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Listening comprehension plays a pivotal role in second language (L2) acquisition, but the process of listening is complex. L2 learners' listening ability is influenced by both cognitive and affective factors. Among the latter, anxiety is one of the most commonly studied variables in the field of education (Horwitz, 2001); however, its impact on learners' listening performance is inconsistent in previous research and there have been contradictory findings regarding whether anxiety levels differed significantly according to gender. To address these limitations, this study investigated the effect of gender and foreign language listening anxiety (FLLA) on listening comprehension among 187 university students in China. In addition, it explored whether there were significant differences in FLLA levels between genders. Data sources included the FLLA scale and the Oxford Online Listening Level Test to measure FLLA and L2 listening comprehension, respectively. Results from between-groups analysis of variance showed that listeners with low anxiety listened significantly better than listeners with moderate and high levels of anxiety. Gender differences were examined in two aspects of listening: listening comprehension and FLLA. Specifically, females performed better than males in listening comprehension, and females had a higher level of FLLA compared to males. These results provide implications for teaching L2 listening considering the role of anxiety and gender.

Law enforcement officers are the primary individuals called and who respond to situations of heightened concern. They make split-second observations and decisions based on how best to react to given safety situations and those involved. Characteristics of autism spectrum disorders (ASD), if not properly understood and reacted to, may quickly escalate a law enforcement officer call in a negative way, making autism training for law enforcement officers imperative. To ascertain what is known about autism training for law enforcement officers, a scoping review was conducted. Five studies met final inclusion criteria. The trainees, context and development of the training, evaluation procedures, and training outcomes are synthesized to provide guidance for future training implementation teams. Areas for future research are presented.

Second language (L2) listening comprehension is a function of many variables. We focused on metacognitive awareness, which we measured using the Metacognitive Awareness Listening Questionnaire (MALQ; Vandergrift et al., 2006), and meta-analyzed (a) the factor structure of the MALQ and (b) the relationship between metacognitive awareness and L2 listening comprehension. We used meta-analytic structural equation modeling to synthesize 29 studies that provided Pearson's product-moment correlation matrices from 4,574 learners. Results showed (a) that the MALQ measured metacognitive awareness as a single factor with five subcomponents (their interrelationship and relative contribution to metacognitive awareness varied) and (b) that metacognitive awareness explained listening comprehension (b* = .306). The results were moderated by publication type, the response format of listening comprehension tests, and participant type. The findings can help researchers to better conceptualize the construct of metacognitive awareness in relation to listening comprehension as well as to score metacognitive awareness.

Using metacognitive strategies to enhance EFL reading comprehension is well-established, but it remains unclear how strategy use may differ according to individual reader characteristics like gender and reading ability. To address this limitation in the literature, 137 Chinese EFL university students completed a reading comprehension task and the Metacognitive Awareness of Reading Strategies Inventory (MARSI). The MARSI measured the use of global strategies (for global analysis of a text), problem-solving strategies (to cope with challenging texts), and support strategies (to support comprehension). Results from a within-group analysis of variance showed that the participants used problem-solving strategies with high frequency and used them significantly more than global and support strategies, which were used moderately. Global strategies were used significantly more than support strategies. Results from t-tests showed no differences in strategy use between genders and results from a between-groups analysis of variance showed that high ability readers used significantly fewer support strategies than low ability readers, but the effect size was small. No differences were found among the other strategy types across the ability levels. These findings suggest that gender differences did not affect strategy use and that when reading ability increased, the participants were less reliant on support strategies.

This study investigated second language learners' fairness perceptions of a classroom-based language test and whether those perceptions were predictive of justice judgments of their language program. Classroom test fairness was conceptualized as a multidimensional construct, consisting of distributive fairness (how fairly test scores represent performance), procedural fairness (how equally test procedures are applied), and interactional fairness (how respectful communication is between students and teachers during a test). In total, 192 Chinese EFL learners at a university in Macau completed an online questionnaire eliciting their fairness and justice perceptions of a single testing event. The students reported that their test administration was procedurally and interactionally fair, but were neutral about its distributive fairness. Results from structural equation modeling indicated that the students made justice judgments about their language programs based on how respectfully the teachers communicated with them during the testing event (interactional fairness) and how fairly their score represented their performance (distributive fairness). Perceptions of procedural fairness was not predictive of language program justice, but it was predictive of how fairly students viewed their scores. The findings suggest that language teachers should ensure that their test administrations have distributive, procedural, and interactional fairness.

This study examined the content alignment between an English as a foreign language skills curriculum and a provincial language test in China. When there is misalignment in the content between the standards of a curriculum and a test, conclusions about student abilities and teaching effectiveness can be questioned. To examine this, three categories of alignment were investigated using document analysis and expert judgment: categorical concurrence, range of knowledge correspondence, and balance of representation. Eight reviewers coded the curriculum and test items. Results showed that the curriculum aligned across the three criteria for the listening and reading skills. For the writing skills, the range of knowledge correspondence and balance of representation criteria were met, but categorical concurrence was not. The test did not include speaking items, so there was complete misalignment with that curriculum. The findings showed that the test partially aligned with the curriculum, suggesting that performance may not fully represent students' ability to meet the curricular standards. We recommend that future tests should comprehensively cover all of the content in the curriculum and when doing so to ensure there is a sufficient number of items measuring each objective. This would improve how accurately interpretations of student performance can be made.

Background: In view of the widespread use of digital technologies in English as a foreign language (EFL) learning and the importance of students' approaches to learning (SAL) and digital competence, as well as the threats of technostress in digital settings, digital EFL learning requires a critical examination. Objectives: This study sought to investigate the interrelationships among of SAL, students' digital competence, and the emerging technostress in digital learning of EFL. Methods: Survey and EFL test data of 477 university students taking EFL courses were collected. Partial least square structural equation modelling and cluster analysis were employed to analyze these data. Results and Conclusions: The results indicate that a surface approach to learning was significantly positively associated with technostress while negatively associated with digital competence. The deep and organized learning approaches positively predicted digital competence, which further negatively predicted technostress and burnout in digital learning of EFL. Technostress was found to be positively related to exhaustion and cynicism, with cynicism being negatively related to EFL learning outcomes. The cluster analysis identified three clusters of EFL learners and revealed that, overall, high scores in the deep and organized approaches to learning were generally aligned with strong digital competence, low technostress, low burnout, and high EFL learning outcomes. Takeaways: The findings of this study carry important implications for practitioners of EFL learning and teaching in the design of strategies, pedagogies, and EFL learning technologies that improve EFL learning in digital settings while maintaining learners' wellbeing.

Background: Children of immigrants often have excess mortality rates, in contrast to the low mortality typically exhibited by their parents' generation. However, prior research has studied children of immigrants who were selected for migration, thereby rendering it difficult to isolate the intergenerational impact of migration on adult mortality. Methods: We use semiparametric survival analysis to carry out a total population cohort study estimating all-cause and cause-specific mortality among all adult men and women from age of 17 years among all men and women born in 1953-1972 and resident in Finland in 1970-2020. We compare children of forced migrants from ceded Karelia, an area of Finland that was ceded to Russia during the Second World War, with the children of parents born in present-day Finland. Results: Children with two parents who were forced migrants have higher mortality than children with two parents born in Northern, Southern, and Western Finland, but similar or lower mortality than the subpopulation of children whose parents were born in the more comparable areas of Eastern Finland. For women and men, a mortality advantage is largest for external causes and persists after controlling for socioeconomic factors. Conclusion: Our findings suggest that forced migration can have a beneficial impact on the mortality of later generations, at least in the case where forced migrants are able to move to contextually similar locations that offer opportunities for rapid integration and social mobility. The findings also highlight the importance of making appropriate comparisons when evaluating the impact of forced migration. [ABSTRACT FROM AUTHOR]

Listening recall tasks, where test takers write L2 responses based on audio content, often inadvertently measure L2 writing skills, potentially compromising the accuracy of listening assessment. To address this concern, the present study draws inspiration from translanguaging, and employs a mixed-methods approach to investigate the potential of using L1 responses into recall tasks to mitigate the impact of L2 writing proficiency on task outcomes, thus enhancing task validity. Specifically, a listening recall task requiring L1 responses was developed and administered to 102 L2 learners in low and intermediate English proficiency. Their performance on this task was compared to a control task that required L2 responses. Follow-up interviews were also conducted. The results indicated that allowing L1 responses in the recall task led to better performance for intermediate-level L2 learners, enhanced representation of the listening construct, and garnered participants’ preference as a listening assessment approach. This suggests that utilising L1 responses has the potential to improve the construct and face validity of recall tasks, addressing the initial validity concern. Consequently, this investigation contributes to the refinement of listening task development and advocates for the application of translanguaged practices in language assessment, advancing the broader concept of translanguaging in language education. [ABSTRACT FROM AUTHOR]

Resistive-pulse sensing is a label-free method for characterizing individual particles as they pass through ion-conducting channels or pores. During a resistive pulse experiment, the ionic current through a conducting channel is monitored as particles suspended in the solution translocate through the channel. The amplitude of the current decrease during a translocation, or 'pulse', depends not only on the ratio of the particle and channel sizes, but also on the particle position, which is difficult to resolve with the resistive pulse signal alone. We present experiments of simultaneous electrical and optical detection of particles passing through microfluidic channels to resolve the positional dependencies of the resistive pulses. Particles were tracked simultaneously in the two signals to create a mapping of the particle position to resistive pulse amplitude at the same instant in time. The hybrid approach will improve the accuracy of object characterization and will pave the way for observing dynamic changes of the objects such as deformation or change in orientation. This combined approach of optical detection and resistive pulse sensing will join with other attempts at hybridizing high-throughput detection techniques such as imaging flow cytometry.

This study investigated the application of an artificial intelligence (AI) coach for second language (L2) learning in a primary school involving 327 participants. In line with Community of Inquiry, learners were expected to perceive social, cognitive, and teaching presences when interacting with the AI coach, which was considered a humanized agent. To examine how learners' perceived AI presences were related to their language learning, this study drew on AI usage data, actual learning outcomes, and attitudinal data. Results from hierarchical regression analyses suggest that cognitive presence and learners' affection for AI's appearance were significant predictors of L2 enjoyment, which also positively predicted learning outcomes. The score of English shadowing (representing the quality of AI usage) positively predicted learning outcomes. Contrary to intuition, teaching presence was found to negatively predict learning outcomes. Based on cluster analysis and subsequent MANOVA results, this study indicates that the learners perceiving higher social and cognitive presences via interacting with AI and showing greater affection for AI's appearance tended to use the AI coach more frequently, demonstrate higher L2 enjoyment, and achieve higher learning outcomes. The present study contributes to the limited but increasing knowledge of human-AI interaction in educational settings and carries implications for future efforts on the use of AI for L2 learning. [ABSTRACT FROM AUTHOR]

Activation of group I metabotropic glutamate (mGlu) receptors recruits the endocannabinoid system to produce both short- and long-term changes in synaptic strength in many regions of the brain. Although there is evidence that the endocannabinoid 2-arachidonoylglycerol (2-AG) mediates this process, the molecular mechanism underlying 2-AG mobilization remains unclear. In the present study, we used a combination of genetic and targeted lipidomic approaches to investigate the role of the postsynaptic membrane-associated lipase, diacylglycerol lipase type-alpha (DGL-alpha), in mGlu receptor-dependent 2-AG mobilization. DGL-alpha overexpression in mouse neuroblastoma Neuro-2a cells increased baseline 2-AG levels. This effect was accompanied by enhanced utilization of the 2-AG precursor 1-stearoyl,2-arachidonoyl-sn-glycerol and increased accumulation of the 2-AG breakdown product arachidonic acid. A similar, albeit less marked response was observed with other unsaturated and polyunsaturated monoacylglycerols, 1,2-diacylglycerols, and fatty acids. Silencing of DGL-alpha by RNA interference elicited lipidomic changes opposite those of DGL-alpha overexpression and abolished group I mGlu receptor-dependent 2-AG mobilization. Coimmunoprecipitation and site-directed mutagenesis experiments revealed that DGL-alpha interacts, via a PPxxF domain, with the coiled-coil (CC)-Homer proteins Homer-1b and Homer-2, two components of the molecular scaffold that enables group I mGlu signaling. DGL-alpha mutants that do not bind Homer maintained their ability to generate 2-AG in intact cells but failed to associate with the plasma membrane. The findings indicate that DGL-alpha mediates group I mGlu receptor-induced 2-AG mobilization. They further suggest that the interaction of CC-Homer with DGL-alpha is necessary for appropriate function of this lipase.

Activation of group I metabotropic glutamate (mGlu) receptors recruits the endocannabinoid system to produce both short- and long-term changes in synaptic strength in many regions of the brain. Although there is evidence that the endocannabinoid 2-arachidonoylglycerol (2-AG) mediates this process, the molecular mechanism underlying 2-AG mobilization remains unclear. In the present study, we used a combination of genetic and targeted lipidomic approaches to investigate the role of the postsynaptic membrane-associated lipase, diacylglycerol lipase type-alpha (DGL-alpha), in mGlu receptor-dependent 2-AG mobilization. DGL-alpha overexpression in mouse neuroblastoma Neuro-2a cells increased baseline 2-AG levels. This effect was accompanied by enhanced utilization of the 2-AG precursor 1-stearoyl,2-arachidonoyl-sn-glycerol and increased accumulation of the 2-AG breakdown product arachidonic acid. A similar, albeit less marked response was observed with other unsaturated and polyunsaturated monoacylglycerols, 1,2-diacylglycerols, and fatty acids. Silencing of DGL-alpha by RNA interference elicited lipidomic changes opposite those of DGL-alpha overexpression and abolished group I mGlu receptor-dependent 2-AG mobilization. Coimmunoprecipitation and site-directed mutagenesis experiments revealed that DGL-alpha interacts, via a PPxxF domain, with the coiled-coil (CC)-Homer proteins Homer-1b and Homer-2, two components of the molecular scaffold that enables group I mGlu signaling. DGL-alpha mutants that do not bind Homer maintained their ability to generate 2-AG in intact cells but failed to associate with the plasma membrane. The findings indicate that DGL-alpha mediates group I mGlu receptor-induced 2-AG mobilization. They further suggest that the interaction of CC-Homer with DGL-alpha is necessary for appropriate function of this lipase.

BACKGROUND: The number of confirmed COVID-19 deaths differed across countries and across waves of the pandemic. Patterns also differed between groups within a country. OBJECTIVE: We combine data on excess mortality with data on cause-of-death-specific mortality in the case of Sweden to identify which groups had excess mortality beyond what can be captured by analyses of COVID-19-specific deaths. We also explore the possibility that some groups may have benefited in terms of reduced all-cause mortality, potentially due to home-centered living conditions during the pandemic. METHODS: We produced and compared three sets of group-specific incidence rates: deaths from (1) any cause in 2020, (2) any cause in 2019, (3) any cause excluding COVID-19 in 2020. We compared rates across different socioeconomic profiles based on combinations of sex, age, marital status, education, and country of birth. CONTRIBUTION: We show that many of those who died during 2020 would not have done so in the absence of the pandemic. We find some evidence of COVID-19 mortality underestimation, mainly among individuals with a migration background. We also found groups for which mortality decreased during the pandemic, even when including COVID-19 mortality. Progression across the first and second waves of the pandemic shows that more groups appeared to become protected over time and that there was less underestimation of COVID-19 mortality in the second part of 2020. [ABSTRACT FROM AUTHOR]

Endocannabinoids play central roles in retrograde signaling at a wide variety of synapses throughout the CNS. Although several molecular components of the endocannabinoid system have been identified recently, their precise location and contribution to retrograde synaptic signaling is essentially unknown. Here we show, by using two independent riboprobes, that principal cell populations of the hippocampus express high levels of diacylglycerol lipase alpha (DGL-alpha), the enzyme involved in generation of the endocannabinoid 2-arachidonoyl-glycerol (2-AG). Immunostaining with two independent antibodies against DGL-alpha revealed that this lipase was concentrated in heads of dendritic spines throughout the hippocampal formation. Furthermore, quantification of high-resolution immunoelectron microscopic data showed that this enzyme was highly compartmentalized into a wide perisynaptic annulus around the postsynaptic density of axospinous contacts but did not occur intrasynaptically. On the opposite side of the synapse, the axon terminals forming these excitatory contacts were found to be equipped with presynaptic CB1 cannabinoid receptors. This precise anatomical positioning suggests that 2-AG produced by DGL-alpha on spine heads may be involved in retrograde synaptic signaling at glutamatergic synapses, whereas CB1 receptors located on the afferent terminals are in an ideal position to bind 2-AG and thereby adjust presynaptic glutamate release as a function of postsynaptic activity. We propose that this molecular composition of the endocannabinoid system may be a general feature of most glutamatergic synapses throughout the brain and may contribute to homosynaptic plasticity of excitatory synapses and to heterosynaptic plasticity between excitatory and inhibitory contacts.

Activation of group I metabotropic glutamate (mGlu) receptors drives the endocannabinoid system to cause both short- and long-term changes of synaptic strength in the striatum, hippocampus, and other brain areas. Although there is strong electrophysiological evidence for a role of endocannabinoid release in mGlu receptor-dependent plasticity, the identity of the endocannabinoid transmitter mediating this phenomenon remains undefined. In this study, we show that activation of group I mGlu receptors triggers the biosynthesis of the endocannabinoid 2-arachidonoylglycerol (2-AG), but not anandamide, in primary cultures of corticostriatal and hippocampal slices prepared from early postnatal rat brain. Pharmacological studies suggest that 2-AG biosynthesis is initiated by activation of mGlu5 receptors, is catalyzed by phospholipase C (PLC) and 1,2-diacylglycerol lipase (DGL) activities, and is dependent on intracellular Ca2+ ions. Realtime polymerase chain reaction and immunostaining analyses indicate that DGL-beta is the predominant DGL isoform expressed in corticostriatal and hippocampal slices and that this enzyme is highly expressed in striatal neurons, where it is colocalized with PLC-beta1. The results suggest that 2-AG is a primary endocannabinoid mediator of mGlu receptor-dependent neuronal plasticity.

Second language (L2) listening comprehension is a function of many variables. We focused on metacognitive awareness, which we measured using the Metacognitive Awareness Listening Questionnaire (MALQ; Vandergrift et al., 2006), and meta‐analyzed (a) the factor structure of the MALQ and (b) the relationship between metacognitive awareness and L2 listening comprehension. We used meta‐analytic structural equation modeling to synthesize 29 studies that provided Pearson's product‐moment correlation matrices from 4,574 learners. Results showed (a) that the MALQ measured metacognitive awareness as a single factor with five subcomponents (their interrelationship and relative contribution to metacognitive awareness varied) and (b) that metacognitive awareness explained listening comprehension (b* =.306). The results were moderated by publication type, the response format of listening comprehension tests, and participant type. The findings can help researchers to better conceptualize the construct of metacognitive awareness in relation to listening comprehension as well as to score metacognitive awareness. A one‐page Accessible Summary of this article in non‐technical language is freely available in the Supporting Information online and at https://oasis‐database.org [ABSTRACT FROM AUTHOR]