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This article highlights the integration of digital technology through the use of imagery in teaching and learning French as a foreign language (FLE). It focuses primarily on reading comprehension skills among third-grade primary school students. The objective is to develop reading comprehension skills from the early primary school years by transforming static images, traditionally used as teaching aids, into digital imagery. [ABSTRACT FROM AUTHOR]

Assessment is inevitable in any kind of formal education because it provides an idea of the amount of learning achieved to both the students and the instructors. Assessment has undergone a drastic change in its form and nature owing to the COVID-19 intervention. During the pandemic, most traditional assessments were reframed to suit to the online mode of conduct. Hence, the typed examinations came into picture replacing the written examinations. Though the students were not trained for the typing exams, they were enforced to take up typed examinations as there was no choice available during that time. This study intends to understand the students' perceptions with respect to written examinations and typed examinations to identify the preferred mode of giving the examinations. A survey questionnaire comprising closed ended questions on a 5-point Likert was used to get the inputs from the students at Gulf University, Bahrain. Descriptive statistics methodology was adopted after carrying out the Cronbach's alpha, Pearson's chi square tests and linear regression on the data. The Statistical Package for Social Sciences (SPSS) v21 was employed for data analysis. The results of the study suggest that the students prefer typing examinations for the ease of typing speed, proficiency in online reading skills, and typing function awareness. The scope of the study is to recommend bringing in the necessary changes in the policies and practices abiding the typing examinations to sustain the preferred mode in an ethical manner. Plus, it suggests addressing the challenges pertaining to the less preferred mode of examinationshandwritten examination for improvisation and further enhancement. [ABSTRACT FROM AUTHOR]

Copyright of Al Athar is the property of University of Kasdi Merbah Ouargla and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Some of the glories of cultural Iran have been preserved in the area of long-lasting and enduring elements, such as lithographs. The elements that have the most resilience against the harsh nature as well as the events of the time and in a way preserve the culture of this land as well as its longevity. Some of these works are still based on different areas such as caves, rivers and mountains. One of those forms is the tombstones, of which there are valuable examples in different parts of Iran. In addition to identifying the deceased, these elements sometimes included multiple symbolic elements related to the traits, characteristics, occupation, gender, social status, interests or secrets of the heart, the survivors of him. The mausoleum of the Islamic period of Shahsavar Izeh, whose oldest historical shrine is about four hundred years old, is one of the mausoleums that have the said characteristics. The symbolic visual elements of this cemetery, which are displayed on its tombstones, represent two climatic and tribal features. The nature of these tombstones and how and why their symbolic meanings are the questions that will be answered in this research. The aim of this research is first to better understand the symbolic and decorative elements of Izeh city and Khuzestan region and then to complete the information of Iranian lithographs. The present study is qualitative and has a phenomenological nature. [ABSTRACT FROM AUTHOR]

The article aims at the substantiation, definition and genre characteristics of a new sphere of Internet communication – learning online discourse, which is becoming increasingly important in modern educational practice due to various social processes and technological development of society, but has not yet become the subject of linguistic and genre analysis. The research is based on observation and comparison of various genres emerging in online learning and illustrated by the online discourse on studying foreign languages. The basis for the analysis is the model of the Internet genre, which includes media, pragmatic, structural and linguistic parameters. The paper gives the definition of the online learning discourse as a computer mediated communicative activity for the formation of subject knowledge and skills of students. The given definition illustrates that it is important to include the leading media and pragmatic parameters in determining the type of discourse or a particular genre. Among the genres of online learning discourse the author singles out asynchronous (based on written speech format) and synchronous (oral) communication forms. Examples of the former are a learning website and its types (a learning website covering a separate course of lessons, a learning website as part of a personal site, a learning site as part of a learning portal), the latter is illustrated by a synchronous online lesson, its video recording and a recorded video lesson. Different genres of online educational discourse are characterized by the explication of the steps of the lesson. In the structure of the genre there is an instructive component, which is characterized by addressing, directiveness and the use of computer vocabulary, as well as an explanatory component, where the vocabulary of the studied subject area and thematic vocabulary are used.

This paper explores the longitudinal development of the phrasicon (i.e. phraseological lexicon) of French-speaking learners of Dutch in two different educational settings: Content and Language Integrated Learning (CLIL) and traditional foreign language learning contexts (non-CLIL). We followed 195 pupils and analyzed a corpus of 390 written texts gathered at two data collection points: at the beginning of their fifth year of secondary school education (Grade 11) and at the end of their sixth year (Grade 12). We examined both frequency and accuracy of the phrasicon. Whilst SLA research often supports the fact that learners at a higher proficiency level have a larger phrasicon and that CLIL learners' overall language competence is higher than their non-CLIL peers, our results show no significant increase in the frequency of use of phraseological units in CLIL; a significant decrease for two categories (referential phrasemes and lexical collocations) is even noticed. non-CLIL learners display no significant change in the use of various types of phrasemes. Regarding accuracy, both CLIL and non-CLIL learners' phrasicon become more accurate (fewer errors) over time in more than 50% of the categories. Here again, no statistically significant improvement was noted among the groups between the two data collection points. [ABSTRACT FROM AUTHOR]

The purpose of the current investigation was to determine the effectiveness of writing down goals, as well as displaying them, on performance. Sixty-two college student participants were randomly assigned to one of the following conditions: no goals, unwritten goals, written goals, or written and displayed goals. Participants performed a free-throw-shooting task, dribbling around cones, and layups for 2 min (Mikan drill) in a pretest–posttest design with posttesting occurring 3–4 wk after the initial testing. A 4 × 2 (goal conditions by trials) repeated-measures MANOVA with the 3 performance measures as dependent variables was conducted. There were no significant group main effects or interactions. Results also revealed no differences among the groups in commitment, motivation, and perceived difficulty of their goals. However, significant correlations indicated that the more participants looked at their goal, the more likely they were to practice their skills (although this did not lead to enhanced performance). These results call into question the efficacy of writing down goals, although future studies need to verify this with different tasks and different levels of goal difficulty. [ABSTRACT FROM AUTHOR]

The mathematical communication of junior high school students is contained in written answers to mathematics, especially in finding patterns of problem-solving, presentation, and rewriting using the language, which is the purpose of this research. Expressing a mathematical situation into a mathematical model in writing can be done by reading and understanding the problem repeatedly, making connections between mathematical concepts and relevant images, making observations on the pictures given, then sorting the numbers based on the views, providing a complete explanation. Then ask students to illustrate the correct and correct answers in their language. The need to pay attention and maximize the time for students to communicate their findings. Creating a learning atmosphere that supports mathematical communication by getting students to dare to express opinions or ideas related to lessons and enrich themselves by seeking information from various sources. Komunikasi matematis siswa SMP yang terkandung dalam jawaban tertulis matematika, terutama dalam menemukan pola pemecahan masalah, penyajian, dan penulisan ulang menggunakan bahasanya. Menyatakan situasi matematika ke dalam model matematika secara tertulis, dapat dilakukan dengan cara membaca dan memahami masalah secara berulang-ulang, membuat hubungan antara konsep matematika dan gambar yang relevan, melakukan pengamatan pada gambar yang diberikan, kemudian mengurutkan angka berdasarkan gambar, memberikan penjelasan yang lengkap, kemudian meminta siswa untuk mengilustrasikan jawaban dalam bahasa mereka sendiri yang benar dan benar. Perlunya memperhatikan dan memaksimalkan waktu bagi siswa untuk mengomunikasikan temuannya. Menciptakan suasana belajar yang mendukung komunikasi matematis dengan cara membiasakan siswa memberanikan diri mengemukakan pendapat atau gagasan terkait pelajaran, dan memperkaya diri dengan mencari informasi dari berbagai sumber.

Entrustable Professional Activities (EPA) assessments are intended to facilitate meaningful, low-stakes coaching and feedback, partly through the provision of written comments. We sought to explore EPA assessment comments provided to internal medicine (IM) residents for evidence of feedback and coaching language as well as politeness. We collected all written comments from EPA assessments of communication from a first-year IM resident cohort at the University of Toronto. Sensitized by politeness theory, we analyzed data using principles of constructivist grounded theory. Nearly all EPA assessments (94%) contained written feedback based on focused clinical encounters. The majority of comments demonstrated coaching language, including phrases like 'don't forget to,' and 'next steps are,' followed by specific suggestions for improvement. A variety of words, including 'autonomy' and 'independence' denoted entrustment decisions. Linguistic politeness strategies such as hedging were pervasive, seemingly to minimize harm to the supervisor-trainee relationship. Evidence of written coaching feedback suggests that EPA assessment comments are being used as intended as a means of formative feedback to promote learning. Yet, the frequent use of polite language suggests that EPAs may be higher-stakes than expected, highlighting a need for changes to the assessment culture and improved feedback literacy. [ABSTRACT FROM AUTHOR]

We investigate the variation in oral and written language in terms of anaphoric distance (i.e., the textual distance between anaphors and their antecedents), expanding corpus-based research with experimental evidence. Contrastive corpus studies demonstrate that oral genres include longer average anaphoric distance than written genres, if the distance is measured in terms of clauses (Fox, 1987; Aktaş & Stede, 2020). We designed an experiment in order to examine the contrasts in oral and written mediums, using the same genre. We aim to gain more insight about the impact of the medium, in a situation where both mediums convey a similar level of spontaneity, informality and interactivity. We designed a story continuation study, where the participants are recruited via crowdsourcing. To our knowledge, this is the first study of its kind, where anaphoric distance is manipulated systematically in a language production experiment in order to examine medium distinctions. We observed that participants use more pronouns in oral medium than in written medium if the anaphoric distance is long. This result is in line with the implications of the earlier corpus-based research. In addition, our results indicate that anaphoric distance has a larger effect in referential choice for the written medium.

Copyright of IUG Journal of Islamic Studies is the property of Islamic University of Gaza and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This short case study investigated the history of an Afghan student's English language learning process. The study also aimed to determine which learning style was best suited to Osman, as the participant of this study, to learning English. Moreover, the study attempted to assess oral skills, written skills, the participant's attitudes towards learning English, preferences, and language learning history. Therefore, the data was collected from both an online survey questionnaire and a semi-structured interview. The findings of the study revealed that he, despite several social factors, could successfully learn English. During his language learning process, the number of his characteristics was determined. He was a visual learner and learned the target text which had pictorial aspects. Furthermore, the study also yielded that he would speak better than his classmates as he followed several other channels for learning English online, (i.e., BBC, CNN, Podcasts, YouTube, and other English learning websites). [ABSTRACT FROM AUTHOR]

Abstract Background The Objective Structured Clinical Exam (OSCE) is a useful means of generating meaningful feedback. OSCE feedback may be in various forms (written, face to face and audio or video recordings). Studies on OSCE feedback are uncommon, especially involving Asian medical students. Methods We compared two methods of OSCE feedback delivered to fourth year medical students in Malaysia: (i) Face to face (FTF) immediate feedback (semester one) (ii) Individualised enhanced written (EW) feedback containing detailed scores in each domain, examiners’ free text comments and the marking rubric (semester two). Both methods were evaluated by students and staff examiners, and students’ responses were compared against their OSCE performance. Results Of the 116 students who sat for both formative OSCEs, 82.8% (n=96) and 86.2% (n=100) responded to the first and second survey respectively. Most students were comfortable to receive feedback (91.3% in FTF, 96% in EW) with EW feedback associated with higher comfort levels (p=0.022). Distress affected a small number with no differences between either method (13.5% in FTF, 10% in EW, p=0.316). Most students perceived both types of feedback improved their performance (89.6% in FTF, 95% in EW); this perception was significantly stronger for EW feedback (p=0.008). Students who preferred EW feedback had lower OSCE scores compared to those preferring FTF feedback (mean scores ± SD: 43.8 ± 5.3 in EW, 47.2 ± 6.5 in FTF, p=0.049). Students ranked the “marking rubric” to be the most valuable aspect of the EW feedback. Tutors felt both methods of feedback were equally beneficial. Few examiners felt they needed training (21.4% in FTF, 15% in EW) but students perceived this need for tutors’ training differently (53.1% in FTF, 46% in EW) Conclusion Whilst both methods of OSCE feedback were highly valued, students preferred to receive EW feedback and felt it was more beneficial. Learning cultures of Malaysian students may have influenced this view. Information provided in EW feedback should be tailored accordingly to provide meaningful feedback in OSCE exams.

Although a plethora of research has been conducted on written corrective feedback and timing of feedback in various teaching and learning contexts, there is a paucity of research on learners' preferences regarding different online written corrective feedback. Such a lacuna becomes prominent in EFL contexts, especially in grammar classes, where there are many calls for clear explanations on the rules and uses of language. To fill this gap, the current study reports on a case study regarding how technology can suit pre-service teachers' preferences as to written feedback provided on online quizzes based on four units in Advanced English Grammar class. The study benefited from both qualitative and quantitative approaches to find answers to the research questions. The convenience sampling method was chosen, and the participants of the study included 64 seniors enrolled in the elective course entitled Advanced English Grammar II at a state-run university in the southwest of Turkey. Data collection instruments included four online quizzes supported with different feedback for each answer, and semi-structured interview sessions with the selected participants. Findings indicate that metalinguistic and concordance feedback were the feedback types that the pre-service language teachers most preferred. Immediate feedback was determined to be the most efficient way to support learning based on participants' views and suggestions. [ABSTRACT FROM AUTHOR]

The present research article highlights the group of same letters opening with the alphabet 'C' in the different words of English language having different pronunciations. The group of same letters opening with the alphabet 'C' in the different words of English language, having different pronunciations, are 43 in numbers which are: ca, cce, ccla, cco, ccu, ce, ch, cha, che, chi, cho, chri, chro, chu, ci, cia, cka, cke, cla, cle, clea, cli, clie, clo, co, coa, coe, con, coo, cou, cqui, cra, cre, crea, cri, cro, cru, cry, cta, cti, ctro, cu and cy. The group of same letters opening with the select alphabet of 'C' in the different words of English language, having different pronunciations, have been written with examples including words and phonetic transcriptions which will help to acquire the proficiency over the select area of study. Conclusion and references have been included. [ABSTRACT FROM AUTHOR]

This paper introduces a more complex and refined articulated view than the classic and simple dichotomy of linguistic production. According to the traditional doxa, what is linguistically articulated is either spoken or written. Forms of written language have previously been considered a secondary representation of spoken forms and, at least in the alphabetic system, the only properly linguistic form. I argue that there exists a third dimension of language, which is internal. This internal form is lexically, phonetically and grammatically articulated, without being spoken in a proper sense, but which can be seen as the pre-condition for both spoken and written production. In other words, linguistic production does not necessarily imply the presence of two interacting speakers (or writers/readers). Production can be seen as the simple effect of an internal activity, and can be described without reduction to spoken or written forms. A consideration of this third dimension in a systematic way could enrich and strengthen approaches to many types of texts and help to productively integrate the traditional schemes adopted in Sociolinguistics, Historical Linguistics, Philology, Literary Criticism, and Pragmatics.

Copyright of Nueva Revista del Pacífico is the property of Universidad de Playa Ancha de Ciencias de la Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper discusses the mobilityand permeability of the boundariesbetween the oral and the written inthe case of folk books. To illustratethis, it uses stories that are im-portant to Romanian society, suchas the Romanian-language writingabout Alexander the Great, i.e., theAlexãndria, and oral tradition. Ithighlights the relationship betweenelite and peasant society and theblurring of the boundaries betweenthem in the case of reading, inwhich monks and copying priestswere involved. The study alsotouches on the communal rea-dings, so important for peasantsocieties, both for information andfor entertainment, where the lite-racy of the village takes centrestage and acquires authority. Theauthor also pays attention to theway in which the fictional addi-tions of short legends and histori-cal facts typical of the oral tradi-tion are incorporated into thechronicle. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The language with which a company communicates is of vital importance. It is through language and its various possibilities of communication that a society develops regional, socioeconomic and cultural values that appear in a historical process of language. In this way, the language represents so crystallized the culture of a given society. The Quechua would have an antiquity of around 5000 years ago and originated in Peru. During the Inca Empire the Quechua became the General language for communication between people speaking different languages and consoli-dated itself as the language of administration and control, as well as for the transmission of knowledge. Any language is related to the history and memory of a people. The language is closely related to knowledge and worldviews and to your transmission to future generations, so it is important to the preservation of Quechua in order to preserve and transmit the knowledge of ancient Andean peoples.

This article is the first in a trilogy that deals with corpus-driven Bantu lexicography, which is illustrated for Lusoga. The focus here is on the building of a so-called 'organic corpus' from scratch, while the next two instalments will deal with the use of that corpus on the macrostructural and microstructural levels, respectively. Not many detailed descriptions of corpusbuilding efforts exist for Bantu languages, so each and every step is discussed in detail, paying particular attention to the parameters that have to be taken into account, while not losing sight of the need to log the metadata either.

Background: The Objective Structured Clinical Exam (OSCE) is a useful means of generating meaningful feedback. OSCE feedback may be in various forms (written, face to face and audio or video recordings). Studies on OSCE feedback are uncommon, especially involving Asian medical students. Methods: We compared two methods of OSCE feedback delivered to fourth year medical students in Malaysia: (i) Face to face (FTF) immediate feedback (semester one) (ii) Individualised enhanced written (EW) feedback containing detailed scores in each domain, examiners' free text comments and the marking rubric (semester two). Both methods were evaluated by students and staff examiners, and students' responses were compared against their OSCE performance. Results: Of the 116 students who sat for both formative OSCEs, 82.8% (n=96) and 86.2% (n=100) responded to the first and second survey respectively. Most students were comfortable to receive feedback (91.3% in FTF, 96% in EW) with EW feedback associated with higher comfort levels (p=0.022). Distress affected a small number with no differences between either method (13.5% in FTF, 10% in EW, p=0.316). Most students perceived both types of feedback improved their performance (89.6% in FTF, 95% in EW); this perception was significantly stronger for EW feedback (p=0.008). Students who preferred EW feedback had lower OSCE scores compared to those preferring FTF feedback (mean scores ± SD: 43.8 ± 5.3 in EW, 47.2 ± 6.5 in FTF, p=0.049). Students ranked the "marking rubric" to be the most valuable aspect of the EW feedback. Tutors felt both methods of feedback were equally beneficial. Few examiners felt they needed training (21.4% in FTF, 15% in EW) but students perceived this need for tutors' training differently (53.1% in FTF, 46% in EW) Conclusion: Whilst both methods of OSCE feedback were highly valued, students preferred to receive EW feedback and felt it was more beneficial. Learning cultures of Malaysian students may have influenced this view. Information provided in EW feedback should be tailored accordingly to provide meaningful feedback in OSCE exams. [ABSTRACT FROM AUTHOR]

Programmatic assessment supports the evolution from assessment of learning to fostering assessment for learning and as learning practices. A well-designed programmatic assessment system aligns educational objectives, learning opportunities, and assessments with the goals of supporting student learning, making decisions about student competence and promotion decisions, and supporting curriculum evaluation. We present evidence-based guidance for implementing assessment for and as learning practices in the pre-clinical knowledge assessment system to help students learn, synthesize, master and retain content for the long-term so that they can apply knowledge to patient care. Practical tips are in the domains of culture and motivation of assessment, including how an honour code and competency-based grading system can support an assessment system to develop student self-regulated learning and professional identity, curricular assessment structure, such as how and when to utilize low-stakes and cumulative assessment to drive learning, exam and question structure, including what authentic question and exam types can best facilitate learning, and assessment follow-up and review considerations, such exam retake processes to support learning, and academic success structures. A culture change is likely necessary for administrators, faculty members, and students to embrace assessment as most importantly a learning tool for students and programs. [ABSTRACT FROM AUTHOR]

Copyright of Annals of Arts & Languages is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Research in Educational & Human Sciences Arts & Languages is the property of Research & Development of Human Recourses Center (REMAH) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Only a few studies have described the impacts, strengths and needs for further development of national licensing exams (NLE). To gain such insights regarding the Swiss NLE, which includes a multiple-choice and a standardised clinical skills exam, we explored the perceptions of involved experts and stakeholders. We explored participants' perceptions in four focus group discussions. The interviews were recorded, transcribed verbatim and qualitatively analysed using a thematic analysis approach. The analysis resulted in five perceived impacts, two strengths and two needs for further developments of the NLE. Perceived impacts were (1) steering students' learning behaviour, (2) supporting teachers and assessors to align teaching to competencies, (3) elevating the importance of the Swiss Catalogue of Learning Objectives, (4) setting incentives for the further development of curricula, and (5) fostering the collaboration between the faculties of medicine. Perceived strengths were the blend of assessment formats, including their competency-based orientation, and the collaborative development approach. Perceived needs lay in the NLE's further development to sustain its fit for purpose and in incentives for people involved. According to our study, this NLE had, and has, notable impacts on medical education in Switzerland. Our insights can be useful for others planning a similar undertaking. [ABSTRACT FROM AUTHOR]

• Educational interventions are minimally effective in improving medication adherence in hypertension. • Oral education can significantly improve medication adherence in hypertension. • Frequent follow-ups can significantly influence medication adherence among people with hypertension. Medication adherence among patients with hypertension has continued to be a challenge despite various educational interventions utilised in their care. The effect of the different educational methods on medication adherence in hypertension remains uncertain. To examine the effect of educational interventions on improving medication adherence among patients with hypertension. A systematic search was conducted using EMBASE, MEDLINE, PsycINFO, CINHAL, PUBMED, HTA and Cochrane controlled trial registry from 1999 to 2019. Subgroup analysis was performed according to the various methods of educational intervention. Twelve studies identified from seven databases were interrogated. There was a low to moderate quality evidence to support the improvement of medication adherence with educational interventions. Verbal education had a small statistically significant effect d = 0.18 (95% CI 0.01–0.34, p < 0.04). No statistically significant difference was found between bimodal (verbal and printed) and multimodal (verbal, printed and electronic) educational interventions. Frequent contacts during patient education showed better outcomes of medication adherence. Verbal educational interventions can improve health literacy and consequent adherence to medication among individuals with hypertension. Frequent verbal educational interventions can enhance patient engagement, participation as well as promote medication literacy and adherence. Healthcare professionals should adopt innovative ways of ensuring regular follow-ups and making educational sessions more interactive and useful to patients. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Tikrit University for Humanities is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With increased interest in the use of entrustable professional activities (EPAs) in undergraduate and postgraduate medical education, comes questions about their implications for curriculum development and assessment. This paper addresses some of those questions, discussed at a symposium of the 2017 conference of AMEE, by presenting the components of an EPA, describing their importance and application, identifying their implications for assessment, and pinpointing some of challenges they pose in undergraduate and postgraduate settings. It defines entrustment, describes the three levels of trust, and presents trainee and supervisor factors that influence it as well as perceived benefits, and risks. Two aspects of EPAs have implications for assessment: units of professional practice and decisions based on entrustment, which impact an assessment's blueprint, test methods, scores, and standards. In an undergraduate setting EPAs have great appeal, but work is needed to identify and develop a robust assessment system for core EPAs. At the postgraduate level, there is tension between the granularity of the competencies and the integrated nature of the EPAs. Even though work remains, EPAs offer an important step in the evolution of competency-based education. [ABSTRACT FROM AUTHOR]

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Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The main mechanisms that represent the morphology of the past tense in English act continue to be discussed. The dual model assumes that the morphology of the English past verb operates in two different mechanisms, regular and irregular. The main aim of this study is to verify the process of acquiring of the English past tense L2 as a second language by Arab learners in Saudi. This investigation in research was to examine the validity of the Dual model through identifying the relationship between acquisition of English language past tense by Arabic learners in Saudi in addition to the repetition and regularity forms in English past tense. (fill in the gaps and speaking task task), two tasks were run on Arabic-Saudi learners of English as a second language (ESL) with eighteen high-proficiency and eighteen lowproficiency, to explain if the level of proficiency has affected the processing of L2 English past tense morpheme or not. The results of this study support the Dual model that there are two basic mechanisms in the brain for learners of ESL to acquire English past tense. Irregular verbs are represented by associative memory and Regular verbs are represented by a rulecontrol mechanism. Thus, frequency effect was found in the morphology acquisition of the past tense from irregular verbs. However, Saudi learners of ESL do not continuously display the regular and irregular verb forms and inconsistencies in the production of low and high frequency verbs. On other side, the results in this study revealed a high correlation degree between the level of accuracy of English past tense acquisition and the proficiency of Saudi learners. Factors like speaking in English and hours of learning do not seem to have a strong impact on production of past tense. [ABSTRACT FROM AUTHOR]

This article focuses on the role of interlocutor / other in written productions of high school students, and its objective is to analyze the manifestations of the interlocutor in instructional texts produced by students from a private high school education in Paraná Northwest. The theoretical anchorage that supports the analyzes and statements are the concepts developed by the Bakhtin Circle and discussions of Brazilian researchers in Applied Linguistics. Data were collected from a writing activity proposed by the Portuguese teacher to 30 students in a multigrade class. Analyses were done in view of four categories of interlocutor´s manifestation: i) real interlocutor; ii) virtual interlocutor; iii) internal interlocutor; iv) higher interlocutor. The results of this study indicate that the interlocutor´s categories are marked in the texts, showing that interlocutor is a constitution element of written. Another result points to the fact that the higher interlocutor influences differently in the beginners’ and experienced students texts in the educational institution where the research was conducted. In the writing of experienced students, its influence is related to the organization of the text, lexical choice etc.

This corpus-based study focuses on the nine English central modal verbs (can, could, will, would, may, might, shall, should, and must) across the two chosen genres of the COCA corpus - Spoken and Academic genres, which show the greatest number of differences in terms of genre characteristics, such as formality or intended audience. Because research on modal verbs across genres, especially one inclusive of the spoken genre, is limited, this study investigates these two genres to test the hypothesis that the general genre characteristics influence the choice of modal verbs. As a result, the distribution of modal verbs across the different genres differs too. The results suggest that genre can indeed be indicative of the frequency and use of modal verbs, which may be ascribed to two language processes colloquialization and democratization. [ABSTRACT FROM AUTHOR]

Considerably, writing is a complex task that requires the integration of multiple cognitive, linguistic, and motor abilities. It involves both low-level transcription skills (handwriting, spelling, punctuation, capitalisation, and grammar) and high-level composition skills (planning, content, organisation, and revision). In this regard, second year university learners at the section of English often take a “written expression” course backed up with tutorial classes to help learners master the different writing techniques and styles. However, many learners struggle in the writing process and end up producing pieces of writing that are ineffective or even incomprehensible showing poor mastery of language usage. Most of the time, learners have good ideas and knowledge of the way paragraphs or essays should be organised. In such a case, the ineffectiveness that characterises learners’ written products is grammar- related. To account for the reasons behind these problems, we hypothesised that the currently used grammar teaching method might not be effective leading to such a shortage in learners’ knowledge and skills. As a remedy to this anomaly, we have proposed the Integrative Grammar Teaching Method (IGM) as a model of grammar teaching. The analysis and interpretation of the collected data revealed that IGM could help learners develop their writing performances. Likewise, it has confirmed that teaching grammar in the context of writing and including learners in the process of rules formation is more likely to help them use grammar correctly and appropriately in the process of writing producing more legible and correct written products. Therefore, we could conclude that the previously stated hypotheses were confirmed and the findings were supportive and positive.

Writing is recognized as a critical skill in science, technology, engineering, and mathematical fields, as it provides opportunities for individuals to think critically about learned information, integrate knowledge, communicate understanding, and contribute new information to the field. Requirements for applying mathematical knowledge to writing require a seamless blend of content-specific knowledge, domain-specific vocabulary, and an understanding of written expression. Relatively, little is known about how mathematics writing is currently being assessed in K-12 classrooms to promote the acquisition and growth of students' writing. This exploratory survey research sought to evaluate how undergraduate students across various career majors, at a large university in the USA, perceive the writing quality of elementary mathematics writing samples. Research determined that respondents valued accuracy of the mathematics, logical explanation, effort of the response, as well as organization/mechanics of the writing. The extremes of mathematical writing had the most reliable scores, bringing attention to the need to develop quality assessments (e.g., rubrics) that address subjectivity of writing quality indicators and explicitly communicate expectations of mathematics writing. Implications for practice and future research are presented. [ABSTRACT FROM AUTHOR]

The paper attempts to show how the emergence of writing in 'oral cultures' transforms the society and how, in the process of rapid modernization, oral traditions diffuse and are lost. Through a discussion of Walter Ong, I lovelock and Jack Goody's work I will attempt to highlight the change that such societies go through with the introduction of Writing. Using the Naga society as a model for analysis I shall attempt to show the impact the emergence of this new medium of communication. Through 1 lovelock, Ongand Goody'stheoryofhowwritingchangesandrestmeturestheconsciousnessofthepeople, we shall see how the cultural heritage transmitted in non-literate societies, particularly the Nagas, changes with the widespread adoption of writing; also, what man makes of his world is closely related to systems of communication and any change in these systems is linked to changes in human interaction. In our discussions, we shall ponder upon questions including: What are the complications involved in the shift from an oral mode to a written one? What happens to indigenous oral cultural systems when, the written form'takes over the mleof the spoken one? [ABSTRACT FROM AUTHOR]

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