tool, many of the participants were not able to provide correct answers to all tasks. Furthermore, the mathematical fidelity was often over- and, in some cases, underrated. The mathematical knowledge seems to have changed while working with ChatGPT. Based on the applied prompting techniques, the pre-service teachers showed a deficiency in technological knowledge.

Background: Accurate nonword repetition (NWR) is contingent on many underlying skills, including encoding, memory and motor planning and programming. Though vowel errors are frequently associated with childhood apraxia of speech (CAS), several recent studies have found that children with developmental language disorder (DLD) produce high rates of vowel errors in NWR tasks. Aims: This retrospective analysis explored whether the overall frequency and types of vowel errors produced in NWR distinguish children with DLD, children with CAS, children with speech sound disorder (SSD) and children with typical development (TD). Methods and Procedure: We present data for 24 children (six per DLD, CAS, SSD and TD groups), ranging in age from 50-92 months. Children with DLD, CAS and SSD showed similar articulation scores and children with DLD and children with CAS showed similar expressive language scores. Total vowel errors, total monophthong errors, monophthong substitutions, diphthongization errors, total diphthong errors, diphthong substitutions and diphthong reduction errors were calculated by syllable length and group. Repeated measures analyses of variance were used to examine group differences. Outcomes and Results: Children with DLD and children with CAS produced a higher frequency of total vowel errors compared to children with TD. Children with DLD produced more total monophthong errors than children with TD. Children with DLD and children with CAS produced more total diphthong errors than children with TD. For children with DLD, these were characterised by diphthong substitutions. For children with CAS, these were characterised by diphthong substitutions and diphthong reduction errors. For all measures, error rates in children with SSD did not significantly differ from any of the other three groups. Conclusion: Preliminary evidence indicates that children with DLD and children with CAS both show high rates of vowel errors in NWR tasks and weaknesses in encoding and memory. For children with CAS, additional motor planning difficulties are associated with an increased likelihood to reduce diphthongs. Children with SSD show more mild processing difficulties than children with DLD and children with CAS, though they do not perform as well as TD peers. Future work should replicate and further specify the processing weaknesses that affect vowel accuracy in NWR tasks in a larger sample.

Background: Despite the ability of cochlear implants (CIs) to provide children with access to speech, there is considerable variability in spoken language outcomes. Research aimed at identifying factors influencing speech production accuracy is needed. Aims: To characterize the consonant production accuracy of children with cochlear implants (CWCI) and an age-matched group of children with typical hearing (CWTH) and to explore several factors that potentially affect the ability of both groups to accurately produce consonants. Methods & Procedures: We administered the Bankson-Bernthal Test of Phonology (BBTOP) to a group of 25 CWCI (mean age = 4;9, SD = 1;6, range = 3;2-8;5) implanted prior to 30 months of age with a mean duration of implant usage of 3;6 and an age-matched group of 25 CWTH (mean age = 5;0, SD = 1;6, range = 3;1-8;6). The recorded results were transcribed, and the accuracy of the target consonants was determined. Expressive vocabulary size estimates were obtained from a language sample using the number of different words (NDW). A parent questionnaire provided information about maternal education, duration of CIs experience and other demographic characteristics of each child. Outcomes & Results: The CWCI group demonstrated some similarities to, and some differences from, their hearing peers. The CWCI demonstrated poorer consonant production accuracy overall and in various phonetic categories and word positions. However, both groups produced initial consonants more accurately than final consonants. Whilst CWCI had poorer production accuracy than CWTH for all phonetic categories (stops, nasals, fricatives, affricates, liquids and glides and consonant clusters), both groups exhibited similar error patterns across categories. For CWCI, the factors most related to consonant production accuracy when considered individually were expressive vocabulary size, followed by duration of CI experience, chronological age, maternal education and gender. The combination of maternal education and vocabulary size resulted in the best model of consonant production accuracy for this group. For the CWTH, chronological age followed by vocabulary size were most related to consonant production accuracy. No combination of factors yielded an improved model for the CWTH. Conclusions & Implications: Whilst group differences in production accuracy between the CWCI and CWTH were found, the pattern of errors was similar for the two groups of children, suggesting that the children are at earlier stages of overall consonant production development. Although duration of CI experience was a significant covariate in a single-variable model of consonant production accuracy for CWCI, the best multivariate model of consonant production accuracy for these children was based on the combination of expressive vocabulary size and maternal education.

This study answers the following research questions: 1) What types of mathematical errors do future teachers identify when they reflect on their practice? and 2) Which levels of development of the didactic suitability assessment competence for the "errors" component can be inferred when they reflect on their practice? To answer these questions, we explain the Didactic Suitability Criteria construct and describe the associated training cycle structure in the theoretical and methodological framework sections. We followed a qualitative research methodology that mainly consists of thematic analysis. The study conducted allows finding inductive categories of types of mathematical errors, such as error in the task instructions, error of proposition, procedural error, error in the representation, error in the definition and error in the argument. It also enables establishing levels of development of the didactic suitability assessment competence of future teachers for the "errors" component. The main conclusion of this research is the importance of the context to decide what a mathematical error is. The need to further examine the notion of mathematical error in the training of future mathematics teachers is also stressed. Another conclusion is the development of a rubric that allows for more accurate and deeper reflections of future teachers on the errors made.

Introduction: In Australia, 54.3% of medical students are women yet they remain under-represented in stereotypical perspectives of medicine. While potentially transformative, generative artificial intelligence (genAI) has the potential for errors, misrepresentations and bias. GenAI text-to-image production could reinforce gender biases making it important to evaluate DALL-E 3 (the text-to-image genAI supported through ChatGPT) representations of Australian medical students. Method: In March 2024, DALL-E 3 was utilised via GPT-4 to generate a series of individual and group images of medical students, specifically Australian undergraduate medical students to eliminate potential confounders. Multiple iterations of images were generated using a variety of prompts. Collectively, 47 images were produced for evaluation of which 33 were individual characters and the remaining 14 images were comprised of multiple (5 to 67) characters. All images were independently analysed by three reviewers for apparent gender and skin tone. Consequently, 33 feature individuals were evaluated and a further 417 characters in groups were evaluated (N = 448). Discrepancies in responses were resolved by consensus. Results: Collectively (individual and group images), 58.8% (N = 258) of medical students were depicted as men, 39.9% (N = 175) as women, 92.0% (N = 404) with a light skin tone, 7.7% (N = 34) with mid skin tone and 0% with dark skin tone. The gender distribution was a statistically significant variation from that of actual Australian medical students for individual images, for group images and for collective images. Among the images of individual medical students (N = 25), DALL-E 3 generated 92% (N = 23) as men and 100% were of light skin tone (N = 25). Conclusion: This evaluation reveals the gender associated with genAI text-to-image generation using DALL-E 3 among Australian undergraduate medical students. Generated images included a disproportionately high proportion of white male medical students which is not representative of the diversity of medical students in Australia. The use of DALL-E 3 to produce depictions of medical students for education or promotion purposes should be done with caution.

There is substantial evidence that children's apparent omission of grammatical morphemes in utterances such as "She play tennis" and "Mummy eating" is in fact errors of commission in which contextually licensed unmarked forms encountered in the input are reproduced in a context-blind fashion. So how do children stop making such errors? In this study, we test the assumption that children's ability to recover from error is related to their developing sensitivity to longer-range dependencies. We use a pre-registered corpus analysis to explore the predictive value of different cues with regards to children's verb-marking errors and observe a developmental pattern consistent with this account. We look at context-independent cues (the identity of the specific verb being used) and at the relative value of context-dependent cues (the identity of the specific subject+verb sequence being used). We find that the only consistent effect across a group of 2- to 3-year-olds and a group of 3- to 4-year-olds is the relative frequency of unmarked forms of "specific" subject+verb sequences being used. The relative frequency of unmarked forms of the verb alone is predictive only in the younger age group. This is consistent with an account in which children recover from making errors by becoming progressively more sensitive to context, at first the immediately preceding lexical contexts (e.g., the subject that precedes the verb) and eventually more distant grammatical markers (e.g., the fronted auxiliary that precedes the subject in questions).

Many countries do not include the normal distribution concept in their middle school mathematics curriculum, but on the grounds that middle school mathematics teachers need to know more than just mathematics, researchers argue that preservice teachers (PTs) ought to have knowledge and skills in this area. This study was aimed to investigate PTs' subject matter knowledge (SMK) about the normal distribution. Data was collected from 120 PTs attending a state university through a questionnaire. PTs were asked to evaluate a variety of examples of the normal distribution. The data were analyzed using descriptive statistics and item-based analysis. It was found that the PTs were more knowledgeable about the features of the normal distribution than about standard deviation. Real-life situations made it difficult for them to interpret the concepts associated with normal distributions. Normal distribution curves were more easily interpreted by the PTs. It was determined that their mistakes were the result of their not establishing connections between statistical concepts, and their operational evaluation of concepts. Additionally, PT errors were caused by failure to establish a relationship between probability values and the area covered by the curve and making errors in operation.

This study investigates the performance of GPT-4, an advanced AI model developed by OpenAI, on the force concept inventory (FCI) to evaluate its accuracy, reasoning patterns, and the occurrence of false positives and false negatives. GPT-4 was tasked with answering the FCI questions across multiple sessions. Key findings include GPT-4's proficiency in several FCI items, particularly those related to Newton's third law, achieving perfect scores on many items. However, it struggled significantly with questions involving the interpretation of figures and spatial reasoning, resulting in a higher occurrence of false negatives where the reasoning was correct, but the answers were incorrect. Additionally, GPT-4 displayed several conceptual errors, such as misunderstanding the effect of friction and retaining the outdated impetus theory of motion. The study's findings emphasize the importance of refining AI-driven tools to make them more effective in educational settings. Addressing both AI limitations and common misconceptions in physics can lead to improved educational outcomes.

This article examines the use of prompt-based lexical collocations in opinion essays by Vietnamese English as a foreign language (EFL) students. Fifty second-year English majors at a Vietnamese university wrote 100 opinion essays on two topics as progress tests. The AntConc programme (Anthony, 2020) was employed to identify the frequencies of use of the prompt-based lexical collocations in the essays. Paraphrases of the target lexical collocations were further identified and calculated for their occurrences. The AntConc concordance lines that target the prompt-based collocations or paraphrases were analysed for errors, with the consultation of the Oxford Collocations Dictionary (OCD), the British National Corpus (BNC), and the Corpus of Contemporary American English (COCA). The results revealed that students repeated the source lexical collocations and replaced them with various word combinations, though recycling occurred to a greater extent. Erroneous use involved use of i) incorrect word combinations, mainly through wrong choice of verbs, adjectives, or nouns that do not collocate with adjacent words and ii) incorrect grammatical forms of the individual lexical words of the target collocations (i.e., omission of plural marker --s, misuse of parts of speech). Pedagogical implications are discussed to assist students in using lexical collocations appropriately in L2 writing.

We conducted a descriptive study among first-year engineering students at the Anton de Kom University of Suriname. We analyzed students' errors regarding necessary prior knowledge in a calculus A exam. We found that the stage of the solution in which prior knowledge is required impacts the importance of prior knowledge. We also found that many errors concerned basic algebra and trigonometry concepts and skills. We concluded that even though the required prior knowledge concerns basic algebra and trigonometry, the stage of the solution in which prior knowledge is needed is of great importance.

Mathematics proficiency in the Philippines is a persistent concern, seen by many as a sign of an educational crisis. Teachers are responsible for improving learning outcomes in any discipline, including math. Thus, the study intended to conduct an error analysis of verbal problems among pre-service mathematics teachers. The researcher employed descriptive research and Newman's Error Analysis to suffice the research objectives. The findings revealed low levels of error in reading stage, but moderate levels of error in comprehension, transformation, process skills, and encoding stages. In addition, underlying factors contributing to these errors were incomplete solutions and answers, incorrect or incomplete processes, grammatical errors, conversion errors, and failure to indicate an answer. The researchers concluded that pre-service teachers are proficient in the early stage of problem solving, but challenged in properly constructing equations, the utility of operations, and interpreting their results.

The issue of students' difficulties in solving context-based mathematics problems has been extensively investigated by numerous studies. However, limited study focus on how pre-service primary school teacher (PSPSTs) encounter difficulties in solving context-based fundamental mathematics problems. To fill this gap, this study aims to investigate PSPSTs' difficulties encountered while solving context-based mathematics tasks by identifying the error type they made based on the error classification proposed in Newman Error Analysis (NEA). This is an error analysis study with a summative qualitative content analysis approach involving 87 PSPSTs in an Indonesian Islamic University. Data were collected through a test, in-depth interviews and document analysis of the PSPSTs' responses. Data were analyzed qualitatively and quantitatively. Qualitative content analysis was performed using Atlas.ti software. The findings revealed that many PSPSTs encounter difficulties in solving context-based problems. Approximately 22.1% of PSPSTs committed errors in comprehension, 17.5% each in reading and encoding, 14.7% in transformation, and 8.7% in process skill. Furthermore, the findings indicated a hierarchical structure in the occurrence of errors. Errors in the early stages have a high potential to cause errors in subsequent problem-solving stages. All the results are discussed, along with their implications for practice and suggestions for future research.

Students' understanding of negative integers is an important aspect of learning mathematics as it is a requirement for learning broader mathematical concepts. The purpose of this research is to explore students' initial perceptions in understanding negative integers on a number line. This descriptive exploratory qualitative research was conducted on fifth grade elementary school students. The subjects were selected based on students' initial perceptions of writing negative integers on a number line before the teacher presented the material. Students' initial perceptions can be seen from the exploration results of their thinking abilities. The data of this research was collected through written tests and interviews. From the exploration results of research subjects, it was found that there were three characteristics of students' thinking perceptions in understanding the concept of negative integers. These three characteristics are: assume there are no negative numbers; unary understanding; and pseudo understanding. From these findings, it is necessary to design learning which provide scaffolding for students to avoid errors in understanding whole numbers.

Across many language backgrounds, a consistent hurdle to accessing United States higher education is understanding the basic information necessary to apply for admission and financial aid and complete the many enrollment management processes necessary to begin one's college career (apply for housing, receive and submit vaccinations, register for classes, etc.). However, to date, no studies have explored how this type of higher education information can be simplified and translated into Arabic, one of the most widely spoken languages in the world and a linguistic background shared by tens of thousands of prospective international students (and their families) seeking higher education in the United States. This case study reports on research-to-practice work conducted with the University of Iowa, specifically how the university simplified their enrollment management information and how that information was translated into Arabic for native Arabic speakers seeking access to the University of Iowa. Findings reveal that the institution simplified text to speak more directly to prospective student audiences by using second person pronouns and simpler sentence structure and diction to engage this audience. Moreover, analyses of machine and human translations of English to Arabic suggest that human translation should be the preferred mechanism of translating higher education information, as Google Translate and ChatGPT provided adequate but not perfect translations of Iowa's information. Implications for practice and college access are addressed.

Amid the abundance of studies on translation errors in Thailand, a scarcity remains especially within the multi-linguacultural context of Thailand's Deep South. To address this gap, this study aims to examine Thai-English and English-Thai translation errors encountered by 232 Thai EFL university students studying English in three universities located in Pattani, Yala, and Narathiwat, primarily Pattani-Malay speakers with Thai and English as second and third languages, and some proficient in Arabic. The study employed two sets of 20-sentence translation tests and analyzed via qualitative content analysis. The findings reveal that semantic errors (65.02%), miscellaneous errors (20.73%), and syntactic errors (14.25%) were found in English-Thai translations, whereas syntactic errors (46.88%), semantic errors (40.76%), and miscellaneous errors (12.36%) were found in Thai-English translations respectively. The results suggest that linguistic proficiency, cultural familiarity in both the source and target languages and cultures, and L1 interference were considered as possible core factors influencing students' translation abilities. The study suggests integrating cultural experiences into translation teaching to better prepare learners for real-world challenges in multilingual educational settings.

The study examined the types of language errors made by learners in the English narrative essays. It also assessed the feedback techniques employed by teachers of English in the handling of language errors in the English narrative essays. A descriptive research design was employed to examine errors of English narrative essays of 181 form two learners obtained through stratified random sampling and simple random sampling techniques. The eight teachers of English selected through purposive and simple random sampling completed interview schedules. Qualitative data generated from the essays of the learners was analyzed using Error Analysis and Content Analysis. The findings reveal that a total of seven categories of language errors which include: word order, verb tense and form, subject -- verb agreement, spelling, plurality, word choice, and capital letter errors were made by the learners in their English narrative essays. The most preferred corrective technique was to involve the learners actively by encouraging them to read extensively and write severally on various narratives in the target language. The findings will provide reliable feedback to teachers of English because it will guide on the development of teaching methods and evaluative measures to narrative essays. The study will also be useful to curriculum developers in designing materials for teaching English language in secondary schools. It will also be of invaluable benefit to learners of English as it will guide on the way narrative essays need to be written.

The study on "Educators' Academic Insights on Artificial Intelligence -- Challenges and Opportunities" was conducted to gain a deeper understanding of the rapidly evolving phenomenon of AI in education. This research serves multiple objectives. Firstly, it aims to foster awareness regarding the integration of AI into teaching and learning practices by providing clear definitions of AI and explaining key AI-related terms. It also seeks to illustrate AI's diverse applications within a broader context, with a special focus on AI-supported research and learning platforms. Additionally, the study delves into the current discourse surrounding chatbots, contributing to address the central research question. Lastly, this initiative aims to provide valuable recommendations for effectively harnessing AI in education, enhancing the teaching and learning experience. The researchers conducted a review of literature concerning artificial intelligence. They adopted a qualitative method, using open-ended questions to collect feedback from educators globally, including those from the University of Technology and Applied Sciences, Al Musannah, and participants in the online discussion forum at Oxford English Learning Exchange.com. The qualitative data was analysed, leading to the identification of key themes and subthemes derived from the responses of research participants. The study's findings incorporated a wide range of concerns expressed by educators, comprising ten key subthemes. These concerns ranged from doubts about AI's ability to replace human educators and fears of its potential to hinder student development to worries about its hyped popularity and its perceived futuristic nature. Educators stressed the importance of effective AI training while emphasizing the need to prioritize human expertise over excessive reliance on AI. They were also acutely aware of both the advantages and disadvantages of AI, viewing it as both a potential boon and a looming threat. Furthermore, educators recognized the potential for enjoyable experiences with AI and acknowledged the pivotal role of users in determining the extent of AI adoption. Content analysis revealed additional apprehensions, such as concerns about job displacement, AI's impact on critical thinking, teacher frustration in assessing AIassisted student writing, the use of AI-generated content for assessments, potential erosion of human services, stifling of user and learner creativity by AI, the risk of errors in AI-generated information, opportunities for cheating in exams, and concerns about the overreliance on and overrating of AI platforms. Positively, the findings included an array of opportunities that AI platforms offer. Study participants highlighted various aspects of these opportunities that surpassed their concerns and associated risks. The opportunities are categorized into twenty subthemes: enhancing learner motivation, facilitating template creation, utilizing AI as an educational aid, promoting proper training and fostering positive AI usage, harnessing AI for teaching challenging subjects, enabling personalized learning experiences, offering an interactive tutoring experience, supporting remote learning, facilitating self-study, providing comprehensive educational content overviews, giving instantaneous feedback and evaluation, functioning as search engines and chatbots, enabling content validation, efficiency in terms of cost and time, streamlining material preparation, facilitating skill and language enhancement, promoting familiarity with topics and vocabulary, enabling text-to-speech and speech-to-text conversions, editing multimedia elements, and facilitating content generation.

This study focused on investigating common writing errors made by a group of Thai students who participated in online collaborative writing using Google Docs, and understanding their satisfaction and attitudes on this writing approach. The participants consisted 32 Thai first-year English major students who were purposively selected from their Writing I course. The researcher collected and analyzed eight argumentative pieces of writing, identifying a total of 484 errors. The most frequently occurring error areas were incomplete sentences (15.75%), spelling mistakes (13.50%), and word choice issues (12.25%), with grammatical errors being the most prevalent (72%). Following grammatical errors were lexical (12%) and mechanical errors (4%). To gauge students' satisfactions and attitudes, a questionnaire and semi-structured interviews were employed. The findings revealed that the students were highly satisfied with online collaborative writing with an average satisfaction score of 3.50. Overall, the students exhibited a positive attitude towards online collaborative writing, finding it useful due to its flexibility in terms of allowing them to work from anywhere at any time and for its ability to boost their motivation. The study's findings provide valuable insights for English teaching professionals in Thailand to consider when instructing students in writing.

The aim of the research is to investigate the academic achievement of ChatGPT, an artificial intelligence based chatbot, in a national mathematics exam. For this purpose, 3.5 and 4 versions of ChatGPT were asked mathematics questions in a national exam. The method of the research is a case study. In the research, 3.5 and 4 versions of ChatGPT were used as data collection tools. The answers given by both versions of ChatGPT were analyzed separately by three researchers. As a result of the analysis of the data, it was found that ChatGPT-4 was more successful in the exam compared to ChatGPT-3,5 version, was better at understanding the questions asked, understood the instructions better and included more details in the question solution, and at the same time, both versions made common and different mistakes. According to the findings of the study, it was concluded that ChatGPT sometimes worked very well, sometimes only worked well and sometimes failed. In the light of the findings of the study, it can be suggested to use ChatGPT versions in mathematics education to obtain basic information and to get supervised help.

This study aimed to analyze common syntactic errors found in the argumentative essays of third-year English major students at the Faculty of Foreign Languages, Van Lang University, Vietnam. Quantitative and qualitative methods were used to obtain data in this study. The quantitative approach involved counting and calculating the frequency, percentage, and ranking of syntactic errors, while the qualitative method was adopted to explain these errors. The instrument for collecting data was argumentative essays written by 37 third-year English majors enrolling in Writing-5 at Van Lang University. Microsoft Word was used to collect and analyze syntactic errors and sentence structures, while Microsoft Excel was employed to calculate the frequency and rank of these errors and structures. The results found that the five most frequent errors in their essays were at the noun phrase and sentence levels. These errors included run-on sentences, preposition errors, article errors, sentence fragments, and pronoun errors. Through error analysis, it was indicated that the majority of errors made by students were due to the negative transfer from their first language and the literal translation. Based on the findings, language teachers and syllabus designers could use these results as guidance to design appropriate teaching methods and materials.

Developing effective oral business English (OBE) curricula requires clearly understanding student needs. This study evaluated the speaking needs of Chinese English as a Foreign Language (EFL) undergraduates majoring in business English for specific purposes (ESP), aiming to inform the design of a teaching module that bridges the gap between current speaking abilities and the escalating demand for advanced communication skills in business contexts. A needs analysis questionnaire, reflecting the first phase of the ADDIE model (analysis, design, development, implementation, evaluation), was administered to 398 randomly selected participants using a quantitative, cross-sectional survey design. Results revealed that while students struggle with speaking errors and lack communication confidence, they favor interactive activities such as presentations, discussions, and role-plays. Concerns about current OBE pedagogy and materials highlight a need for more collaborative learning and teacher support. Statistical analysis using independent-samples t-test and one-way ANOVA showed no significant differences in speaking needs based on gender, age, years of English study, or English proficiency. However, a significant difference was reported between fourth-year and third-year students. This study offers some insights for developing more effective interventions to address the specific needs of Chinese business English undergraduates in Chinese ESP education.

This study seeks to clarify whether teachers are able to distinguish between essays written by English L2 students or generated by ChatGPT. 47 instructors who hold experience teaching English to native speakers of Japanese in universities or other higher education institutions were tested on whether they could identify between human written essays and ChatGPT generated essays. The ICNALE written corpus (Ishikawa, 2013) was used to find and randomly select the essays of four Japanese university students' written work who studied English at roughly CEFR A2 level. The AI chatbot, ChatGPT, was used to generate four essays utilizing prompts which directed the chatbot to mimic grammar mistakes common to nonnative speakers of English. Teachers were requested to identify which of the eight essays they believed to be human written or ChatGPT generated. On average, the teachers were able to identify 54.25% of items accurately. This result is slightly better than random chance, and implies that most teachers cannot make an accurate assessment on a ChatGPT generated essay when ChatGPT is prompted to make grammar mistakes.

The understanding mathematical concept is an error that often occurs in classroom learning among students when solving mathematical problems. The most difficult part for students is solving problems, because it requires numeracy skills, high concept mastery, as well as the ability to use good language, and so on so that students don't make any more mistakes when working on math problems. Student errors in solving mathematics problems are (1) errors in connecting concepts, (2) errors in operations and (3) errors in constructing concepts. The problem is what is the structure of students' mathematical misconceptions in solving mathematical problems based on cognitive style. The method in this research, namely an exploratory descriptive approach, aims to determine the structure of students' errors based on cognitive style in solving mathematical problems. Analysis of research data, namely: (1) Data reduction, (2) Data exposure, (3) data triangulation and (4) drawing conclusions. The cognitive styles referred to are field dependent and independent. The conclusions are (1) the structure of conceptual errors with an applied field dependent cognitive style begins with disequilibrating, then solving by linking applicable concepts, and (2) the structure of conceptual errors with a field independent cognitive style begins with disequilibrating, then solving using analyse.

Design patterns for learning are about articulating, testing and sharing the principles of problem solving in the educational context. In this way, multiple patterns are developed to solve common problems, described in various pattern language formats. Therefore, this work is about characterizing and establishing functional relationships between the components involved in the construction of a learning design pattern. The research was carried out in a Delphi study of double round individual non-contact between experts (n = 14), from different areas (educational technology, e-learning, distance education, higher education), selected through the coefficient of expert competence. The main result is a pattern language composed of attributes, components, and groups of processes. It is concluded that the language obtained allows externalizing knowledge from its consistent and shareable structure, which makes it suitable for use in different scenarios that require a formal pattern language and facilitates its implementation in online learning contexts.

While acquiring a second language, learners may encounter challenges and difficulties in effectively carrying out verbal communication in the second language. Mastering the apology speech act is a challenge for L2 learners. The objective of this study is to identify the apology strategies utilized by individuals learning the Japanese language, as well as the specific types and underlying causes of errors produced during the execution of apologetic speech acts. The results of this study were gathered via the Discourse Completion Test (DCT), which encompassed a sample of 150 Japanese language learners. The gathered data were further classified using eight semantic formulas based on the research conducted by Haristiani and Sopiyanti (2019), while the various types and sources of error categorization were conducted based on the theories proposed by Corder (1981) and Richards (1975). The results of this study suggest that Japanese learners utilize the same primary strategies in apology speech acts. Furthermore, the study findings indicated that learners at the intermediate level displayed a higher frequency of errors in their speech compared to learners at the beginner levels and pre-intermediate levels, particularly in the strategy of taking responsibility. The main reason for this was primarily a lack of familiarity with the conventions of sentence structures, the proper use of language, and the appropriate use of expressions. The other sources of errors in language learning are likely to be ignoring language rule restrictions, incomplete application of rules, the learner's false hypothesis, overgeneralization, and language transfer. This study is anticipated to function as a point of reference for research in interlanguage pragmatics, second-language acquisition, and error analysis. Gaining comprehension of the various problems and difficulties encountered when performing the speech act of apology in Japanese can assist both learners and educators in reducing these errors.

Developing structure sense is an important part of learning algebra. We investigated learners' structure sense of algebraic expressions involving brackets. This led us to propose the constructs "surface structure" sense and "systemic structure" sense. Using a random sample of 58 Grade 10 learners scoring above 40% in a test, we coded incorrect responses for surface and systemic structure errors. The initial analysis revealed that the presence of more brackets supports surface structure sense. However, learners overgeneralised the presence of brackets to represent multiplication in situations involving subtraction. The arrangement of brackets also led to errors in the order of operations. Further analysis suggested that regular application of procedures on familiar algebraic structures may give the illusion of systemic structure sense. We recommend that the teaching of algebraic expressions must emphasise what the arrangement of an expression means before focusing on how to operate on the expression

This mixed-methods study aims to investigate the bias in peer feedback. Thirty-two English as an additional language learners gave each other anonymous feedback on their texts. Half of the participants received feedback from their teacher disguised as peer feedback, while the other half received actual peer feedback. Data were collected through drafts of two essays, feedback, and a questionnaire. Results indicate that although participants reported trusting teacher feedback more, the quantitative uptake of feedback was similar regardless of the source. Data analysis suggests that the teacher's and peers' social representation plays a more significant role in uptake than the feedback itself.

Studying towards a postgraduate qualification is viewed as a booster that may usher employees towards management positions. We have found common mistakes in research proposals for master's degree students in a department at the University of Namibia. Our presentation shows the shortcomings in the research proposals of postgraduate students and proposes interventions to address the challenges. We collected qualitative data through the observations of nine (9) Master of Education research proposals, which were conveniently selected. Our analysis showed shortcomings in research proposals submitted to the Department of Education at the University of Namibia. Moreover, there is a need for the introduction of a writing unit at the university to supply writing services such as academic writing, proof reading and editing. We recommend that regular practical training is offered on effective academic writing to postgraduate students. We also show the need for postgraduate students to be oriented towards the plagiarism policy and referencing style of the university. This calls for the re-thinking of ways that enable effective postgraduate student supervision, which may address the quality of student research output.

This research investigates errors and misconceptions among learners in algebraic education by utilizing Koch's error analysis method alongside the Structure of the Observed Learning Outcome (SOLO) taxonomy. The primary aim of the investigation is to discern the kinds of errors and cognitive stages demonstrated by Grade 9 students when engaged in algebraic problem-solving tasks. The studies' outcomes uncover several prevalent error categories, including conjoining, cancellation, and problem-solving errors, indicating deficiencies in conceptual comprehension and procedural execution. Moreover, applying the SOLO taxonomy elucidates learners' diverse levels of understanding, with a majority position within the uni-structural or multi-structural stages. Theoretical implications underscore the necessity for tailored instructional approaches to mitigate learners' obstacles and foster a deeper grasp of algebraic principles. Consequently, this research contributes significantly to the advancement of algebraic pedagogy and provides valuable insights for curriculum enhancement, thereby facilitating improved mathematics learning outcomes.

Python programming is widely employed in educational institutions worldwide. Within the "Merdeka Belajar" curriculum context, this programming is recognized as a suitable vehicle for mathematics instruction, significantly influencing students' motivation and learning outcomes, particularly following periods of educational hiatus. This study examines the effectiveness of Python programming in promoting heightened learning outcomes by examining the intricate relationship between student motivation and learning. The study uses quantitative research methodologies to evaluate student learning facilitated through Python programming, encompassing problem-solving assessments and the administration of motivation questionnaires. By engaging in coding practices, students understand the symbols they manipulate, facilitating their ability to juxtapose data derived from mathematical modeling with the resultant programming output. When disparities arise, students are empowered to reassess their work, fostering a more profound comprehension of the subject matter. These exercises serve to augment students' capacity to retain and process information within memory. Furthermore, students demonstrate a favorable disposition, exhibiting persistence in resolving programming challenges by meticulously analyzing error outputs, particularly those pertaining to TypeErrors. Encouraging students to confront errors through thoroughly examining error output manifestations engenders an efficacious learning paradigm. This research proffers invaluable insights for educational institutions contemplating the integration of Python programming as an instructional adjunct.

The present study falls into the efforts to improve practices for addressing errors produced by learners in various situations involving the calculation of integrals. We attempt to clarify as precisely as possible the types of errors that secondary school students produce when using integrals in algebraic and graphical frames. Based on the synthesis of several works dealing with errors specific to integral calculus, we have been able to outline a typology of possible errors that can be produced by students in secondary school. We determine some subcategories for the three known categories of errors: conceptual, procedural, and technical. After administering a test to a random sample of secondary school students and conducting a principal component analysis, we were able to deduce that in the algebraic frame, certain conceptual and procedural subcategories dominate, with a notable advance for errors due to failure to recognize the integrand function. In the graphical frame, errors related to technical subcategories represent a major source of the erroneous productions of the students tested.

Solving systems of linear equations is a core concept in linear algebra and a wide variety of problems found in the sciences and engineering can be formulated as linear equations. This study sought to explore undergraduate students' development of the schema for solving systems of linear equations. The triad framework was used to describe the schema development in general and the system of linear equations was used as an example. A case study of an undergraduate class doing a linear algebra course in 2020 was considered in this study, where fifteen students participated in the study whereby they responded to a task with three question on solving a system of linear equations. The findings revealed that albeit minor manipulation errors, students were able to solve given systems of linear equations using the Cramer's rule and Gaussian elimination. However, students could not adequately go beyond the algorithmic computations to attain appropriate mathematical reasoning and establish underlying relations required to solve systems of linear equations, as no-one attained the trans-stage of conceptualization. It follows from this study that the identifications of the challenges that students encounter when solving systems of linear equations empowers course instructors on how to overcome the challenges.

Students' difficulties in differentiating the direct proportion and inverse proportion problems cause interference. Proactive interference is the error that occurs when old information (concept of direct proportion) interferes with new information (concept of inverse proportion). In solving the problem of inverse proportion, students often use the concept of direct proportion. The student's mental structure regarding the concept of proportion as a result of previous learning is referred to as met-before. Therefore, this study aims to describe the met-before of students who experience proactive interference. This research is a case study involving 32 8th-grade students in Malang, Indonesia. These subjects were students who experienced proactive interference with specific fluency of communication and willingness. Data was collected through proportion problems and interviews. Students' work was analyzed based on the description of the met-before. The results showed that students who experienced proactive interference with the non-flexible type had suppressed problematic, while students with the flexible type have focus supportive met-before in solving direct proportion problems. Both students with non-flexible type and flexible type have focus problematic met-before when solving inverse proportion problems. This is because met-before about cross multiplication strategy interferes with students' problem-solving.

This research explored students' perception vis-à-vis of the (dis)advantages of face-to-face and online learning of foreign languages in a tertiary education institution in Thailand. The research took a mixed methods approach utilizing a pre-set questionnaire and a multiple-choice question. Data were collected from 433 students using an online platform and then analyzed using simple statistics. Findings showed that the main advantages of studying online are easy access to the Internet, the self determined pace of learning, while the main advantage of face-to-face instruction is better social interaction. Conversely, the main disadvantage of studying online is the difficulty of interacting with classmates and the instructor; the main disadvantage of face-to-face learning is students feeling more self-conscious of mistakes made. The findings also indicate the participants prefer learning either in the traditional classroom environment or via the hybrid mode.

Music performance is an intensive sensorimotor task that involves the generation of mental representations of musical information that are actively accessed, maintained, and manipulated according to the demands of the performance. Internal representations and external information interact through feedback and feedforward processes that adjust the musician's motor behavior to optimize a musical performance. This study aimed to examine the relationship between altered sensory feedback and performance errors. Seventeen experienced pianists aged between 33 and 54 years performed Hanon Exercise N°1 from memory under four different conditions: (1) normal (normal sensory feedback); (2) closed fallboard (altered haptic and auditory feedback); (3) blindfolded (altered visual feedback); and (4) combined (blindfolded and closed fallboard; altered haptic, auditory, and visual feedback). Performance errors were quantified based on a video analysis of the performances. Results indicated that compared with normal performance, participants made significantly more note errors in the blindfolded condition and more bar-adding errors per trial in the closed fallboard condition. The comparison between the normal condition and the three altered sensory feedback conditions revealed the impact of altering sensory feedback in musical performance. These findings are discussed in the context of music learning.

Several studies suggest that a valuable tool to examine linguistic skills in communication disorders is offered by procedures of narrative discourse assessment. Following this line of research, we present an exploratory study aimed to investigate storytelling abilities of autistic children to better define the characteristics of their story production. Participants included 41 autistic children and 41 children with typical development aged between 7.02 and 11.03 years matched on age, gender, level of formal education, intelligence quotient, working memory, attention skills, theory of mind, and phonological short-term memory. Narrative production was assessed by analysing the language samples obtained through the "Nest Story" description task. A multilevel analysis including micro- and macro-linguistic variables was adopted for narrative assessment. Group differences emerged on both micro- and macro-linguistic dimensions: autistic children produced narratives with more phonological errors and semantic paraphasias (microlinguistic variables) as well as more errors of global coherence and a fewer number of visible events and inferred events (macrolinguistic variables) than the control group. This study shows that even autistic children with adequate cognitive skills display several limitations in their narrative competence and that such weaknesses affect both micro- and macrolinguistic aspects of story production.

The purpose of this study was to evaluate the types of spelling errors made by children with mild to moderate hearing loss (CMMHL) compared with children with typical hearing (TH) and to determine if types of spelling errors were related to linguistic or audiologic factors. CMMHL and TH completed measures of spelling, spoken language, speech production, and reading. Children's spellings were coded for linguistic-based spelling errors using the Multilinguistic Coding System. The relation of types of linguistic spelling errors and children's performance on standardized language assessments, as well as audiologic factors, was evaluated. CMMHL did not make more spelling errors than TH; however, they exhibited a higher proportion of phonological awareness errors and a lower proportion of mental grapheme representation errors in their spellings. Phonological awareness errors and mental grapheme representation errors were related to relevant linguistic performance. Better-ear pure-tone average was related to total frequency of spelling errors and phonological awareness spelling errors, and better-ear Speech Intelligibility Index (SII) was related to semantic knowledge spelling errors. This study supports the use of linguistic spelling error analysis with CMMHL and provides evidence of the relation of types of linguistic spelling errors to linguistic knowledge and audiologic factors.

Objective: To examine the manifestation of cognitive control deficit of children with different levels of hyperactivity, an "at risk" dimension for ADHD. Method: A group of children with high hyperactivity (N = 40) and another group of children with low levels of hyperactivity (N = 38) performed a modified stop-signal anticipation task, a revised Go/NoGo task, and the AX-continuous performance test (AX-CPT). Results: Children with higher levels of hyperactivity displayed: (1) significantly prolonged stop signal reaction time (SSRT) in the modified stop-signal anticipation task; (2) no notable differences in commission errors in the revised Go/NoGo task; (3) increased reaction time (RT) in stop-signal task and Go/NoGo task with increased probabilities of stop or NoGo signal; and (4) positive proactive behavioral index scores in AXCPT. Conclusion: The results suggested that children with heightened hyperactivity exhibited impaired reactive control, especially for responses already underway, but preserved proactive control. Further studies concerning these children are warranted.

In 1752, the American polymath Benjamin Franklin supposedly flew a kite near the city of Philadelphia, Pennsylvania, to confirm that lightning had the same properties of common electricity that electrical machines produced and Leyden jars served to store. Illustrations, vignettes and paintings frequently portray the famous experiment, showing Franklin, with a boy, flying the kite in an open field and amid a storm. Nonetheless, little is known or said about the elements of these illustrations and the reference the illustrators used to portray the experiment. This paper aims to discuss these matters in a thoughtful study of seven nineteenth-century illustrations depicting Benjamin Franklin's kite experiment. I will show that the account by Joseph Priestley in his "The History and Present State of Electricity," published in 1767, influenced these illustrations. I indicate that due to this influence, the illustrations present several departures from Franklin's original account, leading to a mistaken iconography of how the experiment took place. I conclude with a discussion on how this study can contribute to a better use and understanding of illustrations depicting scientific episodes in science classrooms.

Making mistakes and receiving feedback are crucial elements of learning. Reading picturebooks with young children can help shape their perceptions of mistakes and model adaptive responses they can emulate, both in the short term and for years to come. This content analysis identified and analyzed the story characteristics of 25 recently published and widely available picturebooks with mistake-related narratives. Findings include frequencies and descriptions of characters, plot, setting, and a host of other story attributes. Overall, messaging in these books was optimistic--emphasizing responsibility, growth, and acceptance--and making mistakes ultimately led to positive outcomes. Such stories are promising resources for the development of growth mindsets in young children. Teachers and caregivers can use these picturebooks to help children develop positive perceptions of mistakes and learn healthy ways to navigate them in their day-to-day lives.

The current study investigated the associations among trait perfectionism, worry about mistakes, mistake rumination, L2 anxiety, and willingness to communicate in adolescents. A key element was examining the psychometric properties of a new measure of worry about mistakes as well as the Mistake Rumination Scale and the short Child-Adolescent Perfectionism Scale and its two dimensions (i.e., self-oriented and socially prescribed perfectionism). Our participants were 954 Iranian adolescent English learners. Psychometric tests supported the psychometric properties and use of the mistakes and perfectionism measures. Correlation analyses indicated that both trait perfectionism dimensions were associated with mistake rumination and worry about mistakes, and socially prescribed perfectionism was associated with L2 anxiety. However, self-oriented perfectionism was associated with greater willingness to communicate. Further analyses showed that worry about mistakes and mistake rumination mediated the association that socially prescribed perfectionism had with L2 anxiety. The vulnerabilities of adolescent perfectionists are discussed in terms of the approach-avoidance conflict as it relates to worry about mistakes and pressures to be perfect. It is evident that adolescents who are vulnerable must learn cognitive and emotional regulation techniques to effectively manage mistakes and the pressure to be perfect.

Verb-marking errors such as "she play football" and "daddy singing" are a hallmark feature of English-speaking children's speech. We investigated the proposal that these errors are input-driven errors of commission arising from the high relative frequency of subject + unmarked verb sequences in well-formed child-directed speech. We tested this proposal via a preregistered corpus analysis and asked at what level the effects occur: Is it the relative frequency of specific subject + unmarked verb sequences in the input that is important, or is it simply that verbs become entrenched, such that their frequency of appearance with any third person singular subject accounts for errors? We found that the best predictor of children's verb-marking errors is the relative frequency of unmarked forms of specific subject + verb sequences. Our results supported the proposal that children's apparent omissions of certain grammatical morphemes are in fact input-driven errors of commission and provided insight into the mechanisms by which this occurs.

Learner corpora have been used extensively in corpus research to identify gaps and errors within learner writing but have rarely been directly used in corpus-informed instruction (CII). Importantly, scholars in CII have pointed out that "it is as important to see what learners can do as well as what they can't" when using learner corpora (Boulton & Thomas, 2012; p. 13). Learner corpora can also offer greater alignment with the genres students are writing (Seidlhofer, 2002). In our Brief Report, we take up Lu, Casal, and Liu's (2021) call for greater synergy of genre and corpus pedagogy by examining the impact of using a learner corpus to enhance students' language awareness and genre-specific knowledge within an English as an Additional Language (EAL) first-year writing classroom. We also move beyond error analysis to encourage an asset-based model to learner CII (Staples, 2022).

Studying texts constitutes a significant part of student learning in health professions education. Key to learning from text is the ability to effectively monitor one's own cognitive performance and take appropriate regulatory steps for improvement. Inferential cues generated during a learning experience typically guide this monitoring process. It has been shown that interventions to assist learners in using comprehension cues improve their monitoring accuracy. One such intervention is having learners to complete a diagram. Little is known, however, about how learners use cues to shape their monitoring judgments. In addition, previous research has not examined the difference in cue use between categories of learners, such as good and poor monitors. This study explored the types and patterns of cues used by participants after being subjected to a diagram completion task prior to their prediction of performance (PoP). Participants' thought processes were studied by means of a think-aloud method during diagram completion and the subsequent PoP. Results suggest that relying on comprehension-specific cues may lead to a better PoP. Poor monitors relied on multiple cue types and failed to use available cues appropriately. They gave more incorrect responses and made commission errors in the diagram, which likely led to their overconfidence. Good monitors, on the other hand, utilized cues that are predictive of learning from the diagram completion task and seemed to have relied on comprehension cues for their PoP. However, they tended to be cautious in their judgement, which probably made them underestimate themselves. These observations contribute to the current understanding of the use and effectiveness of diagram completion as a cue-prompt intervention and provide direction for future research in enhancing monitoring accuracy.

This study investigated college Chinese a second language learners' word segmentation error patterns in reading instructional-level Chinese sentences, the relationship between word segmentation errors and reading comprehension, and learners' perspectives on the role of word segmentation in reading comprehension. The results showed that the learners made five types of word segmentation errors. Four of these types moderately correlated with reading comprehension. The survey data showed that most learners considered word segmentation skills important in reading comprehension. This perception became stronger as the learning level advanced. The learners suggested that three factors hindered them from performing accurate word segmentations.