Teaching quality is important for students’ English as a Foreign Language (EFL) Achievements. The three basic dimensions of teaching quality (student support, classroom management, and cognitive activation) showed effectiveness in some subjects in developed countries, but there is very little investigation on its effectiveness in developing ones. Using hierarchical linear modeling and re-centered influence function regression, this study investigates the extent to which the three basic dimensions of teaching quality affect students’ EFL achievements and how much the effect varies across achievement distributions in the context of Ethiopia. Findings reveal that classroom management does not affect students’ EFL achievements and this is consistent across achievement distributions. However, cognitive activation positively affects students’ EFL learning achievements and the effect is consistent across the distribution of achievements. Similarly, student support affects students’ EFL achievements positively, but its effect is higher for high-achieving students. Implications of the findings were discussed.
Background, Ependymal tumors are uncommon in intracranial tumors. Ependymal origin usually involves an intraventricular localization. Exceptional intraparenchymal extra ventricular locations have been described. We report a case of extra ventricular ependymoma managed in our department.
Description du cas. Une fillette de 8 ans a été admise pour une hémiparésie gauche qui progressait depuis deux semaines associée à des maux de tête chroniques. L’examen neurologique a noté une force musculaire évaluée à 4/5 dans l’hémicorps gauche. L’imagerie médicale a permis de mettre en évidence une masse pariétale temporale droite volumineuse mixte, intraparenchymateuse, évoquant d’abord un astrocytome diffus (grade II de l’OMS). Après excision totale macroscopique, l’histologie et l’immunohistochimie ont conclu qu’il s’agissait d’un épendymome de grade II de l’OMS. Cinq mois après l’opération, le patient était asymptomatique et la tomodensitométrie de contrôle n’était pas remarquable. Après un suivi de 4 ans, le patient est resté asymptomatique.
Conclusion. Le diagnostic d’épendymome extraventriculaire était une surprise histologique. L’ablation chirurgicale de cette lésion n’était pas un problème. Le cours était satisfaisant en l’absence de traitement adjuvant (chimiothérapie et/ou radiothérapie).
Many scholars and language practitioners have stressed the importance of listening and speaking in language learning and teaching particularly in formal contexts. However, learners of English as a Foreign Language (EFL) in Burkina Faso appear to perform very poorly in those basic language skills. This experimental study investigates the potential of digital audio-visuals to improve the listening skills of EFL learners in secondary schools in Burkina Faso. Assuming that learners born around the year 2000 are digital natives, we have tried to integrate smartphone-friendly audio-visuals in their EFL classrooms in a four-week experiment involving one Experimental Group and one Control Group. The experiment aimed at gauging the effectiveness of those aids operated via students‘ smartphones in improving learners‘ listening and speaking skills. Independent T-tests were used to compare the groups and Sample Paired T-Tests to make comparisons within groups. Furthermore, Cohen‘s d, an effect size formula, was used to measure the effect size. The findings show that the listening skills of the students exposed to the digital audio-visual aids improved on average from 10.2 to 18.5. It was noticed incidentally that their speaking skills improved as well. The study suggests that, if appropriately used, smartphones are excellent devices for language teachers and learners in this digitizing world.
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