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Metacognitive reading strategies play an essential role in improving reading comprehension. This study explores the effects of English metacognitive reading strategies and reading comprehension in Kuwaiti primary school students as foreign language learners; this experimental study tries to find a relationship between students' metacognitive strategies, metacognitive strategies, and students' reading performance. Participants were fifth grade EFL students in Kuwait primary education government public schools. The students' reading comprehension was evaluated. Comprehension tracking strategies were measured using Metacognitive strategies (K-W-L Plus). While the experimental groups (B) received instructions according to (K-W-L Plus) techniques, the control (A) group was trained with the traditional teaching approach based on the Kuwait national curriculum school textbooks. A questionnaire investigating the use of English and perceived English proficiency was also conducted. The results revealed that Perceived proficiency in English was not determined by the early or late pre-school age of second language acquisition. Also, bilingual students with perceived proficiency in English had better meta-cognitive reading skills than low perceived proficiency in English. Comprehension monitoring and (K-W-L) strategy was adequate and the most important predictor of reading comprehension among all students in the research sample.

The beliefs of EFL teachers are an essential term perceived in a number of educational fields. Especially in teacher education and behavioural research, this term is usually related to teachers' habits and practices in classes, considering their impact on each other. The aim of this study is to add to prior studies on the subject of teachers' beliefs and to concentrate on English language teachers (ELT). The objective is to merge the theory of instructors' beliefs with Global English (GE). The research question 'what are the Kuwaiti instructors' beliefs about ELT and their awareness of Global English?' formalizes these aims. To accomplish the research: To discover teachers' beliefs about ELT and their awareness of Global English. This research concentrates on English language teachers at the university level. The collection of data has been conducted over two months. For data collection and interpretation, this study adopted a qualitative research methodology. Surveys were chosen as the instrument for data collection. The study used qualitative content analysis in relation to the data analysis method. Moreover, the findings were evaluated based on a deductive and inductive approach to qualitative data analysis. Results indicated various kinds of teachers' beliefs about ELT. Including views about the English language, ELT in relation to the standards, ELT with regard to the GE context. English-language beliefs played a central role in shaping two other views, which were considered secondary beliefs. Except for the content of teachers' beliefs, the study's findings have shown two significant categories of influences: internal and external, that affect the development and application of teachers' beliefs in classrooms. In this study, the internal factor referred mainly to English-language teaching beliefs based on its ability to influence other cognitive constructs (i.e., different convictions, behaviours, sensitivity) and teaching practices. As far as external factors are concerned, the teachers' diverse experiences with individuals (e.g., parents and retired teachers) and administrative legislation (e.g., policy and curriculum) are the main factors. Finally, it was possible to conclude the findings of this analysis in the same manner as previous studies, which combined teacher cognition theory with the field of GE. In other words, teacher beliefs play a crucial part in the teacher's cognitive system as a decisive role in their teaching practice. This study proposes further research to reinforce the results of contemporary research in this area.

Group work (GW) has been at the center of research for many years, and several positive attributes have been linked to its implementation in English language teaching (ELT) classrooms. This study explores Kuwaiti students' views on the benefits and difficulties of GW in their general English and English for specific purposes (ESP) courses. A mixed-method approach, involving both qualitative and quantitative data, was implemented, and 290 individuals responded to the questionnaire of which 22 were interviewed. All participants were students in one of the only two public higher education institutions in Kuwait: Kuwait University (KU) or the Public Authority for Applied Education and Training (PAAET). The findings revealed that the majority of students agreed that GW presented ample benefits for their learning journey, and some of those positive attributes surpassed the education realm into their social and professional realms. However, the findings also showed a few negative issues raised about GW implementation.

Background: Mitochondrial encephalomyopathy, lactic acidosis, and stroke-like episode syndrome is a rare mitochondrial genetic disorder that can present with a variety of clinical manifestations, including stroke, hearing loss, seizures, and lactic acidosis. The most common genetic mutation associated with this syndrome is M.3243A>G. The main underlying mechanism of the disease relates to protein synthesis, energy depletion, and nitric oxide deficiency. Controlling disease complications and improving patient quality of life are the primary aims of treatment options.Case Presentation: A 28-year-old Arabic female visited Al-Amiri Hospital in Kuwait. The patient was newly diagnosed with mitochondrial encephalomyopathy, lactic acidosis, and stroke-like episode syndrome following her admission as a case of status epilepticus requiring further investigation. The patient's seizures were controlled, and she was evaluated to rule out the most serious complications by carrying out appropriate clinical, laboratory, and radiological imaging. The patient was discharged from the hospital after 2 weeks with a follow-up plan.Conclusion: This case report emphasizes the importance of considering mitochondrial encephalomyopathy, lactic acidosis, and stroke-like episode syndrome as a potential cause of status epilepticus with lactic acidosis in a young female patient with a past history of stroke-like episodes. It also stresses the most important workup to rule out every possible life-threatening complication to improve patients' lives. [ABSTRACT FROM AUTHOR]

Objectives: To investigate the perspectives of paediatric occupational therapists on factors relating to the use of evidence-based practice (EBP) in clinical practice/settings., Design: A qualitative approach entailing the use of (face-to-face) semistructured interviews. Collected data were analysed using thematic analysis., Setting: Governmental and private hospitals, clinics and schools in Kuwait that offered occupational therapy services., Participants: 10 occupational therapists with a minimum of 2 years experience working with children., Primary and Secondary Outcome Measures: Occupational therapists' perspectives on the factors relating to the implementation of EBP in clinical practice., Results: Three themes emerged: (1) source of motivation towards EBP; (2) organisational support for EBP use and (3) creativity and flexibility in implementing EBP. Several motivators encouraged therapists to use EBP in their clinical practice, including their personal motivation and clients' outcomes. However, the barriers to EBP implementation are due to the lack of organisational support for EBP. Using creativity and flexibility in practice is essential to overcome challenges., Conclusion: This study identified factors related to the implementation of EBP from the perspective of paediatric occupational therapists in Kuwait. It provides several implications and recommendations for occupational therapy education and practice in the region due to similarities in culture. As therapists' concerns are identified, developing the educational curricula at universities and providing continuous professional development courses in regard to EBP utilisation are important for delivering effective healthcare services., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2024. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ Group.)