Challenges of Teaching English Language Online: Teachers Perspective

Virtual online teaching was adopted at the Iraqi educational institutions: schools and universities when COVID-19 break out. It was the only alternative to revival the education sector after locking down schools and universities by the condition of the quarantine. The scenario of locking down schools and universities after the spread of COVID-19 pandemic pushed stakeholders and decision makers to switch the educational process to the online mode (Thi1 &Minh, 2021). This sudden shift arose many issues and challenges which was faced by both teachers as well as learners, soon questions about the validity and authenticity of the educational process and outcomes were raised. The current study seeks to uncover hidden issues and challenges which English language teachers at Diyala University encounter at this critical period 2019-2022. A semi-structured interview was utilized as the instrument of this small scale qualitative and descriptive study. The qualitative raw data obtained from the interview transcripts were thematically coded and analyzed. The finding were interpreted in two directions: first: failure of the new online teaching process in obtaining the desired educational outcomes outlined by the ministries of education and higher education due to several reasons: uncontrolled examination session which led to student cheating and resulted in unauthentic grading marks. In addition to internet connection issues which is added to the teachers burden and affect negatively EFL teaching process. Secondly: it was proven that online teaching can be beneficial in the sense that it can save time and effort if new strategies of assessment were adopted, intensive training courses for teachers as well as students were applied, in addition to providing good internet service for both student and teacher. © 2023 Otjivanda Presse.Essen. All rights reserved.

Financial Crisis and its Effect on Psychological Well-Being, Health, Satisfaction, and Financial Incapability, A Systematic Review

Background and Objectives: The decline in GDP caused by the global economic recession of 2008 and that caused by the COVID-19 pandemic has resulted in the poor economy of countries around the globe with increased rates of unemployment and adverse job conditions. This systematic review aims to identify the impact of a Financial crisis on Psychological well-being, Life satisfaction, Health Satisfaction, and Financial Incapability. Methodology: The literature included in the review was searched from Feb 1, 2023, to March 26, 2023, by using the PUBMED database as the search engine. Studies discussing the impact of the financial or economic crisis on psychological well-being, Health, Life satisfaction, and Financial Incapabilities published in the English Language were included in this review whereas systematic reviews and metanalysis, case reports, articles published in languages other than English and articles with limited access were excluded. Result(s): Of the 26 articles found eligible for the study, there were 22 Quantitative studies, 2 qualitative studies, and 2 Mixed Method Studies. Most of the articles included in this study discussed the Global Economic crisis caused by COVID-19 and the Global Financial Crisis of 2008. Almost 80% of the studies included in this review discussed psychological well-being and the prevalence of psychological disorders including Depression, Anxiety, Stress, Fear, Loneliness, Burnout, and Suicide whereas the rest of the articles discussed mortality regarding mental disorders. Conclusion(s): Financial crisis or economic recession results in an increased prevalence of common mental disorders affecting psychological well-being by increasing rates of unemployment and adverse job conditions. Policymakers with competitive financial behavior and knowledge are essential elements for psychological well-being and life satisfaction.Copyright © 2023 Lahore Medical And Dental College. All rights reserved.

Post-Pandemic Onset Trends for Public School English Learners in Virginia. COVID-19 Impacts Research Brief Series No. 3

The COVID-19 pandemic impacted the educational experiences of diverse student populations throughout the country and among Virginia public schools. English Learners (ELs) had a unique set of needs and services prior to the pandemic, and potentially were more vulnerable to pandemic-related disruptions in typical school operations than other student groups. We analyze statewide, student-level administrative data on the composition of the EL population, the identification for and reclassification out of EL services, and the exit of ELs from public school enrollment in kindergarten through grade twelve between the 2010-11 and 2020-21 school years to examine changes between the pre-pandemic period and first post-pandemic onset year (2020-21). Our key findings include the following: (1) Following the onset of the pandemic, the number of students classified as EL decreased for the first time in a decade. Specifically, whereas the number of students classified as EL increased by 26.0% (25,171 more students) between 2010-11 and 2019-20, the number of students classified as EL decreased by 3.2% (3,852 fewer students) between 2019-20 and the first post-pandemic onset year (2020-21). (2) There was a 21.6% decline (6,223 fewer students) in the number of Virginia K-12 public school students newly identified for EL services in 2020-21 as compared to 2019-20. The drop in new EL identification occurred across student groups, but was largest among Hispanic students, economically disadvantaged students, and ninth graders. (3) The number of EL students reclassified as fully English proficient decreased by 57.3% (8,169 fewer students) in 2020-21 as compared to the pre-pandemic period. This decline is nearly three times the size of the previous largest year-to-year change. The drops in reclassification among ELs occurred across student groups and were somewhat larger among Hispanic and economically disadvantaged students. (4) EL students' exits from Virginia public schools in the post-pandemic onset were a continuation of pre-pandemic trends and did not meaningfully vary by race/ethnicity, economically disadvantaged status, or disability status.

Effects of Covid-19 Vaccines on Mental Health of an Individual A Cross-Sectional Clinical Study

Objective: The mains and objectives of the study was to evaluate the impact of Covid'19 vaccination on mental health status. Study Design: A Cross-Sectional Clinical Study. Place and Duration: It is a cross-sectional study which was conducted by the house officers and the faculty of Dow International Dental College from june2022 to January 2023. Methodology: This study was conducted by distributing the questionnaire among the patients coming to the Outpatient Department at Dow International Dental College. A total of 280 Questionnaires were filled among the Vaccinated Patients coming to the OPD. Questions were inquired related to demographics, dosage, history, last dose, and benefit of vaccine, depression, sleep deprivation, feeling low, trouble concentrating and suicidal thoughts. The consent to fill this questionnaire by the patient was taken by 'Implied Consent'. It was in English language but was translated in Urdu by the house officers whenever it was needed to ensure the comprehension of the questions to the patients. The filled questionnaire was collected by the house officers of the dental department. A total of more than 280 questionnaires were distributed among the participants out of which 250 questionnaires were filled correctly giving us a response rate of 89.2% and dropouts of 10.8%. Practical Implications: The results of this cross-sectional clinical study have practical implications for the wider community. Encouraging Covid-19 vaccination can have a positive impact on both physical and mental health, and promoting vaccine uptake may lead to improved mental health outcomes for individuals. Such benefits can reduce the overall burden of mental health issues during the pandemic, which is beneficial to the community. Thus, public health campaigns should focus on the potential positive effects of Covid-19 vaccines on mental health to improve community well-being and promote vaccine acceptance. Result(s): Approximately 48% women and 52% male have anxiety, depression or either disorder, respectively. Adults with anxiety and depression were more likely to have low educational attainment, low household income, lack of health insurance and either lack or delay medical care. The filled questionnaire was collected by the house officers of the dental department. A total of more than 280 questionnaires were distributed among the participants out of whom 250 questionnaires were filled correctly giving us a response rate of 89.2% and dropouts of 10.8%. There was a common mental impact that was noticed and brought about people's mental health at stake. Conclusion(s): Forceful vaccination has a potential to affect mental health of an individual. Further studies are required to extrapolate the findings of the present study.Copyright © 2023 Lahore Medical And Dental College. All rights reserved.

Report on the Condition of Education 2023. NCES 2023-144

The "Report on the Condition of Education" is a congressionally mandated annual report from the National Center for Education Statistics (NCES). Using the most recent data available (at the time this report was written) from NCES and other sources, the report contains key indicators on the condition of education in the United States at all levels, from prekindergarten through postsecondary, as well as labor force outcomes and international comparisons. There are core indicators that are updated every year and spotlight indicators that provide in-depth analyses on topics of interest to education agencies, policymakers, researchers, and the public. At the broadest level, the Condition of Education Indicator System is organized into five sections: family characteristics;preprimary, elementary, and secondary education;postsecondary education;population characteristics and economic outcomes;and international comparisons. The Report on the "Condition of Education 2023" encompasses key findings from the Condition of Education Indicator System. The full contents of the Indicator System can be accessed online through the website or by downloading PDFs for the individual indicators. [For "The Condition of Education 2023": At a Glance, see ED628291. For the "Report on the Condition of Education 2022. NCES 2022-144," see ED619870.]

Coming out of the shadows: investing in English private tutoring at a transition point in Kazakhstan's education system during the global pandemic

Unequal access to language learning resources has been exacerbated by the global expansion of English private tutoring (EPT). Despite its popularity, no study has examined the implications of EPT during the COVID-19 pandemic. Therefore, this mixed-methods study explored the nature and effectiveness of EPT that first-year Kazakhstani undergraduate students had experienced over the previous 12 months during the COVID-19 pandemic. It was informed by Benson's (2011) model of language learning beyond the classroom. Data were collected through a close-ended questionnaire and semi-structured online interviews. The study found that 318 out of 750 (42.4%) had experienced EPT, and 64% of respondents had received face-to-face EPT although it was considered a health risk during the pandemic. All the interviewees perceived EPT sessions as an encouraging environment for coaching towards the university entrance examination and expanding their knowledge. They attributed this mainly to the individual attention they obtained from their tutors, which was lacking in online classes with their English teachers due to teachers' indifferent attitude to students' questions and the limited duration of video conferencing sessions. The participants acted agentively by evaluating the advantages and drawbacks of online EPT. Pedagogical implications and areas for further research are suggested.

Project-based learning as a model for the normalized use of digital technologies: Facilitating practical, meaningful, and learner-centered online teaching and learning

The COVID-19 global health crisis of 2020 forced the physical closure of Turkish educational institutions. This case study describes how a 12-week English preparatory course used project-based learning (PBL) in an Istanbul-based university. It describes how a midcourse switch from classroom-based face-to-face course delivery to online delivery became an example of an adaptive educational solution turning the negative impacts of the pandemic into educational opportunities facilitated through the normalized, realistic use of digital technologies. The study explores the original educational context in which the course was offered and, also, the guiding principles of the course design, the educational, emotional, logistical, and technological challenges posed by this transition, and the response to these challenges. The study concludes, using data collected from course instructors and students, with an analysis of the learning impact of the course and a discussion of implications and possibilities arising for future iterations and potential application to other online teaching and learning situations. © Springer Nature Switzerland AG 2021. All rights reserved.

Understanding the Lived Experience of Patients By Mining Online Health Boards

Objectives: Online health boards (OHBs) are web-based forums where patients post publicly about their conditions. We evaluated the extent to which OHB posts could be used to generate meaningful insights into the lived experience of patients. Specifically, we sought to (a) capture patient reactions to the Covid-19 pandemic, (b) determine pathways to diagnosis of ANCA-associated vasculitis (AAV) and (c) develop clinical outcome assessments (COAs) for congestive heart failure (CHF). Method(s): For each use case, a keyword-based search was used to retrieve relevant English language posts from multiple OHBs. A machine learning approach removed all posts except those where a patient was writing about themselves or someone in their care. Computer-assisted coding was applied to these posts and numerical analysis used to extract insights from the coding. Where possible, our findings were compared to those obtained using traditional methods. Result(s): Relevant posts were obtained from 53,134 users for the Covid study, 271 patients for the CHF work and 59 AAV patients. These proved sufficient to reveal meaningful insights across all three studies. For example, it was possible to rank lifestyle impacts of disease (e.g. limitations on exercise ranked highest, cited by 47% of CHF patients), reconstruct pathways to diagnosis (average time to AAV diagnosis was found to be seven years) and track patient concerns during the onset of the Covid-19 pandemic. Findings were broadly comparable with those reported elsewhere. Conclusion(s): Mining OHBs offers an alternative methodology for capturing the patient experience across a range of applications. Its strengths are the immediacy with which insights can be acquired, the size of cohorts that can be studied and the ability to retrospectively perform longitudinal studies. However, this approach is limited by the inability to probe beyond initial post content, the reliance on patients to proactively share their experience, and the inability to evidence their diagnosis.Copyright © 2023

Incidence and Clinical Outcomes of Newonset Autoimmune Connective Tissue Diseases after Covid-19 Infection- a Systematic Literature Review

Background/Aims Cases of new autoimmune and autoinflammatory conditions have been reported among COVID-19 survivors. A literature review on newonset autoimmune connective tissue diseases (ACTDs) following infection with COVID-19 is lacking.This systematic literature review aimed to evaluate the potential association between COVID-19 infection and the development of new-onset ACTDs in adults. Methods Articles published until September 2022, investigating the association between COVID-19 infection and new-onset ACTDs were included. The ''population'' searched was patients with disease terms for autoimmune connective tissue diseases, including (but not limited to) systemic lupus erythematosus (SLE), Sjogren's syndrome, systemic sclerosis (SSc), any idiopathic inflammatory myositis (IIM), antisynthetase syndrome, mixed CTD and undifferentiated CTD (and related MeSH terms), with ''intervention'' as COVID-19 and related terms. For terms for COVID-19, a dedicated search strategy developed by the National Institute for Clinical Excellence was used.Medline, Embase, and Cochrane databases were searched, restricted to English-language articles only. Eligible articles were: case reports and series (of any sample size), observational studies, qualitative studies and randomised controlled trials. Patients developing ACTDs without prior COVID-19 or reporting flares of existing ACTDs were excluded. Information was extracted on patient demographics, new ACTDs' onset time, clinical characteristics, COVID-19 and ACTD treatment, and COVID-19 and ACTDs outcomes. The protocol was registered in PROSPERO (CRD42022358750). Results After deduplication, 2239 articles were identified. After screening title and , 2196 papers were excluded, with 43 proceeding to fulltext screening. Ultimately, 28 articles (all single case reports) were included. Of the 28 included patients, 64.3% were female. The mean age was 51.1 years (range 20-89 years). The USA reported the most cases (9/28). ACTD diagnoses comprised: 11 (39.3%) IIM (including 4 cases of dermatomyositis);7 (25%) SLE;4 (14.3%) anti-synthetase syndrome;4 (14.3%) SSc;2 (7.1%) other ACTD (one diagnosed with lupus/MCTD overlap). Of eight, four (14.3%) patients (including that with lupus/MCTD) were diagnosed with lupus nephritis. The average onset time from COVID-19 infection to ACTD diagnosis was 23.7days. A third of the patients were admitted to critical care, one for ACTD treatment for SLE with haemophagocytic lymphohistiocytosis (14 sessions of plasmapheresis, rituximab and intravenous corticosteroids) and nine due to COVID-19. The majority (80%) of patients went into remission of ACTD following treatment, while two (10%) patients died- one due to macrophage activation syndrome associated with anti-synthetase syndrome and two from unreported causes. Conclusion Our results suggest a potential association between COVID-19 infection and new-onset ACTDs, predominantly in young females, reflective of wider CTD epidemiology. The aetiology and mechanisms by which ACTDs arise following COVID-19 infection remain unknown and require more robust epidemiological data.

The Initial Response of Nuclear Medicine to the COVID-19 Pandemic

Objectives: COVID-19 posed profound challenges to nuclear medicine (NM) practice and education on an international scope. Initial lessons learned may be useful in understanding and optimizing dissemination of critical information during global disasters. To better understand the pandemic's initial manifold impact and responses that were in turn enacted, we systematically reviewed relevant articles published during the 2020 calendar year. Method(s): A librarian experienced in systematic reviews performed a rapid scoping review of the English language literature indexed in PubMed, Embase and Web of Science by crossing NM and COVID terms;445 citations were returned. Duplicate, extraneous, non-English and non-full text articles were excluded leaving 248 articles which were analyzed by origin, topic, design, and imaging details. Result(s): An array of topics, techniques, journals and countries of origin were encountered. 158 articles appeared in primary NMjournals, 26 appeared in generic radiology journals and 65 in non-imaging journals. Most frequent countries represented were USA (55), Italy (33), France (19) and UK (17), reflecting the hard-hit countries early during the pandemic. 118 clinical articles were case reports or small series of which 80 featured FDG-PET/CT. There were 36 observational studies. Among non-clinical topics, articles focused on safetymeasures (102), economics and recovery (23), remote reading (17) and education (8). There were 17 surveys. Society-based guidelines (47) and individual-group best practices (79) were published relating to cardiology (33), lung scintigraphy (12), andmultiple topics (48). Systematic (10) and narrative reviews (61) were less frequent than opinion articles (75). Frequent modalities discussed were FDG PET (156), nuclear cardiology (56) and lung scintigraphy (35). Conclusion(s): The medical literature has memorialized a robust response of information sharing during the initial challenges the COVID-19 pandemic relating to patient care, operations and education. Through scoping review, we have analyzed the nature of information disseminated. Opinions and single group best practices dominated the literature. Clinical reports during the first year were primarily case reports or small series, frequently FDG-PET/ CT. The nature of the literature matured as the year progressed, and sources of information broadened as the epidemic spread.

Postoje sester a studentu osetrovatelstvi k ockovani proti covid-19 - prehled, Postoje sester a studentu osetrovatelstvi k ockovani proti covid-19 - prehled

AIM: There is a discussion about COVID-19 vaccination rates among healthcare workers (HCW), especially nurses. The primary question for this review was: "What are the attitudes of nurses, compared to other HCW, towards COVID-19 vaccination?" The secondary questions included the proportion of nurses with intention to get vaccinated, what prevents the nurses from accepting the vaccine and what enables them to accept the vaccine. METHODS: The PRISMA-ScR format for scoping reviews was chosen to respect the novelty of COVID-19 vaccines. Database search (PubMed/MEDLINE, PROquest and EBSCO) was performed for original studies in English language, from all geographies, with most recent search on March 20, 2022. Vaccination acceptance rates were charted for nurses and nursing students in one category, and HCW other than nurses in the other category. The evolution in time of the nurses attitude to vaccine acceptance relative to that of HCW other than nurses was charted post hoc. The factors associated with COVID-19 vaccination intention according to the WHO categories (contextual influences, individual/ group influences, and vaccine/vaccination specific issues) were reviewed as narrative summary. RESULTS: Total 58 eligible studies were selected, all with cross-sectional study design, including 95418 healthcare workers of whom 33130 were nurses and 7391 were nursing students, from 44 countries in Europe, Americas, Africa and Asia. Trust in science, in doctors, in experts and in governments were the main contextual factors increasing vaccination acceptance mentioned in the studies, while altruism and collective protection, or protecting a person at risk at home was mentioned only few times. The nurses were less likely to accept vaccination compared to doctors and other HCWs at the onset, eg. before vaccine rollout, and this difference decreased with time (p = 0.022). Being older (n = 25 studies), being male (n = 23), having higher degree of education (n = 7), and having more years of clinical practice (n = 4) were associated with higher vaccination acceptance. Percieved individual risk of having severe COVID-19 (n = 14) or working in a COVID-19 dedicated units (n = 5) was mentioned in a minority of studies. The main vaccine-releated factors associated with higher vaccination intention were trust in the vaccine and its efficacy and safety, general vaccinatoin acceptance and specifically having had influenza vaccination in previous years (n = 21 studies). A significant factor associated with higher vaccine acceptance was high "vaccine knowledge", "vaccine literacy", "understanding the vaccine" or "understanding benefits and barriers of vaccination" (n = 17 studies). CONCLUSIONS: Nurses have been more hesitant to accept COVID-19 vaccination than other healthcare professions at the beginning, but with time this difference disappeared. This general nurse attitude of wait-and-see reported in the studies corresponds with real-life data from practicing healthcare workers as reported by the Czech Institute of Health Information and Statistics on vaccination against COVID-19. Trust in scientific structures and vaccine makers increases the vaccine acceptance. The acceptance increases also with higher age, increasing level of education, longer clinical experience, and also with being a male. Vaccine literacy and having participated in previous vaccination programmes, especially influenza vaccine, were identified as independent modifiable factors increasing vaccination acceptance.

COVID-19 vaccination attitudes in nurses and nursing students - a scoping review

Aim: There is a discussion about COVID-19 vaccination rates among healthcare workers (HCW), especially nurses. The primary question for this review was: "What are the attitudes of nurses, compared to other HCW, towards COVID-19 vaccination?" The secondary questions included the proportion of nurses with intention to get vaccinated, what prevents the nurses from accepting the vaccine and what enables them to accept the vaccine. Method(s): The PRISMA-ScR format for scoping reviews was chosen to respect the novelty of COVID-19 vaccines. Database search (PubMed/MEDLINE, PROquest and EBSCO) was performed for original studies in English language, from all geographies, with most recent search on March 20, 2022. Vaccination acceptance rates were charted for nurses and nursing students in one category, and HCW other than nurses in the other category. The evolution in time of the nurses attitude to vaccine acceptance relative to that of HCW other than nurses was charted post hoc. The factors associated with COVID-19 vaccination intention according to the WHO categories (contextual influences, individual/ group influences, and vaccine/vaccination specific issues) were reviewed as narrative summary. Result(s): Total 58 eligible studies were selected, all with cross-sectional study design, including 95418 healthcare workers of whom 33130 were nurses and 7391 were nursing students, from 44 countries in Europe, Americas, Africa and Asia. Trust in science, in doctors, in experts and in governments were the main contextual factors increasing vaccination acceptance mentioned in the studies, while altruism and collective protection, or protecting a person at risk at home was mentioned only few times. The nurses were less likely to accept vaccination compared to doctors and other HCWs at the onset, eg. before vaccine rollout, and this difference decreased with time (p = 0.022). Being older (n = 25 studies), being male (n = 23), having higher degree of education (n = 7), and having more years of clinical practice (n = 4) were associated with higher vaccination acceptance. Percieved individual risk of having severe COVID-19 (n = 14) or working in a COVID-19 dedicated units (n = 5) was mentioned in a minority of studies. The main vaccine-releated factors associated with higher vaccination intention were trust in the vaccine and its efficacy and safety, general vaccinatoin acceptance and specifically having had influenza vaccination in previous years (n = 21 studies). A significant factor associated with higher vaccine acceptance was high "vaccine knowledge", "vaccine literacy", understanding the vaccine" or "understanding benefits and barriers of vaccination" (n = 17 studies). Conclusion(s): Nurses have been more hesitant to accept COVID-19 vaccination than other healthcare professions at the beginning, but with time this difference disappeared. This general nurse attitude of wait-and-see reported in the studies corresponds with real-life data from practicing healthcare workers as reported by the Czech Institute of Health Information and Statistics on vaccination against COVID-19. Trust in scientific structures and vaccine makers increases the vaccine acceptance. The acceptance increases also with higher age, increasing level of education, longer clinical experience, and also with being a male. Vaccine literacy and having participated in previous vaccination programmes, especially influenza vaccine, were identified as independent modifiable factors increasing vaccination acceptance.Copyright © 2023, Czech Medical Association J.E. Purkyne. All rights reserved.

APPLICATION AND FEASIBILITY OF VARIOUS TEACHING TOOLS USED IN ONLINE CLASSES DURING COVID-19 IN TERTIARY EDUCATION

The study compares the effectiveness, popularity, and ease of applicability of different learning tools in virtual classrooms among university teachers and students concerning the users' technological literacy and training, as well as equipment support offered by the universities during the pandemic. Comparisons between face-to-face teaching in classrooms and online virtual classrooms will be drawn concerning limitations, incentives, motivation, and effectiveness toward learning. This study also leads to the question of future course development by exploring the possibility of course design and assessment restructuring with a switch to online education with the new mode of technology as the trend.

A Systematic Review of New Rheumatic Immune-Mediated Inflammatory Diseases (R-Imid) Following Sars-Cov-2 Vaccinations

Background/Aims There are sporadic reports about the development of new rheumatic immune-mediated inflammatory diseases (R-IMIDs) in adults after receiving SARS-CoV-2 vaccines. This systematic review (SR) aimed to critically review and summarize the clinical profile, patient demographics, treatment, and prognosis of new-onset R-IMIDs following SARS-CoV-2 vaccination. Methods We retrieved English-language articles (Case reports and series and observational studies) on new-onset R-IMIDs following SARS-CoV-2 vaccination, published until June 2022, from standard databases (MEDLINE, Embase, Cochrane). The search strings used during the literature search incorporated 'SARS-CoV-2 vaccination' (along with related MeSH terms) and various key terms for R-IMIDs [which included (but was not limited to) inflammatory arthritis, connective tissue disease (CTD), vasculitis, systemic lupus erythematosus, Sjogren's syndrome, sarcoidosis, systemic sclerosis, idiopathic inflammatory myositis, anti-synthetase syndrome, Adult-onset Stills disease (AOSD), giant cell arteritis (GCA), and polymyalgia rheumatica (PMR)]. The protocol was registered in PROSPERO (CRD42022318561). Results Of the total 2179 articles retrieved, 1986 articles were excluded following the title- screening, and 107 articles that did not meet inclusion criteria. We included the remaining 86 articles (130 cases) upon full-text screening. Furthermore, we added four articles (six cases) based on a manual search, comprising 90 articles (136 cases) for final analysis. These 136 new R-IMID cases were reported from 27 different countries. Of these, more than one-third of the cases were reported from three countries (viz., Italy, Japan, and the USA). The patients had a mean age of 57 (range:17-90) years, and the majority were females (63.0%). Most patients developed R-IMIDs after receiving Pfizer-BioNTech vaccine (76;55%), followed by Oxford AstraZeneca vaccine (35;25%). The mean duration between SARSCoV- 2 vaccination and R-IMIDs development was 9.2 (range:1-90) days. The second dose of the vaccine resulted in more R-IMIDs (74;54%) than the first (53;39%). CTDs (34;25%) and small vessel vasculitis (33;24%) were the commonest R-IMID manifestations, followed by inflammatory arthritis and AOSD, each in 13 (9.5%) cases. Nearly half of the patients with CTDs had Idiopathic Inflammatory Myositis. PMR and GCA accounted for 16 (11.7%) and 5 (3.6%) cases, respectively. However, no cases of axial spondylarthritis were reported. Most (118;86%) R-IMID patients were treated with corticosteroids, with a small number receiving steroid-sparing drugs, such as methotrexate, rituximab and cyclophosphamide. Most (125;91%) went into either disease remission or improvement following the treatment. Only three patients were admitted to the intensive care unit (ICU) to manage their disease;One of them died due to fatal myositis and rhabdomyolysis;two surviving ICU patients had ANCA-associated vasculitis with lung involvement. Conclusion Although rare, this SR highlights the emergence of de novo R-IMIDs following SARS-CoV-2 vaccination. We cannot confirm the causality between the vaccination and the onset of R-IMID. However, further research is warranted in this area.

Does the pandemic hamper or boost the necessity for an international language? A survey on English use frequency among Japanese workers

This study aims to reveal the impact of the COVID-19 pandemic on the necessity of using English as an international language. For this purpose, this study conducted a web survey of Japanese workers, and statistically examined the extent to which the use of English increased or decreased after the outbreak. The findings are as follows. First, although some types of use decreased or increased, the majority did not show substantial changes. Second, the changes in English use were largely influenced by worker factors, such as types of occupation and employment (e.g. it declined typically among sales workers but not among the self-employed and freelancers), the degree of remote working (e.g. not being allowed to work remotely reduced it), and industry (e.g. it declined among workers in accommodation and real estate sectors but increased among public servants). These findings suggest the following implications: (1) non-decline in English use would suggest its resilience as an international language, the necessity of which could endure even in such a global upheaval;and (2) the frequency of using English (and other modes of international communication) is relatively independent of reduced human mobility, but it is largely affected by the economic climate.

Adult English language learners' experiences of online learning and motivations for persistence during the COVID-19 pandemic

The unprecedented shift to online learning during the COVID-19 pandemic presented a unique opportunity to research adult English language learners' lived experiences of online learning and motivations for persistence. With the growing trend of offering online learning to adult learners and concerns over the high attrition rates associated with this method (Nagel, 2009), it is critical to analyze adult English language learners' lived experiences of online learning and motivations for persistence to inform pedagogical practices that will promote learner retention in online formats. The purpose of this study was to extend the current research through the lens of self-determination theory and the idea that when individuals' basic psychological needs of autonomy, competence, and relatedness are satisfied, intrinsic motivation is promoted (Deci & Ryan, 1985). Research shows learners who are intrinsically motivated undertake learning for inherent satisfaction, become actively engaged, and persist when faced with challenges (Ryan & Deci, 2000b). Using a phenomenological approach, this study was designed to examine the lived experiences of six participants from one adult literacy center located in the Northeastern United States who had participated in online learning for at least 6 months during the COVID-19 pandemic. Findings from a series of semi-structured interviews indicated four major themes: challenges of online learning for adult English language learners, needs of adult English language learners in online learning, benefits of online learning for adult English language learners, and adult English language learners' motivations for persistence. Results show that when considering adult English language learners' basic psychological needs for autonomy, competence, and relatedness as a way to promote motivation, educators should account for learners' unique cultural differences, including backgrounds, attitudes, and goals. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Efficacy of Facemasks in Prevention of Covid- 19: A Systematic Review

Purpose of study The efficacy of facemasks in prevention of disease transmission is widely debated with a paucity of underlying evidence. In the face of COVID-19, officials began considering potential benefits of facemask use, such as preventing transmission to others or protecting health care workers interacting with infected individuals. However, the efficacy of facemasks in the context of COVID-19 is not well studied and its impact on transmission has not yet been fully elucidated. Methods used A systematic review was conducted in Pubmed, Web of Science, Embase and Cochrane library from database inception up until August 2020 to analyze the efficacy of facemasks, regardless of type, on the prevention of SARS-CoV-2 transmission in both healthcare and communal settings. Only English language articles were retrieved, and conference proceedings were omitted. Results were reported according to the Preferred Reporting Items for Systematic Reviews and Meta- Analyses (PRISMA) criteria. Summary of results Of the 2720 articles that were identified, 27 studies were included based on predetermined criteria. Of these, ten had complete data. Of 1200 subjects, 953 (79.4%) reported wearing masks while 246 (20.5%) did not. Of the 228 (19.0%) who received a positive COVID test, 73 (32.0%) wore masks and 155 (68.0%) did not. Health care settings comprised 829 subjects, 692 (83.5%) reported wearing masks while 136 (16.4%) did not, and 114 (13.8%) received a positive COVID test. Of these, 50 (43.9%) wore masks and 64 (56.1%) did not. In 371 subjects in non health care settings, 261 (70.4%) reported wearing masks while 110 (29.7%) did not. Of these, 114 (30.7%) received a positive COVID test, while 23 (20.2%) wore masks and 91 (79.8%) did not. Conclusions Wearing a facemask was associated with lower COVID-19 rates in both healthcare settings and non-healthcare settings. From the current data, it appears that a lower percentage of healthcare workers tested positive for COVID-19 compared to subjects in non-healthcare settings, regardless of mask usage. Study limitations include limited data regarding the types of mask worn, level of exposure risk, and other personal protective measures taken.

E-Learning for English Language Teaching in Higher Education Institutions in Saudi Arabia during Covid-19 Pandemic

The study's main aim is to examine E-Learning for English Language Teaching in Higher Education Institutions in Saudi Arabia during the Covid-19 Pandemic. The significance of the study is to investigate the level of adoption of e-learning for English Language teaching and practice, the impacts of the adoption of e-learning for English Language teaching and training, challenges associated with the adoption of e-learning for English Language teaching and practice, and the future of the use of e-learning for English Language teaching and practice in Higher Education Institutions in Saudi Arabia. The study's central question is what are the impacts and challenges of E-Learning for English Language Teaching in Higher Education Institutions in Saudi Arabia during the Covid-19 Pandemic? The study used the semi-structured interview to obtain data from six English language lecturers in Saudi Arabia Universities selected using purposive and convenient sampling techniques. The data obtained were analyzed thematically. The study concluded that e-learning is the future of theoretical and practical courses such as English language teaching and practice in Higher Educational Institutions. This technology usage will benefit everyone involved;Higher Educational Institutions can save money and time while encouraging creativity. The study recommended that students and staff should be trained and re-trained on how to use digital technologies. Education institutions and government agencies should support students with computers and adequate software.

THE CHALLENGES OF CONDUCTING ONLINE INQUIRY-BASED LEARNING AMONG TERTIARY LEVEL EDUCATION

Online learning has become important approach in education nowadays, that requires practical changes at all levels of education. These educational changes can be best noticed through students who have experienced three phases on learning in higher education: Pandemic era-the isolated learning from homes, hybrid learning-home combined with in-class learning, and the recent/traditional phase: all-in-class learning. As such, 159 students/future teachers participated in the study in order to see the differences regarding online learning and their attitudes towards inquiry-based learning (IBL) in English classes. The results reveal that future teachers did not have any previous experience in online learning before Covid-19 and they are not eager to learn online, however, if they have to, then inquiry is their best learning as it triggers their critical thinking and self-paced learning, especially focused in the ‘Exploration Phase'. The study concludes that inquiry-based learning via online is considered very powerful, however, teachers need to effortlessly embrace novice, ‘ad-hoc' practical educational changes, as these current development practices require pedagogical training practices for online teaching, in line with substantive application of the online teaching tools. © Article's contents are provided on an Attribution-Non Commercial 4.0 Creative commons International License. Readers are allowed to copy, distribute and communicate article's contents, provided the author's and JOTSE journal's names are included. It must not be used for commercial purposes. To see the complete licence contents, please visit https://creativecommons.org/licenses/by-nc/4.0/.

Exploring Teachers' Capacity to Engage with Remote English Language Teaching Environments: The Interface Between Theory and Practice

This chapter takes a snapshot of the current situation in terms of secondary school English teachers' capacity to engage in teaching remotely, as has been necessary during the COVID-19 pandemic, in three distinct locations within Asia – India, Malaysia, and Taiwan. In addition, taking account of the potential effects of COVID-19, it seeks to uncover any mismatch between teachers' theoretical understandings of what remote teaching of English language classes involves and what has been happening in practice. It is based upon a small-scale qualitative study that used questionnaire data from English teachers working in secondary schools in different locations and interview data from academics working in the field of English language teacher education in each location. Through the data, the study revisits how teachers' capacity to teach remotely is modelled as well as making recommendations in terms of supporting and training teachers to deliver classes remotely and the need to pay attention to both teacher and student wellbeing in order to make remote teaching sustainable. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.