Distance education project of English idioms learning from watching YouTube.

Idioms have been recognized to be commonly adopted by academic practitioners in their speech and writing. However, despite their common occurrence in English communication, idioms pose great challenges for non-native English speakers, as they are often ignored in English classrooms. Particularly in Vietnam, a minimal number of idioms appear in English textbooks published by the Ministry of Education, and teachers appeared to under-emphasize English idioms' usefulness in conversation. To fill the gap, the present study adopted YouTube for Vietnamese students to undertake supplementary learning of English idiom knowledge. The study recruited 34 students and randomly assigned them to a control group and an experimental group. Both groups were required to take notes during their watching. Yet, only the experimental group would take extra exercises at the end of their watching. Immediate post-tests, delayed post-tests, and a survey were conducted. The findings demonstrate that the students in the two groups retained idiom knowledge similarly well. They were also positive towards learning English idioms through YouTube. Pedagogical implications and research suggestions are provided to conclude the study.

EFL university students' perceptions about cross-cultural presentations via videoconferencing.

This study aims to examine EFL university students' perceptions about cross-cultural videoconferencing presentations for professors in the United States. Nineteen Taiwanese English-as-foreign-language university students who studied in a night program for a bachelor's degree attended the study. Each of them was free to choose a topic related to Taiwanese cultures and individually made a 25-min presentation plus a five-minute question-and-answer session. After the presentation, they watched recordings of their presentations, completed a five-point Likert-scale attitude survey, and wrote down their reflections. The results showed that the participants were positive about the activity. Based on the analysis of their reflections, the participants acknowledged various aspects of the cross-cultural presentations, such as the opportunities to use English meaningfully, motivation to prepare for the project, and the authentic nature of the interaction. However, the participants had concerns about their language abilities, anxiety, and limited preparation time. Finally, they mentioned the impact the presentation had on them. Pedagogical implications and suggestions for future research are provided.

The Effect of Videoconferencing on Second-Language Learning: A Meta-Analysis.

To mitigate the unexpected closure of educational institutions during the COVID-19 pandemic, e-learning has become a practical alternative to conventional face-to-face instruction. Videoconferencing, a synchronous computer-mediated communication (SCMC) approach, has been adopted as a venue to continue student learning activities. However, in the field of second-language (L2) education, videoconferencing had already been integrated into learning tasks, enabling L2 learners to have more opportunities to access authentic linguistic input and participate in interactions with more proficient users or native speakers of the target languages. Research has reported the pedagogical benefits of learners' L2 achievement that are provided by videoconferencing, whereas some studies have reached a different conclusion. To further ascertain the effectiveness of videoconferencing in L2 learning, meta-analysis can be used to provide statistical evidence of the significance of study results, which serves as a useful reference for the application of videoconferencing to current e-learning practices. Thus, systematic meta-analysis was used in this study to synthesize the findings from experimental and quasi-experimental research into the effectiveness of videoconferencing for L2 learning. Videoconferencing approaches led to positive, medium overall effects in control/experimental group comparisons (g = 0.35, p < 0.5) on the L2 language development of listening and speaking abilities. However, this conclusion is based on five studies and, thus, needs to be treated cautiously. The implications of the findings and suggestions for future studies are discussed.

First experiences in using a dose control system on a TomoTherapy Hi·Art II.

The purpose of this study was to investigate the impact of a dose control system (DCS) servo installed on two fully commissioned TomoTherapy Hi·Art II treatment units. This servo is designed to actively adjust machine parameters to control the output variation of a tomotherapy unit to within ± 0.5% of the nominal dose rate. Machine output, dose rate, and patient-specific quality assurance data were retrospectively analyzed for periods prior to and following the installation of the servo system. Quality assurance tests indicate a reduction in the rotational variation of the output during a procedure, where the peak-to-peak amplitude of the variation was ± 1.30 prior to DCS and equal to ± 0.4 with DCS. Comparing two tomotherapy unit static outputs over four years the percentage error was 1.05% ± 0.7% and -0.4% ± 0.66% and, once DCS was installed, was reduced to -0.22% ± 0.29% and -0.08% ± 0.16%. The results of the quality assurance tests indicate that the dose control system reduced the output variation of each machine for both static and rotational delivery, leading to an improvement in the overall performance of the machine and providing greater certainty in treatment delivery.