A structural equation model of second language writing strategies and their influence on anxiety, proficiency, and perceived benefits with online writing.

Second language (L2) writing strategies are essential for successful learning outcomes in courses with a substantial writing component and this is especially true during emergency remote teaching (ERT) when online writing tasks help compensate for the missing offline communication. Online writing tasks are multimodal and interactive, and widely delivered through assignment modules, discussion forums, social media, and other online channels, yet little is known pertaining to L2 writing strategies and online writing beliefs. The current study investigates the types of L2 writing strategies students employed during ERT in the midst of Covid-19 and then used structural modeling to understand how strategies relate to online writing task perceptions, L2 writing anxiety, and L2 writing proficiency. The four L2 writing strategy categories are related to planning, monitoring, reviewing, and translating. Following a cross-sectional survey design, a total of 256 South Korean EFL students completed the study's questionnaire administered during their second semester of ERT. Overall, students reported using planning and monitoring strategies the most while using moderate levels of translation and review strategies. Translation strategies produced a significant positive relationship with L2 writing anxiety, indicating effort-avoidance behavior among apprehensive writers. Contrarily, planning and review strategies were positively associated with increased levels of perceived benefits with online writing tasks. When added to the model, the statistically significant correlations among monitoring category and outcome variables vanished, indicating a mediation effect. Along with addressing future directions in L2 writing strategy research in the post-Covid era, some pedagogical implications for the evolving application of translation strategies are discussed.

Video conferencing in the e-learning context: explaining learning outcome with the technology acceptance model.

This study uses the technology acceptance model (TAM) to help explain how the use of technology influences learning outcomes emanating from engagement with the Zoom video conference platform. To this end, structural equation modeling was used to analyze the relationships among the TAM variables in reference to Zoom taught during the Covid-19 pandemic. Following a cross-sectional research design, data were collected using Davis's TAM (1989) scales including perceived ease of use (PEoU), perceived usefulness (PU), behavioral intentions, and attitude from 321 South Korean university students attending their 10th week of English as a foreign language (EFL) conversational English classes. Results revealed that seven of the ten proposed hypotheses were confirmed, with path coefficients having small to large effect sizes. Most notably, PEoU with Zoom strongly affected PU and actual use. In addition, PU with Zoom predicted intentions to use Zoom in the future; however, it failed to influence perceived learning outcomes. While PU predicted future use, it did not influence actual use regarding how well students reported their current performance in their video conference course. PEoU with video conference tools was an influential antecedent to usefulness, attitude, and perceived learning outcome. Lastly, two notable instances of mediation through PU occurred. In consideration of findings, students and instructors should be well trained on the use and functionality of video conference software before its implementation in video conference classrooms.

Evaluation of Sleep Quality and Its Relationship With Pain, Mood, and Physical Function After Orthopaedic Trauma Surgery: A Prospective Cohort Study.

INTRODUCTION: Sleep disturbances are associated with pain and mental health. We prospectively compared a cohort of patients with orthopaedic trauma with a control group to establish the prevalence and duration of sleep disturbance and associations between sleep disturbance and pain, mood scores, and functional outcome scores. METHODS: Subjects were patients with orthopaedic trauma undergoing in-patient surgical procedures and healthy control subjects from the community. Questionnaires completed by all subjects included the VAS numerical pain rating scale, the abbreviated profile of mood states, Patient-Reported Outcomes Measurement Information System Physical Function, and Patient-Reported Outcomes Measurement Information System Sleep Disturbance. Control subjects completed the surveys once, and subjects with trauma completed them at 2, 6, and 24 weeks postoperatively. RESULTS: Healthy control subjects (28.6 ± 13.2) were significantly younger than patients with trauma (41.8 ± 18.9) ( P < 0.001). Compared with control subjects, at 2-week follow-up visit, patients with trauma had worse sleep ( P < 0.001) and worse mood ( P = 0.006). Across the study period, patients with trauma showed improvements in physical function ( P < 0.001) and pain (at rest [ P = 0.02], during activity [ P = 0.02], and at night [ P = 0.002]). In patients with trauma, better sleep disturbance scores were associated with better mood and less pain for all pain metrics ( P < 0.001). DISCUSSION: Patients with orthopaedic trauma have worse sleep disturbance scores at 2 weeks postoperatively compared with normal control subjects; this difference attenuated at 6 weeks. Sleep disturbance was found to markedly correlate with pain and mood, with worse sleep quality associated with higher pain and worse mood. Improvement in sleep quality across 24 weeks postoperatively was associated with improvement in mood scores. CONCLUSION: Patients should be counseled about the likely development of sleep disturbance and the possible association with worse emotional/mental health with worse sleep. Physicians should consider incorporating a multidisciplinary approach to the management of these select patients.

Volleyball-related injuries in adolescent female players: an initial report.

OBJECTIVE: To determine the prevalence and risk factors associated with musculoskeletal injuries sustained in female adolescent volleyball players. METHODS: Volleyball players (n = 276; 13-18 years), with any level of volleyball experience, were recruited. Participants completed a study-specific survey about their overall sport(s) involvement, training modalities, volleyball experience (beginner, intermediate, advanced), annual volume of volleyball play, injuries accrued during volleyball, and care received for injury. RESULTS: Annual volume of volleyball play was higher in advanced than beginner/intermediate players (490.0 hr/yr versus 302.3 hr/yr; p < 0.0001). Nearly 67% (188/276) of participants incurred one or more volleyball-related injuries over the last year. The ankle (40.6%), fingers (36.6%), knee (21.2%), and shoulder (15.5%) were the most frequently reported injury. Injury prevalence was higher in advanced than beginner/intermediate players (73.5% versus 62.0%; p = 0.04). Beginner/intermediate players have significantly higher odds ratio (OR) of sustaining an elbow injury than advanced players (OR 5.88; p = 0.025). 21.5% of injured players missed more than one month of play. CONCLUSION: More competitive and experienced adolescent female players may incur injuries due to progressively higher volumes of play as experience and competition level increase. Players who have committed to only playing volleyball participated in greater volumes of volleyball play, which increases the odds of sustaining an injury. CLINICAL RELEVANCE: Understanding injury risk factors may improve clinical management and injury prevention.