RESUMO Considerando a carência de trabalhos sobre as potencialidades dos ambientes imersivos na educação, este artigo busca investigar a relevância da Realidade Aumentada no ensino e aprendizagem de vocabulário em inglês como língua estrangeira a curto e longo prazo. Investiga-se também os efeitos deste ambiente imersivo em alunos com diferentes níveis de proficiência, a saber: níveis elementar e intermediário. No âmbito teórico, o estudo é fundamentado nos pressupostos da Teoria da Cognição Corporifica que concebe a mente e nossas experiências corporais com o mundo externo elementos centrais no processamento e aquisição de conhecimento. No âmbito metodológico, o ambiente em Realidade Aumentada usado na presente pesquisa foi aplicado a 15 alunos do Ensino Técnico Integrado ao Ensino Médio do IFRJ, campus Eng. Paulo de Frontin e os dados obtidos foram gerados por meio de testes de vocabulário e questionário. Os resultados indicam que o ambiente em Realidade Aumentada pode contribuir significativamente para o aprendizado de vocabulário tanto a curto quanto a longo prazo, com destaque para os alunos de nível intermediário que foram os que mais se beneficiaram do ambiente testado. educação prazo Investigase Investiga proficiência saber teórico conhecimento metodológico 1 IFRJ Eng questionário testado

ABSTRACT Considering the need for studies on the potential of immersive environments in education, this paper aims to investigate the relevance of Augmented Reality in ESL/EFL in the shortand long-term vocabulary learning. It also investigates the effects of this immersive environment on students with different proficiency levels, elementary and intermediate levels. Theoretically, the study is based on the assumptions of the Embodied Cognition theory, which considers the mind and our bodily experiences with the external world as central elements in the processing and acquisition of knowledge. In the methodological scope, the Augmented Reality environment used in this research was applied to 15 students of Ensino Técnico Integrado ao Ensino Médio do IFRJ, campus Eng. Paulo de Frontin and the data collected were generated through vocabulary tests and a questionnaire. The results indicate that the Augmented Reality environment can significantly contribute to vocabulary learning in the short and long term, especially for intermediate level students who benefited the most from the tested environment. education ESLEFL ESL EFL longterm term levels Theoretically theory knowledge scope 1 IFRJ Eng questionnaire

Resumo A gestão de conflitos surge como uma alternativa viável para abordar as causas subjacentes quando surgem diferenças entre os membros de uma organização. Este artigo tem como objetivo propor um modelo de conciliação para gerir as causas de conflito entre os alunos de espanhol como segunda língua e o pessoal docente costa-riquenho de uma agência estrangeira, responsável pela preparação de candidatos voluntários em aspectos culturais, linguísticos e técnicos para o seu futuro emprego. Baseia-se nos resultados de uma investigação anterior que identificou as causas do conflito em ambos os grupos. O modelo de conciliação com uma abordagem colaborativa foi escolhido, uma vez que procura satisfazer todas as partes envolvidas através de uma estratégia em que todos ganham. Como resultado, foi concebido um modelo de conciliação em três fases, que inclui várias actividades presenciais e virtuais adaptadas ao período de formação limitado de três meses oferecido pela agência. Além disso, o modelo é apoiado por princípios de administração estratégica da educação, incluindo um ciclo de transformação e melhoria contínua que começa com a visão e a missão da entidade e continua com fases de planeamento, organização, avaliação e feedback

Résumé La gestion des conflits apparaît comme une alternative viable pour traiter les causes sous-jacentes lorsque des différences apparaissent entre les membres d’une organisation. Cet article vise à proposer un modèle de conciliation pour gérer les causes de conflit entre les apprenants d’espagnol en tant que deuxième langue et le personnel enseignant costaricien d’une agence étrangère, qui est chargée de préparer les candidats volontaires aux aspects culturels, linguistiques et techniques de leur futur emploi. Il est basé sur les résultats d’une recherche antérieure qui a identifié les causes du conflit dans les deux groupes. Le modèle de conciliation avec une approche collaborative a été choisi, car il cherche à satisfaire toutes les parties impliquées grâce à une stratégie gagnant-gagnant. En conséquence, un modèle de conciliation en trois étapes a été conçu, qui comprend diverses activités en personne et virtuelles adaptées à la période de formation limitée de trois mois offerte par l’agence. En outre, le modèle s’appuie sur les principes de l’administration stratégique de l’éducation, y compris un cycle de transformation et d’amélioration continue qui commence par la vision et la mission de l’entité et se poursuit par des étapes de planification, d’organisation, d’évaluation et de retour d’information.

Abstract Conflict management emerges as a viable alternative for addressing underlying causes when differences arise among members of an organization. This paper aims to propose a conciliation model to manage the causes of conflict between learners of spanish as a second language and costa rican teaching staff at a foreign agency, which is responsible for preparing volunteer candidates in cultural, linguistic, and technical aspects for their future job. It is based on the results of previous research that identified the causes of conflict in both groups. The conciliation model with a collaborative approach was chosen, as it seeks to satisfy all the parties involved through a win-win strategy. As a result, a three-stage conciliation model was designed, which includes various in-person and virtual activities tailored to the limited three-month training period offered by the agency. In addition, the model is supported by principles of strategic educational administration, including a cycle of transformation and continuous improvement that begins with the vision and mission of the entity and continues with stages of planning, organizing, evaluating, and providing feedback

Resumen La gestión de conflictos se presenta como una alternativa posible para resolver las causas subyacentes cuando emergen diferencias entre los miembros de una organización. Este trabajo tiene como objetivo proponer un modelo de conciliación para gestionar las causas de conflicto entre aprendientes del español como segunda lengua y el profesorado costarricense de una agencia extranjera, la cual está encargada de preparar a aspirantes a voluntariado en aspectos culturales, lingüísticos y técnicos para su futura labor. Se fundamentó en los resultados de una investigación previa que identificó las causas de conflicto en ambos grupos. Se seleccionó el modelo de conciliación por su enfoque colaborativo, que busca satisfacer a todas las partes involucradas mediante una estrategia de ganar-ganar. Como resultado, se diseñó un modelo de conciliación de tres etapas que incluye diversas actividades presenciales y virtuales, diseñadas para ajustarse al periodo limitado de tres meses de capacitación que ofrece la agencia. Además, el modelo se sustenta en principios de administración educativa estratégica, incluyendo un ciclo de transformación y mejora continua que comienza con la visión y misión de la entidad, y continúa con etapas de planificación, organización, evaluación y retroalimentación.

Resumo Introdução: O sarcoma embrionário do fígado (SEF) é uma neoplasia rara do fígado que ocorre principalmente em idades pediátricas. Fazer o diagnóstico correto pode ser um desafio, uma vez que os achados laboratoriais e radiológicos são muitas vezes inespecíficos e o imunofenótipo desta entidade é mal definido e algo variável. Apresentação do caso: Foi detetada em tomografia computorizada (CT) abdominal uma massa epigástrica volumosa numa mulher de 43 anos apresentando dor abdom-inal e distensão abdominal. A massa foi biopsada e submetida a estudo histopatológico. Microscopicamente, o tumor tinha características sarcomatoides e apresentava células multinucleadas com glóbulos hialinos com positividade para ácido periódico Schiff (APS). O estudo imunohistoquímico revelou positividade para vimentina, CD10, glipicano-3 e α1-antitripsina e negatividade para queratinas e marcadores de diferenciação muscular, adipocítica e melanocítica. Discussão/Conclusão: O SEF no adulto é uma raridade e o seu diagnóstico requer a ex-clusão de outras entidades. Embora algumas características microscópicas sejam muito comuns, estas permane-cem inespecíficas. A principal característica é a presença de células multinucleadas com glóbulos hialinos positivos para APS. Ainda que o estudo imunohistoquímico seja fundamental, o imunofenótipo também carece de especificidade e o SEF pode ter marcação variável para glipicano-3 e marcadores de diferenciação epitelial ou muscular. Apesar de ter sido descrito há mais de três décadas, o prognóstico e o tratamento ideal ainda não estão bem definidos, mas a cirurgia tem apresentado resultados favoráveis.

Abstract Introduction: Embryonal sarcoma of the liver (ESL) is a rare neoplasm of the liver occurring mainly in paediatric ages. Making the correct diagnosis can be challenging as the laboratory and radiological findings that are often nonspecific, and the tumour immunophenotype is poorly defined and even somewhat variable. Case Presentation: A large epigastric mass was detected in a computerized tomography scan of a 43-year-old woman presenting with abdominal pain and bloating. The mass was biopsied and submitted to histo-pathological study. Microscopically the tumour had sarcomatoid features and showed multinucleated cells with periodic acid-Schiff (PAS)-positive globules. Immunostaining revealed positivity for vimentin, CD10, glypican-3, and α1-antitrypsin and negativity for keratins, muscle, adipocytic, and melanocytic differentiation markers. The patient was then submitted to a left hepatectomy with similar histological findings. Discussion: ESL in adults is a rarity and its diagnosis requires the exclusion of other entities. While some microscopic features are very common, they remain nonspecific. The main feature is the presence of multinucleated cells with PAS-positive hyaline globules. While ancillary testing is key, the immunophenotype also lacks specificity and ESL may have variable staining for glypican-3 and epithelial or muscle differentiation markers. Although it has been described for more than 3 decades, the prognosis and optimal treatment are still not well defined, but surgery has yielded favourable results.

Resumo A estrutura original da Escala de Satisfação no Trabalho (EST) é constituída por cinco fatores de primeira ordem (Modelo 1), correspondendo ao nível específico do construto satisfação no trabalho (ST). Contudo, estudos sugeriram duas outras estruturas, com um ou dois fatores de segunda ordem, respectivamente, nível geral (Modelo 3) e nível intermediário (Modelo 2). Este estudo testou esses três modelos estruturais para a EST, a fim de verificar qual deles apresentaria melhor ajuste. Foram analisados os dados de 200 trabalhadores que responderam à versão reduzida da EST, por meio de análise fatorial confirmatória e teste da diferença do qui-quadrado. Nos resultados, encontrou-se bom ajuste para os três modelos. Entretanto, o melhor ajuste foi para o Modelo 2, seguido dos Modelos 1 e 3. Concluiu-se que a EST pode ser utilizada para mensuração dos três níveis do constructo ST. (EST 1, , 1) ST . (ST) Contudo estruturas respectivamente 3 2. 2 2) 20 quiquadrado. quiquadrado qui quadrado. quadrado qui-quadrado resultados encontrouse encontrou se Entretanto Concluiuse Concluiu (ST

Resumen La estructura original de la Escala de Satisfacción Laboral (ESL) consta de cinco factores de primer orden (Modelo 1), los cuales corresponden al nivel específico del constructo satisfacción laboral (SL). Sin embargo, estudios han sugerido otras dos estructuras, con uno o dos factores de segundo orden, respectivamente correspondientes al nivel general (Modelo 3) y nivel intermedio (Modelo 2). Este estudio probó estos tres modelos estructurales para la ESL, con el fin de verificar cuál presentaría el mejor ajuste. Se analizaron los datos de 200 trabajadores que respondieron a la versión reducida de la ESL, mediante un análisis factorial confirmatorio y la prueba de diferencia de chi-cuadrado. En los resultados, se encontró un buen ajuste para los tres modelos. No obstante, se observó que el Modelo 2 mostró el mejor ajuste, seguido por los Modelos 1 y 3. Se concluyó que la ESL se puede utilizar para medir los tres niveles del constructo SL. (ESL 1, , 1) SL . (SL) embargo estructuras 3 2. 2) 20 chicuadrado. chicuadrado chi cuadrado. cuadrado chi-cuadrado resultados obstante (SL

Abstract The original structure of the Scale of Job Satisfaction (SJS) consists of five first-order factors (Model 1), corresponding to the specific level of the job satisfaction (JS) construct. However, studies suggested two other structures, each with one or two second-order factors, representing the overall level (Model 3) and the intermediate level (Model 2) respectively. This study aimed to test these three structural models for the SJS to determine which one provided the best fit. Data from 200 workers who completed the short version of the SJS were analyzed using confirmatory factor analysis and a chi-squared difference test. The results indicated a good fit for all three models. However, Model 2 showed the best fit, followed by Models 1 and 3. It was concluded that the SJS can be used to measure the three levels of the JS construct. (SJS firstorder first order 1, , 1) (JS construct However structures secondorder second 3 respectively 20 chisquared chi squared

Teachers in the current digital era are required to integrate Information and Communication Technology (ICT) in their daily teaching and must replace their traditional methods with modern tools and facilities. This is because ICT provides a dynamic and proactive teaching and learning environment. Consequently, the current study sought to establish how English First Additional Language (EFAL) Technical and Vocational Education and Training (TVET) college first-year students understood face-to-face instruction and blended learning (BL) environments for academic writing. The study was qualitative in nature and a case study design was followed. Twelve purposively selected first-year students were involved in semi-structured interviews as part of data collection. In this study constructivism was used as theoretical framework with reference to BL and academic writing. The findings of the study revealed that most students were in favour of the face-to-face learning mode because of its advantages in their learning context. Those who were not in favour of BL posited that it had the potential to facilitate inequality among students as it was likely to benefit only those who could afford to buy data. The findings further revealed that participants believed that the combination of both face-to-face and online learning modes may be conducive to the context of learning academic writing. They contend that the two types of learning are inextricably linked. CONTRIBUTION: The study may contribute to knowledge on the measures that TVET institutions and other tertiary institutions can develop and implement academic writing practices and BL practices to aid the success of EFAL first-year students. The study was an attempt to provide feedback to academia on the current perspectives and experiences of first-year ESL students at TVET colleges to distinguish areas of limitations with reference to valuable teaching and learning, academic writing and BL practices that compromise quality.

BACKGROUND: The need to examine teachers' learning activities in reading literacy instruction arises from concerns about reading proficiency levels in the Namibian Junior Primary phase, where reading literacy is a fundamental skill crucial for academic success. AIM: The study examined the learning activities used for reading literacy instruction in selected Namibian Junior Primary (JP) schools focused on Grade 3 teachers. SETTING: The study was conducted in selected Oshana region JP schools focused in three diverse classroom settings. METHODS: The study used secondary qualitative data that were collected by the Oshana Regional Directorate of Education through interviews and classroom observations to examine the teaching practices Grade 3 teachers were using for reading literacy instruction. The study explores the reading literacy practices of teachers that they have adapted from continuous professional development programs and ministerial policies. RESULTS: The findings indicate that the participants in this study were utilising a variety of learning activities to enhance reading literacy skills. These activities are phonological activities (phonics, phonological awareness activities, and the Jolly Phonics programme) and interactive activities (shared reading and reading corner activities) for reading literacy instruction. CONCLUSION: In conclusion, participants employed a range of methods to enhance reading instruction. They utilised phonological strategies like phonics and the Jolly Phonics programme to develop language skills, alongside interactive practices such as shared reading to improve fluency and foster a love for reading. CONTRIBUTION: The findings can inform educational policies, curriculum development, and initial teacher education programmes, ultimately improving reading literacy outcomes for learners in Namibia and beyond.

BACKGROUND: The Progress in International Reading and Literacy 2021 results draw stark attention to an ongoing crisis in primary education in South Africa. Research attempting to understand and address continued underperformance has focused on literacy learning and teaching in schools where the language of learning and teaching (LOLT) is the same as the learners' home language. What has yet to be addressed is that a significant dilemma still exists for the many English Second Language (ESL) learners who attend schools where the LOLT is English AIM: To establish to what extent involvement in the Whistle Stop School (WSS) early grade reading programme impacts on reading rate and comprehension performance for ESL learners learning to read in English SETTING: This research examines the WSS programme in partnership with a local quintile three school METHODS: Longitudinal, quantitative secondary data was used from oral reading fluency and comprehension assessments conducted annually over the first six years of the programme RESULTS: Results showed that involvement in the WSS programme had a significant impact on learner performance, with those learners involved in the programme notably outperforming those not in the programme and existing national benchmarks CONCLUSION: Small-scale though the WSS is, the results demonstrate that with the right approach, the national goal to see every 10-year-old learner reading for meaning may be achievable CONTRIBUTION: This research aims to contribute to national conversations around early grade reading in South Africa by addressing the paucity of early grade reading learning research, specifically for ESL learners where LOLT is English

In hierdie artikel word 'n evaluerende oorsig van empiriese studies oor woordeboekgebruik en taalleer aangebied, met die doel om die ontwikkeling van die veld asook die tendense in die veld oor 'n spesifieke tydperk, sistematies te ondersoek. Gebaseer op die analise van die inhoud van 104 joernaalartikels wat tussen 1992 en 2024 gepubliseer is, word daar verskeie belangrike bevindings in hierdie studie gemaak. Die ontleding van publikasietendense dui daarop dat daar 'n oplewing in navorsingsbelangstelling ná 2010 is, grootliks as gevolg van die opkoms van die digitale tegnologie en die toenemende erkenning van die rol van woordeboeke in selfgerigte leer. Terwyl die "Groot Ses"-woordeboeke wyd in studies gebruik word, het hul elektroniese eweknieë ontwikkel in die dominante woordeboekvorm, wat die impak van die Digitale Revolusie weerspieël. Daar word aan die lig gebring dat ontwerpstudies wat gemengde metodes behels, al meer voorkom, wat toenemende besorgdheid in die veld weerspieël oor sowel die leeruitkoms wat deur woordeboekgebruik teweeggebring word as die leerders se kognitiewe prosesse wat by woordeboeknaslaangedrag betrokke is. Daar is ook bevind dat daar oormatig gesteun word op gevorderde en intermediêre EVT-/ETT-leerders om resultate te verkry, wat die behoefte aan navorsing wat leerders van uiteenlopende tweedetaaldoeltale en gevarieerde tweedetaalvaardigheidsvlakke betrek, beklemtoon. Ten spyte van die groot potensiaal van elektroniese woordeboeke om taalleer in domeine soos die grammatika, pragmatiek en uitspraak te ondersteun, bly navorsing op hierdie gebiede, verrassend genoeg, beperk. Hierdie evaluerende oorsig beklemtoon die behoefte aan verdere navorsing, veral dié wat met longitudinale ontwerp en in natuurlike kontekste uitgevoer word, om sodoende 'n holistiese opvatting te bevorder van hoe woordeboeke taalleer kan verbeter.

This study presents a scoping review of empirical studies on dictionary use and language learning, with the aim to systematically examine the development and trends of the field across a specific timespan. Based on the content analysis of 104 journal articles published between 1992 and 2024, this study has several major findings. The analysis of publication trends indicates that there is a surge in research interest after 2010, largely due to the rise of digital technology and the increasing recognition of the role of dictionaries in self-directed learning. While the "Big Six" dictionaries are widely used across studies, their electronic counterparts have evolved as the dominant dictionary form, mirroring the impact of the Digital Revolution. It is revealed that there is a growing presence of mixed-method design studies, reflecting the field's increasing concern for both the learning outcome induced by dictionary use and learners' cognitive processes involved in dictionary look-up behavior. It is also found that there is an overreliance on advanced and intermediate EFL/ESL learners to generate conclusions, underscoring the need for studies involving learners of diverse target L2s and varied L2 proficiency levels. Surprisingly, despite the huge potential evinced by electronic dictionaries to support language learning in areas like grammar, pragmatics, and pronunciation, research in these domains remains limited. This scoping review underscores the need for further research, especially those conducted with longitudinal design and in naturalistic contexts, to foster a holistic understanding of how dictionaries can enhance language learning.

Abstract The possible role of text-to-speech (TTS) audio for pedagogical purposes has not been fully explored. This study examines ESL students’ perceptions of artificial intelligence and human voices. It also explores students’ opinions on listening instruction. The investigation was conducted from April to September 2022 and involved 36 TESOL students enrolled in a BA in English or English teaching at a Costa Rican public university. It used a quantitative survey design. The researcher gathered student responses through a survey designed to collect students’ perceptions of computer-generated voices, human voices, and listening instruction. The data were quantitatively analyzed using descriptive statistics. Data analyses indicate that: 1) students find human voices more appealing than artificial intelligence voices; 2) students find female voices more appealing than male voices when a computer generates them; 3) artificial intelligence voices share some characteristics that students find more appealing; and 4) current listening instruction policies and materials should be reexamined in the language program. Consistent with the reviewed literature, these findings demonstrate that although TTS does not appeal to students as much as human voices, a part of the population finds computergenerated voices appealing. The analysis also suggests that some students cannot fully discern between computer-generated and human voices; thus, their use may be appropriate in some contexts. Finally, these findings confirm that listening instruction policies and materials should be revised to improve students’ language acquisition processes.

Resumen El posible papel de audios texto-a-voz (TTS) para usos pedagógicos no ha sido completamente explorado. Este estudio examina las percepciones de estudiantes de ILE acerca de las voces humanas y de inteligencia artificial. Asimismo, explora las opiniones de estudiantes sobre la instrucción de la escucha. Esta investigación se llevó a cabo de abril a setiembre de 2022 e incluyó a 36 estudiantes de ILE matriculados en un Bachillerato en Inglés o Enseñanza del Inglés en una universidad pública costarricense. Se utilizó un modelo cuantitativo de encuestas. El investigador recolectó las respuestas mediante una encuesta diseñada para recabar las percepciones del estudiantado acerca de las voces generadas por computadora, las voces humanas, y la instrucción de la escucha. Los datos fueron analizados de manera cuantitativa utilizando estadística descriptiva. El análisis de los datos indica que: 1) el estudiantado encuentra las voces humanas más atractivas que las voces generadas con inteligencia artificial; 2) el estudiantado considera las voces femeninas más atractivas que las masculinas cuando son generadas por computadora; 3) las voces generadas por inteligencia artificial comparten algunas características que el estudiantado encuentra más atractivas; y 4) las presentes políticas y materiales para la instrucción de la escucha deben ser reexaminadas en el programa de idiomas. Consistente con la literatura revisada, estos resultados demuestran que aunque las voces TTS no llaman tanto la atención del estudiantado como las voces humanas, una parte de la población considera las voces generadas por computadora interesantes. El análisis también sugiere que una parte del estudiantado no puede discernir en su totalidad entre voces humanas y generadas por computadora; por lo tanto, su uso puede ser apropiado en algunos contextos. Finalmente, los resultados confirman que las políticas y los materiales para la enseñanza de la escucha deben ser revisados para mejorar los procesos de adquisición del lenguaje del estudiantado.

Mathematics is one of the critical subjects studied worldwide and is a major for all science faculties and careers. However, it is 1 of the subjects in which performance is poor in all educational phases and bands. Therefore, with this research we aimed to consider the use of mother tongue in the learning and teaching of mathematics in schools. This qualitative research was a descriptive case study conducted in the OR Tambo Inland district, which comprises 2 satellite towns, Mthatha and Qumbu in the Eastern Cape province of South Africa. The focus area for the study was the Qumbu satellite. Twenty-four participants were selected through purposeful sampling. Participants were grouped in 4 focus groups with 6 members in each. An interview schedule guide with semi-structured and open-ended questions was used to collect data. A thematic approach and facts were used for data analysis and presentation. Research shows that the use of mother tongue is beneficial for all learners in all subjects, however, this is not what many teachers believe. We conclude with the recommendation that the broad South African community should be schooled in the value and impact of the use of mother tongue in education or consideration of mother-tongue-based bilingual education (MTBBE). There is a need for South Africans to understand the concept of MTBBE better. It provides advantages such as providing learners with an increased ability to think deeply, to express themselves clearly and to improve academic performance (Stoop, 2017).

ABSTRACT Today, electronic sports tournaments such as the World Cyber Game, European Nations Championship, International Premiership Series and Esl Pro Series are organized. These tournaments include popular games such as Counter-Strike, Dota 2, League of Legends, StarCraft 2, Super Smash Bros and Street Fighter. In this study, the performances of eSports games will be analyzed with Data Envelopment Analysis (DEA). Accordingly, it is aimed to help eSports companies to be effective by determining the relative efficiencies of eSport games, effective and ineffective Decision-Making Units (DMUs production units that produce similar outputs using similar inputs). For this purpose, determining the effective games and comparing the other games according to them enables the optimization of the values of the output variables according to the input variable. DEA is a non-parametric method used to study the relative effectiveness of Decision Making Units when there are multiple inputs and multiple outputs. Data Envelopment Analysis (DEA) is a non-parametric method used to examine the relative efficiency of Decision Making Units (DMUs production units that produce similar outputs using similar inputs) when there are multiple inputs and multiple outputs. Measuring the efficiency of businesses and knowing the source of their inefficiency is an important issue for eSports as in every sector. Data Envelopment Analysis is frequently used for measuring the efficiency of DMU. In this study, efficiency analysis was performed by taking into consideration the 27 games in the first 200 games on the e-charts website in 2018. With this analysis, the efficiencies and changes of efficiencies of the games in 2018 were tried to be obtained. According to the results of the research: Counter-Strike and Minecraft were determined to be effective games. Since the other 25 games are inefficient, target values for these games are given in the study.

RESUMEN Hoy en día, los torneos de deportes electrónicos como el Juego Cibernético Mundial, se organizan el Campeonato de las Naciones Europeas, la serie Internacional de Premiership y la Serie ESL Pro. Estos torneos incluyen juegos populares como contraataque, Dota 2, League of Legends, Starcraft 2, Super Smash Bros y Street Fighter. En este estudio, las actuaciones de los juegos de eSports se analizarán con el Análisis Envolvente de Datos (DEA). En consecuencia, está dirigido a ayudar a las empresas de eSports a que sean efectivas determinando las eficiencias relativas de los Juegos de ESPort, unidades de toma de decisiones efectivas e ineficaces (unidades de producción de DMU que producen resultados similares utilizando insumos similares). Para este propósito determinando los juegos efectivos y comparando los otros juegos según ellos permite la optimización de los valores de las variables de salida según la variable de entrada. La DEA es un método no paramétrico utilizado para estudiar la efectividad relativa de las Unidades de Toma de Decisiones cuando hay múltiples entradas y múltiples salidas. El Análisis de la Envolvente de Datos (DEA) es un método no paramétrico utilizado para examinar la eficiencia relativa de las Unidades de Toma de Decisiones (unidades de producción de DMUs que producen salidas similares utilizando entradas similares) cuando hay entradas múltiples y múltiples salidas. La medición de la eficiencia de las empresas y conocer la fuente de su ineficiencia es un tema importante para los ESPorts como en todos los sectores. El análisis de envolvimiento de datos se usa frecuentemente para medir la eficiencia de DMU. En este estudio, el análisis de eficiencia se realizó teniendo en cuenta los 27 juegos en los primeros 200 juegos en el sitio web de e-charts en 2018. Con este análisis, se intentó obtener las eficiencias y los cambios de eficiencias de los juegos en 2018. Según los resultados de la investigación: Counter-Strike y Minecraft se determinó que eran juegos eficaces. Dado que los otros 25 juegos son eficientes, los valores objetivo para estos juegos se dan en el estudio.

RESUMO Hoje em dia, os torneios esportivos eletrônicos, como o World Cyber Game, são organizados pelo Campeonato Europeu das Nações, a série internacional de Premiership e a série ESL Pro. Esses torneios incluem jogos populares como contra-ataque, DotA 2, League of Legends, Starcraft 2, Super Smash Bros e Street Fighter. Neste estudo, os desempenhos dos jogos eSports serão analisados com análise de envelope de dados (DEA). Consequentemente, visa ajudar as empresas de espantar a serem eficazes determinando as eficiências relativas de jogos de esportes, unidades de decisão eficazes e ineficazes (unidades de produção DMU que produzem resultados semelhantes com insumos semelhantes). Para este propósito determinar os jogos eficazes e comparando os outros jogos de acordo com eles permite a optimização dos valores das variáveis de saida de acordo com a variável de entrada. O DEA é um método não paramétrico usado para estudar a eficácia relativa das unidades de decisão quando existem várias entradas e várias saídas. A análise do envelope de dados (DEA) é um método não paramétrico usado para examinar a eficiência relativa das unidades de decisão (unidades de produção DMU que produzem saídas semelhantes usando entradas semelhantes) quando várias entradas e várias saídas. A medição da eficiência das empresas e conhecer a fonte de sua ineficiência é uma questão importante para o eSports como em todos os setores. A análise de envolvimento de dados é freqüentemente usada para medir a eficiência do DMU. Neste estudo, a análise de eficiência foi realizada levando em conta os 27 jogos nos primeiros 200 jogos no site do E-Charts em 2018. Com esta análise, foi tentada obter eficiências e mudanças de eficiências de jogos em 2018. De acordo com os resultados da investigação: Contra-ataque e minecraft foi determinado que eles eram jogos eficazes. Como os outros 25 jogos são eficientes, os valores alvo para esses jogos são dados no estudo.

BACKGROUND: Reading comprehension is one of the most important skills a learner needs for academic achievement and is something which many South African learners lack. Studies suggest that explicit teaching of comprehension strategies has the potential to improve literacy. AIM: The aim of this article is to determine the role of explicit teaching of reading comprehension strategies to an English as a second language (ESL) learner SETTING: This study was conducted at a dual-medium quintile 5 primary school in the Western Cape. Quintile 5 are affluent schools (fee-paying schools) which receive less funding from the government. This is a single case study with a Grade 4 ESL learner. The medium of instruction was English. METHODS: This is a qualitative interpretive study in which the researcher used an observation and interview schedules to collect data. Pre- and post-tests were conducted before and after the intervention programme (IP RESULTS: It was evident from the findings that the explicit teaching of three reading comprehension strategies and one-on-one interactions and guidance from the teacher enabled the learner, who is in Grade 4, to acquire critical thinking skills. The learner's literacy improved, which boosted her self-confidence. CONCLUSION: As the three reading comprehension strategies were constantly and explicitly taught throughout the IP, these collaborative, multitiered approaches began to develop the learner's habit of thinking in a higher-order manner. She began to develop a mindset of critical thinking, even in her second language.

ABSTRACT This study explores the effect of three activities on ESL vocabulary acquisition. Three groups of students in their sixth year of Primary Education participated. Each group worked new vocabulary with a different activity. The first group used reading plus flash cards; the second did the same through reading plus filling the gaps; the third one worked with a crossword. Each activity meets a different number of criteria within the so-called Technique Feature Analysis (Nation and Webb, 2011). This model is specifically designed to explain the lexical processing in a second language. After the activities were done, the participants' receptive and productive knowledge was tested. The results suggest that this model is sensitive to receptive vocabulary knowledge in second language, while it is not to productive knowledge.

RESUMEN El presente estudio pretende explorar el efecto de tres actividades sobre la adquisición léxica en inglés como segunda lengua. Tres grupos de estudiantes cursando sexto curso de Educación Primaria participaron en el estudio. Cada grupo trabajó el léxico a través de una actividad distinta. El primero utilizó comprensión lectora y flash cards; el segundo, comprensión lectora y relleno de huecos; el tercero lo trabajó mediante un crucigrama. Las actividades se diferencian entre ellas por el número de criterios que cumplen dentro del llamado Technique Feature Analysis (Nation y Webb, 2011), un modelo creado específica mente para explicar el procesamiento léxico en segunda lengua. Tras los tres tratamientos léxicos, todos los participantes realizaron un test productivo y otro receptivo. Los resul tados sugieren que este modelo es sensible al conocimiento receptivo del vocabulario en segunda lengua, mientras que no lo es en cuanto al conocimiento productivo del mismo.

Resumen Introducción. El siguiente artículo presenta el análisis que se realizó sobre la pedagogía de una maestra de lengua extranjera (inglés) en un colegio de educación primaria. Objetivo. El objetivo de esta actuación es analizar la pedagogía de la especialista en lengua extranjera (inglés); concretamente, examinar las medidas llevadas a cabo con el alumnado con trastorno por déficit de atención e hiperactividad (TDAH). Se pretende plantear un modelo realista en el paradigma de la enseñanza y el aprendizaje de la lengua anglosajona como segunda lengua con escolares con TDAH. Metodología. A través de la técnica de investigación documental, se revisará la práctica educativa, se analizarán y pondrán en práctica diversas metodologías y se modificará la praxis educativa para añadir los ajustes de intervención necesarios para que todo el alumnado, con TDAH o sin este, aprenda inglés como ESL (del inglés English as a Second Language). Resultados. A partir de este análisis, se mostrarán una serie de estrategias para trabajar el área de inglés con escolares con TDAH. Discusión. Partiendo de que este es un trastorno neurobiológico en el que la repercusión que tiene en cada persona es distinta y las áreas en las que pueden presentar problemas difieren de unas a otras, se proponen diversas actividades y tácticas basadas en el análisis del discurso para dotar a estas personas de las destrezas necesarias para la adquisición del inglés como segundo idioma. Asimismo, en el presente artículo se muestran dos modelos para el entrenamiento cognitivo de niños y niñas con hiperactividad o sin esta para actividades orales y escritas en inglés como L2.

Resumo Introdução. O seguinte artigo apresenta a análise realizada sobre a pedagogia de uma professora de língua estrangeira (inglês) em um colégio de Educação Primária. Objetivo. O objetivo desta atuação é analisar a pedagogia da especialista em língua estrangeira (inglês), mas concretamente, examinar as medidas realizadas a estudante com TDAH (Transtorno de Déficit de Atenção e Hiperatividade). Pretende-se planejar um modelo realista no paradigma do ensino e a aprendizagem da língua anglo-saxônica como segunda língua a estudantes com TDAH. Metodologia. Através da técnica de pesquisa documental, revisar-se-á a prática educativa; várias metodologias serão analisadas e colocadas em prática, e modificar-se-á a práxis educacional para acrescentar os ajustes de intervenção necessários para que o grupo de estudantes com ou sem TDAH, aprendam inglês como ESL (do inglês “English as a Second Language”). Resultados. A partir desta análise será mostrada uma série de estratégias para trabalhar a área de inglês com estudantes com TDAH. Conclusão. Partindo de que este é um transtorno neurobiológico no qual a repercussão que tem em cada pessoa é diferente e as áreas nas quais podem apresentar problemas diferem de uns a outros, propõem diversas atividades e táticas baseadas na análise do discurso para dotar a estas pessoas com as destrezas necessárias para a aquisição do inglês como segundo idioma. Da mesma forma, no presente artigo mostram-se dois modelos para o treinamento cognitivo de estudantes com ou sem hiperatividade para atividades orais e escritas em inglês como L2.

Abstract Introduction. This article analyzes the pedagogy of an ESL teacher in a primary school. Objective. This investigation aims to evaluate the instruction of the ESL teacher, more specifically to analyze the measures implemented with attention-deficit/hyperactivity disorder (ADHD) learners. All these ideas outline a realistic model in the paradigm of teaching and learning English as a second language with ADHD students. Methods. Under a desk research scope, the teacher’s instruction is reviewed, several methodologies are analyzed and put into practice, and the educational practice is modified to adjust the intervention procedures to ensure that all pupils, with or without ADHD, learn ESL. Results. As a result of this study, several techniques are recommended to teach ESL to ADHD students. Discussion. Based on the fact that ADHD is a neurobiological disorder where the impact in every person diverges and the possible problematic areas differ from one to another, several activities and techniques are proposed to provide these individuals with the skills they need to acquire English as a second language. Additionally, this article also proposes two cognitive training self-instruction models for children, with and without ADHD, for oral and written activities in ESL.

Resumen Influenciados por ciertos factores y motivos, algunos nigerianos educados hablantes de inglés utilizan expresiones altisonantes, así como estructuras sintácticas densas, llenas de muchas palabras (con poco significado) y complejas. Este artículo examina este hábito lingüístico en el inglés nigeriano para mostrar cuán arraigado se ha vuelto; explicar los factores sociolingüísticos, históricos e idiosincrásicos que influyen en él; mostrar su efecto en su audiencia y lectores; y determinar sus implicaciones para la enseñanza y el aprendizaje del inglés como segunda lengua (ESL). El documento adoptó el método cualitativo de investigación y los datos se extrajeron de fuentes primarias y secundarias. Los datos primarios se extrajeron de conocidos ‘bombarderos grandilocuentes’ (usuarios de la grandilocuencia) nigerianos. Los datos secundarios se obtuvieron de eventos históricos y trabajos publicados y creativos. El estudio estableció que el uso de ‘explosivos de lenguaje’ (elementos léxicos de alto sonido) es un hábito lingüístico común en ESL. Algunos nigerianos educados, por ejemplo, usan este hábito para presumir su aprendizaje y dominio del idioma, alejar a otros en la comunicación, crear humor y ganar popularidad. Aunque el artículo afirma que el hábito en su forma no guiada obstaculiza la comunicación efectiva, sostiene que posee ciertas utilidades sociopolíticas y pedagógicas en entornos de ESL.

Abstract Influenced by certain factors and motives, some educated Nigerian English speakers use high-sounding expressions, as well as dense, windy, and complex syntactic structures. This paper examines this linguistic habit in Nigerian English to show how entrenched it has become; explain the sociolinguistic, historical, and idiosyncratic factors that influence it; show its effect on its audience and readers; and determine its implications for teaching and learning English in English as a second language (ESL) settings. The paper adopted the qualitative research method, and data were extracted from both primary and secondary sources. Primary data were extracted from well-known Nigerian ‘bombast bombardiers’ (users of bombast). Secondary data were gleaned from historical events and published and creative works. The study established that the use of ‘language explosives’ (high-sounding lexical items) is a common linguistic habit in ESL. Some educated Nigerians, for instance, use the habit to show off learning and their mastery of the language, estrange others in communication, create humor, and gain popularity. Although the paper avers that the habit in its unguided form hampers effective communication, it submits that it possesses certain socio-political and pedagogical utilities in ESL settings.