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Abstract Mining industrial areas with anthropogenic engineering structures are one of the most distinctive features of the real world. 3D models of the real world have been increasingly popular with numerous applications, such as digital twins and smart factory management. In this study, 3D models of mining engineering structures were built based on the CityGML standard. For collecting spatial data, the two most popular geospatial technologies, namely UAV-SfM and TLS were employed. The accuracy of the UAV survey was at the centimeter level, and it satisfied the absolute positional accuracy requirement of creating all levels of detail (LoD) according to the CityGML standard. Therefore, the UAV-SfM point cloud dataset was used to build LoD 2 models. In addition, the comparison between the UAV-SfM and TLS sub-clouds of facades and roofs indicates that the UAV-SfM and TLS point clouds of these objects are highly consistent, therefore, point clouds with a higher level of detail and accuracy provided by the integration of UAV-SfM and TLS were used to build LoD 3 models. The resulting 3D CityGML models include 39 buildings at LoD 2, and two mine shafts with hoistrooms, headframes, and sheave wheels at LoD 3.

Abstract Achieving a sufficient IELTS band score for academic purposes has been a major goal of many L2 learners around the world, especially those in Asia. However, IELTS writing scores were consistently reported to be the lowest when compared to the scores in speaking, reading, and listening. Despite a growing body of research in IELTS writing, little focused on the role of model essays and noticing hypotheses. The present study aimed to fill in this gap by examining whether or not the implementation of both noticing hypothesis and model essays had a discernible influence on learners’ IELTS task 2 writing. To reach this goal, a quasi-experimental design including a pretest and a posttest was conducted with the voluntary participation of 52 undergraduates. These participants were divided into two groups: control group (CG, n = 25), learning in the conventional method (peer feedback and teacher feedback), and experimental group (EG, n = 27), using the noticing-model essays method. Following this, semi-structured interviews were performed to gain insights into the quantitative data. The results from this mixed-methods approach showed that there were significant gains in the overall performance and in the lexical resources subscale in the EG while no considerable changes were observed in the CG. Additionally, the other subscales (task response, grammatical range and accuracy, and cohesion-coherence) did not witness any significant differences between the two groups. Several pedagogical implications and recommendations for future research, especially in the Asian context, were also discussed.